Hill Happenings (Summer 2025)

Hill Happenings

From the Classroom to the Science Lab to the Performance Stage

Magazine of The Chestnut Hill School

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Joyful Learners

At CHS, every Hawk experiences the joy of learning, from classroom to science lab to the performance stage.

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Rosie Sweeney

From Beginners through first grade, CHS students are blessed with the opportunity to explore the world through science and art with Ms. Sweeney.

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Joy in Teaching

Students aren’t the only ones enjoying time in the classroom. Teachers have their own favorite units to teach, too!

DEPARTMENTS

2 LETTER FROM THE HEAD

A welcome from Dr. Rod

3 LEARNING IN ACTION

Glimpses of learning across the grades

29 AROUND CAMPUS

Family Picnic, Carnival, Cow Calvacade, Festival of Lights, Think Pink

34 STAFF MILESTONES

Honoring our long-time faculty

40 CLASS OF 2025

Congratulations to this year’s graduates!

44 CLASS NOTES

Hear what alumni are up to across the globe

46 IN MEMORIAM

Remembering those who have passed

48 JUST FOR FUN

We asked several third graders to share their favorite parts of CHS — take a look at what they said!

20 Perseverance

There is no textbook for one of the most important skills that a person will ever learn, yet our students work on it every day.

22 Joy in After School

For many Hawks, having fun at school doesn’t stop when classes end.

THE CHESTNUT HILL SCHOOL MISSION

The Chestnut Hill School is an inclusive community of joyful learners who think critically, embrace diversity, and act with empathy.

THE CHESTNUT HILL SCHOOL VISION

At The Chestnut Hill School, our vision is a world transformed by childhood optimism and enduring curiosity.

GUIDING PRINCIPLES

Our philosophy is founded on four guiding principles.

Kindness: Empathy and discovery are integral to fostering the growth of inquisitive minds.

Belonging: Every child is known and valued.

Pursuit of Knowledge: Our students develop a lifelong love of learning.

Perseverance: Children can learn as much from failure as they do from success.

HEAD OF SCHOOL

Roderick MacNeal, Jr., Ed.D.

EDITORIAL STAFF

Editor: Alex Weliever, Digital Communications Associate EDITORIAL COMMITTEE/CONTRIBUTING WRITERS

Christine Augustyn, Mark Boylan, Emily DiDonna, Kerryn Hinds, Ashley Mosley, Erin Piper, Virginia Siu, Angie Zomer

PHOTOGRAPHY

Adam Richins Photography, Alex Weliever, Coffee Pond Photography DESIGN

The Truesdale Group COMMENTS

Class notes, letters, and comments may be emailed to communications@tchs.org or mailed to The Chestnut Hill School, 428 Hammond Street, Chestnut Hill, MA 02467.

Hill Happenings is a publication for current CHS families, past families, alumni, staff members, and friends.

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A Day in the Life of Ms. Carlisa

Ms. Carlisa is a pillar of the CHS community — and the first person students greet, every morning.

26 Alumni in

Education

Hear from a few alumni who found themselves back in the classroom after their time at CHS.

Dear Friends of CHS,

Iam very proud to introduce this year’s issue of Hill Happenings, which focuses on our commitment to Joyful Learning and Academic Excellence. At CHS, we pride ourselves on developing curriculum and designing highly engaging lessons that center on the essential skills our students need. Our inspiration arises from our vision of promoting childhood optimism and enduring curiosity to motivate students to take ownership of the learning process. Evidence of this ownership can be observed when I am helping students out of their cars during morning drop-off. I often notice the weight of a student’s backpack. Upon inquiry, students often attribute the extra weight to the books they have checked out of our library. This joy of reading is also reflected in our kindergartners who are always eager to share the books they selected during their morning library check-out time as they pass my office. These are definitely prideful moments for me as I attribute our students’ joy of reading to our teachers who work each day to build a foundation of literacy for all of our students.

It is the teachers who are at the heart of CHS. Our teachers dedicate a great deal of time learning and developing novel ways to engage our students. One example is how Ms. Piper, our school librarian, developed our Research in Action course for our first through sixth-grade students. Research in Action provides our students with the opportunity to develop their critical-thinking skills and a methodology for researching a topic using multiple sources In addition, the projects she chooses for students to complete are interdisciplinary which challenges students to use skills they have developed in different content areas. You can read more about our wonderful teachers and what they enjoy teaching throughout this issue.

Along with innovation and joy, our teachers do a great job of incorporating our core values of kindness, belonging, pursuit of knowledge, and perseverance into their daily instruction. Our core values represent what we want our students to learn in order to achieve success in the classroom and beyond. In an article that highlights one core value, perseverance, our educators explain how they teach students to use “yet” when faced with the challenge of learning something new.

At CHS, the joy of learning is not over when the day ends. Students who attend our extended day program choose from a wide variety of classes that align with their interests. Examples include, but are not limited to Chess, Checkers, Karate, Rock Band, or learning to play an instrument in our Music School. Classroom teachers contribute to the offerings by developing enrichment classes based upon their hobbies. Popular courses include Ms. Sweeney’s Icky Sticky class in which students create art using a variety of adhesives, and

Ms. Maybury’s cookie-decorating class. The impact of our extended program is quite notable. I often hear about the challenges parents endure when picking up their children from Extended Day. Parents comment about the disappointment their children exhibit when they realize it is time to go home. You can read more about our Extended Day Program in one of the featured articles in this issue.

I have to attest that one of my greatest joys is learning about the wonderful accomplishments achieved by our alumni. I often hear from alumni parents who comment on how prepared their children are for life after CHS. Just recently, I spoke with a parent of a recent graduate and she commented how well her child is doing in her current academic program. Upon hearing these stories, I am filled with pride knowing that the success of our alumni is a direct correlation to the education they received while at CHS.

As I complete my second year at CHS, I feel very fortunate to be a part of a community of educators who are dedicated to ensuring the success for all of our students. I often tell prospective families that our ability to know each one of our students and their families is unique and unmatched. The feeling of community is palpable and is only exceeded by the care that each faculty and staff member exhibits for our students.

It is my hope that you will gain an appreciation for how our faculty and staff work to manifest joy in the learning process as you read this current issue of Hill Happenings.

Best

Wishes, Roderick MacNeal, Jr., Ed.D., Head of School

How do CHS Hawks learn to be safe online learners?

At CHS, we recognize that the foundation for responsible digital habits is built during the elementary years. In our increasingly connected world, where technology has become inseparable from learning, we place great importance on teaching students how to move through online spaces with both confidence and caution.

Upper School students interact with digital platforms every day, using them as tools for research, reading materials, collaborative projects, and communication with peers. To make these digital experiences as productive and secure as possible, teachers concentrate on cultivating several essential capabilities. Students learn digital literacy by developing the ability to evaluate online information and distinguish trustworthy sources. They practice online etiquette by maintaining respectful communication in digital environments, just as they would in person. Account security becomes second nature as they master creating and protecting strong passwords. Perhaps most importantly, they develop risk awareness by learning to identify suspicious content and potential online scams.

Faculty create a school culture where open communication about digital experiences is encouraged and valued. Students know they can approach teachers or parents when they encounter something confusing or concerning online. This partnership between school and home gives children the support they need to make wise decisions in digital spaces.

Students come to understand how their digital footprints remain permanent long after they click “post.” They learn why positive online behavior matters just as much as good conduct in the classroom. Through age-appropriate lessons, they gain practical strategies to both prevent and respond to cyberbullying situations.

As CHS Hawks advance through their academic careers, these fundamental skills grow with them, preparing students to be both safe and ethical participants in digital communities. We firmly believe that with the right guidance and education, students can fully embrace the incredible opportunities the digital world offers while skillfully avoiding its potential pitfalls. They learn that every online action, no matter how small, carries weight and consequence.

By planting these seeds of digital responsibility early, teachers provide students with an enduring set of tools that will serve them throughout their lives in our ever-evolving digital society. These competencies become as essential as reading and writing in preparing young people for success in the modern world.

Through age-appropriate lessons, students gain practical strategies to both prevent and respond to cyberbullying situations.

LEARNING IN ACTION

A Picture is Worth a Thousand Words

“Apicture is worth a thousand words” captures the essence of the Wordless Picture Storywriting and Storytelling unit, which has been part of the third-grade curriculum for over a decade. Third-grade teacher Christine Augustyn says, “Kids are so full of story ideas, but the concept of what makes a story a book is very new to most of them. The wordless picture book takes them through the process that authors go through, and it is very empowering. They brainstorm, use a plot diagram, think about events and details, build characters and create a climax.” Xander, a third grader, remarked, “You get to be creative, you get to create your own

ideas. In wordless picture books, you can write some things that are off the picture, and that made it a good challenge, but it also made it comfortable to do because we have the pictures there to inspire us and give us ideas.” The end goal of presenting to a real audience keeps students going when the writing process feels hard. Students presented their final products to Kindergarteners at the end of the unit. Third-grader Sophia says, “One thing that I liked about the wordless picture books is that they will help us when we get older if we want to be authors. It helps us build our confidence by having us read it to the younger kids. Our hard work does pay off.”

You get to be creative, you get to create your own ideas. In wordless picture books you can write some things that are off the picture, and that made it a good challenge, but it also made it comfortable to do because we have the pictures there to inspire us and give us ideas. It was also a challenge because we had to come up with the words to use to write about those pictures.”

— XANDER D.

One thing that I liked about the wordless picture book is that we could see the pictures, but create our own visions, which I thought was really cool because even though some of us had the same book, we had different stories and different words because we had different perspectives. That was really cool.”

— ANNABELLE R.

Joy in Reading — Erin Piper

One thing that I liked about the wordless picture books is that they will help us when we get older if we want to be authors. It helps us build our confidence by having us read it to the younger kids. Our hard work does pay off. Everyone had to come up with their own ideas about what the problem was.”

— SOPHIA S.

Since 1985, celebrity READ posters have been a hallmark of the American Library Association’s mission to inspire a love of reading. From Shaquille O’Neal to Taylor Swift, countless stars have posed with their favorite books over the years.

“Iremember seeing them in my school library growing up and thinking, Wow, Kermit the Frog is a reader too!?” recalled Erin Piper, CHS librarian. “I wanted CHS students to have a similar experience — seeing someone they admire or love, sharing the joy of reading.”

As school leaders, sixth graders take on the tradition by selecting a book and being photographed with their recommendations. Using Canva, a graphic-design software, they design their own version of the classic READ poster, inspiring their peers to pick up a book.

“It was really fun to work on my poster,” shared sixth-grader Charles. “I liked that you could show a little of who you are and what you like.”

Students see the posters as they enter the library and frequently pause to check them out. “I just think they’re so funny,” third-grader Annie commented. “Some of these books I don’t know. Gonna have to read them!”

Lifelong Learning

Since 2019, the Heartstone Grant has allowed teachers to follow their curricular passions from the Iditarod Trail Sled Dog Race in Alaska to the Amazon Rainforest in Brazil.

This summer, physical education teacher Eric Edwards traveled across the pond to Scotland and attended the 21st Biennial Conference of the International Study Association on Teachers and Teaching. This year’s conference theme is “equitable quality teaching.”

After teaching physical education at CHS for 21 years, Mr. Edwards said his motivation for this trip is “to gain a global perspective on equitable education.”

“Physical Education, in particular, reflects the challenges posed by gender, race, and socioeconomic disparities,” Mr. Edwards said, “and I feel a responsibility to refine my teaching practices to adapt to the evolving landscape of diversity and equity.”

Mr. Edwards was excited to meet with fellow P.E. teachers and exchange insights on curriculum, especially with researchers focused on adolescent nutrition and fitness.

One fun fact about this trip: Mr. Edwards planned his travels in consultation with Rosie Sweeney, a native of Scotland. For more on Ms. Sweeney, a beloved long-time teacher, please read Page 13.

My motivation for this trip is to gain a global perspective on equitable education. As our world increasingly resists seeing diversity as a benefit, education has not remained untouched by this shift in ideology. Physical Education, in particular, reflects the challenges posed by gender, race, and socioeconomic disparities, and I feel a responsibility to refine my teaching practices to adapt to the evolving landscape of diversity and equity.

This is why I applied for the Heartstone Grant, which will allow me to modify my curriculum to affirm my students’ identities, helping them feel more connected to their peers and the units being taught. By incorporating activities that represent a range of cultures, I aim to foster a confident and inclusive environment where students’ voices are heard and valued.

I am eager to explore Glasgow and beyond, not only for professional growth but also to learn more about Scotland’s rich history and culture.

—ERIC EDWARDS

Left: Eric Edwards has taught at CHS for more than 20 years. Above right: This summer, Mr. Edwards traveled to Scotland for an international educator’s conference. Below right: Mr. Edwards met with many fellow educators from across the world, including Professor Ann Lopez from the University of Toronto.

Learning Partners: Creating Magic Together

People often get asked about the “secret sauce” when talking about the CHS community. In truth, that sauce has many ingredients — our incredible students and families, the amazing educators who care for them, our commitment to diversity and belonging, and the true sense of community that is palpable when you set foot on campus.

The Learning Partners program is a hallmark experience that stands out as a great connector and embodiment of CHS values, fostering joy and inclusion between students of all ages at CHS.

In Grade 4, students are matched with a fledgling student in Beginners, who they remain connected with through their Upper School experience, until they graduate and their partner readies for first grade. This collaboration between our earliest and oldest learners provides opportunities for deep connection, mentorship and leadership, curricular links, and a whole lot of magic.

A closer look into the Grade 5 and Pre-K partnership affords us the opportunity to examine how impactful the Learning Partner program is for both the mentor and mentee. A year into their mentorship roles, and just shy of stepping into their roles as sixth-grade school leaders, this penultimate year brings many points of creative connection between students.

There is a strong focus on making art together, whether that be a community art installation celebrating Black History Month or the Lunar New Year, the building of a “gratitude chain,” or collaborating to create the backdrop for our fifthgrade poetry performance. Each of these experiences, along with countless more, provide students the time to slow down and home in on one another.

The “big kids” get to step into their leader selves, teaching their partners a new skill or a new game at recess. The “littles” have someone new to look up to, and also get to try on their leadership hat by facilitating a group discussion or sharing what they are learning in class.

Students, teachers and families alike consistently sing the praises of our Learning Partners program. When asked to put into words why it resonates so much within our community, the overwhelming response is that it brings joy.

There is joy in the interactions between students at different levels, working excitedly and collaboratively together. There is joy in the eyes of adults as they witness both expected and unexpected moments of tenderness, humor, and mentorship. There is palpable joy in any space where partners sing or paint or read together. And there is joy in the occasions that are marked at CHS, such as seasonal concerts, grade-level project presentations, and the culminating celebration of graduation, as each graduate is walked down the aisle of the gym by their adoring Learning Partner. What a way to cap off the experience as a CHS student, and what a joy it is for the community to witness this magic.

Joyful Learners

At CHS, every Hawk experiences the joy of learning, from our youngest Beginners to our sixth-grade leaders.

sk any faculty member, and they’ll recount a story of young learners mastering complex skills. They remember the look on a student’s face when a mathematical process untwists from incomprehensible equations to solvable exercises. Teachers can recall the click when a character’s motivations become clear in a class novel, or the quiet satisfaction of a job well-done when students regard a finished art piece.

No matter the grade or the subject, triumph abounds in classrooms at The Chestnut Hill School. Students are encouraged to strive and stretch themselves throughout their educational journey on Hammond Street. By engaging in self-reflection, discourse and interdisciplinary study, CHS students develop innovative problem-solving strategies and a lifelong love of learning.

Read on for examples of how Hawks pursue the goal of academic excellence in classrooms imbued with joyful learning.

Excitement for equations

At some schools, learning complex calculations could be a stressful experience, pushing students to question their own abilities.

In CHS classrooms, all students find a chance to shine as they build mathematical fluency throughout their educational journeys, especially after the implementation of the Illustrative Mathematics curriculum last year.

“Every lesson and every unit builds in this exploratory period,” Math Specialist Hillary Despotovski said of how the IM curriculum helps students investigate mathematical concepts. “We want kids to have the ‘A-ha’ moment themselves.”

Ms. Despotovski spends time every day leading math lessons for whole classrooms and small groups throughout the school. She, along

with fellow math specialists and homeroom teachers, helps students through what can be a challenging, yet ultimately rewarding, subject area. She spoke to the strength of CHS students as they build their computational fluency from year to year.

At first, many students might be lacking confidence that they know how to solve a particular problem or remember a multiplication set.

But after students build their skills practicing together, they often find themselves more capable than they first realized, she said.

During a recent small group practice, Ms. Despotovski led

students in a speed round, where teams of students competed to solve a set of problems first. In the beginning, students shared that they weren’t sure they knew the answers to multiplication problems using such large numbers.

She recalled how one student realized their potential in real time as they worked in a friendly competition among their peers.

“You could hear the language clicking with each other,” Ms. Despotovski said. “They went a lot faster than they thought that they could. They were all like, ‘We knew more than we thought we could!”

“Those moments are really special when it’s built around a team,” the math specialist said. “Illustrative Mathematics does this really well.”

That’s not to say that everything’s always easy. Students work hard to understand problems and develop their mathematical fluency. Many students benefit from additional one-on-one work with a learning specialist.

But when those students discover a math rule on their own for the first time and become computationally fluent, their moment shines even brighter, Ms. Despotovski said.

“That’s when you see pure joy come out,” she said, “when it does click — they realize that two days ago, they didn’t know it.”

She explained how the Illustrative Mathematics curriculum aims to slow down the teacher-led moments, allowing for more organic student discovery where learners can immerse themselves deeper into thinking about mathematical rules and processes.

The beginning of a lesson may start with a simple question that all

students can answer and feel confident about. That confidence helps make the next section of the lesson more accessible to young mathematicians, who can then feel good about tackling the next problem set on their own.

“We want kids to have the ‘A-ha’ moment themselves.”

—HILLARY DESPOTOVSKI

Students aren’t quiet about how they feel about math with their teachers.

“There is excitement around all of it,” Ms. Despotovski said. “It doesn’t matter what the activity is –there’s a lot of balancing so each kid can find that joy.”

Shining on stage

Quite possibly the loudest and most dramatic displays of jubilation at CHS are in the form of the beloved, and often hilarious, grade-level performances.

Every student at CHS knows the feeling of stepping onto the performing stage in front of the whole school, because the tradition of annual performances starts in Beginners.

From demonstrating the bumblebee lifecycle as a three-year-old, to acting out Greek mythological tales in third grade, to performing a choreographed musical in their final year, CHS students do it all on the stage throughout their time at school.

Perhaps one of the best experts of the CHS drama program is Hannah Jacuzzi, leader of many of the grade-level performances throughout the year, including the outstanding sixth-grade musical capstone project.

“It’s the greatest thing on earth to get to do this for school,” Ms. Hannah said.

A thespian herself, Ms. Hannah serves as the director of the big musical each year at CHS. She’s watched as once-shy elementary schoolers blossom into confident, capable actors belting out Broadway show tunes in front of the entire school. She adores the process from start to finish, from the time sixth graders learn in January which musical they’re performing that year to May when the curtains part for the first show.

For many students, the musical and drama process can be a nervewracking experience. Even after years of performing shows and singing on the CMR stage, leading a onehour, fully choreographed musical is a different beast altogether.

“It’s so different for each child,” Ms. Hannah said. She referenced one sixth-grade student who has been asking her for years what the musical would be for his final year at CHS. Another former student took

the time to specify that she “resented dancing” on her audition form for the director.

The latter student, Ms. Hannah shared with a smile, went on to become wholly invested in her character and fell in love with the acting process.

“They added their own little flair to a lot of scenes,” she said, adding that for many, “this might be the only time these kids ever get to do a musical.”

That brings a lot of responsibility to the drama team, which includes her, music teachers, and sixth-grade faculty, to make the experience fulfilling and satisfying for students.

For Ms. Hannah, she sees the joy of learning in a million different ways throughout the months-long rehearsal process. Giving students the ability to decide aspects of their character, how they’re going to embody their role, what the set and costumes should look like, and more helps students see that the musical is a collaborative process, not a prescriptive one.

“They create 75-90% of what you see on stage,” Ms. Hannah said.

She recounted the story of one former sixth-grade student who, at first, was worried about being “uncool” for caring about the musical. He was given a part that required comedic timing, singing, dancing, and acting with his peers on stage.

“It was a really big step for him to put himself out there that way,” Ms. Hannah said. “He was dancing and singing with two peers who were very musical and very invested.”

But after weeks of rehearsal, the student found his groove. He worked hard on his songs, and would request that the songs be played again and

again so he could rehearse. Ms. Hannah found that he would realize immediately when he was a little off on a lyric or a dance move, and he’d stop and ask to run it back, so he could try again – and when he nailed it, the jubilation was evident on his face.

“It’s the greatest thing on earth to get to do this for school.”

— HANNAH JACUZZI

That, Ms. Hannah said, was amazing.

For younger Hawks, that joy presents in a different way.

The drama expert spoke on how she helps second graders do a simplified version of script text analysis for their performance. Each year, second graders research and write detailed

monologues from the perspective of an animal from the Amazon Rainforest, which they learn and recite during their “Living Museum.”

“I was talking to them about how to say words, and how to embody their characters,” she said. “There was this general ‘A-ha’ moment of infusing the animals they were, with the words they’re saying in their speeches.

“Inviting a kid to speak extraaaaaa slowlyyyyyy as a sloth is hilarious,” she laughed.

When Ms. Hannah welcomes younger students to the stage, often an exciting moment for budding thespians is when she makes it clear: they have permission to be themselves.

“It’s inviting kids to be silly,” she said, to be “different versions of themselves in a way that is invited, and safe, and useful for the story that we’re telling. That kind of freedom is so awesome to see.”

Whether that’s using their voices to be loud and project to the back of the audience or to really ham up a comedic moment for laughs, Ms. Hannah encourages it all.

“My goal is always to crack that shell of what the expectation is in normal classes,” she said.

Unlocking the reading code For Director of Learning Support

Michelle Keating, the jubilation of a student learning how to read is clear.

“It’s a very vulnerable time, learning to read,” Ms. Keating said. “When you’re working with struggling readers, and you start to see them gain the skill and unlock the code on their own — it’s like this launching pad. You see this swagger, a pep in their step.”

The process of learning to read starts as early as Beginners at CHS, when students are introduced to letters and learn to recognize the shape of their own names. When threeyear-old Hawks sit down to lunch, they’re first tasked with finding a placemat with their name on it, building their early literacy skills from the first day of school onward.

Through their entire literacy journey, students are guided by a team of teachers and learning specialists who are devoted to helping every reader. Homeroom teachers and reading specialists work together to help students break down words into syllables, memorize sight words, and learn new vocabulary together, one lesson at a time.

“What (people) underestimate, is how anxiety-inducing learning to read can be,” said Ms. Keating, “especially for kids who are super high intellect. It really has to be clearly instructed

and very intentionally taught.”

Ms. Keating leads a team of five learning specialists, who work in conjunction with homeroom teachers to help with curriculum planning, teach small groups, and identify opportunities for support for individual students. In a single reading class, there may be a handful of small group lessons occurring at the same time, as students and teachers work together to decode the written word.

“The learning specialists are very much experts in their fields,” she said, “so they bring a real breadth and depth of experience.”

Right now, literacy education nationwide is being re-examined, as educators everywhere question the best way to teach little learners how to make sense of words they don’t yet recognize.

While the national conversation goes on, CHS teachers are steady in their research-backed, data-based methods.

“I am really proud of how, looking at the whole institutional experience,” Ms. Keating said, “CHS has committed to looking at the curriculum. We’re staying grounded in

what’s research-based, we are using data and assessment to inform some of these choices. There’s a lot of PD, there’s sequence, and it’s intentional.”

CHS faculty were recently retrained in EmPOWER, a writing education framework that helps students organize their thoughts before committing pencil to paper. EmPOWER helps students unlock the meaning of multi-layered, complicated writing prompts and plan out their responses.

Ms. Keating says the framework incorporates executive-functioning practice right into the writing process, a key skill for young learners.

“It’s not too prescriptive,” she said. “It’s making the kids do the meta-cognitive piece, but in a structured way that helps them learn the process.”

That way, all students can find joy in completing a complex writing prompt, or decoding an unfamiliar word with confidence.

“Each learner feels seen and a sense of belonging and connected in this space,” Ms. Keating said. “You have to have a sense of comfort and safety in order to do the really hard things we’re asking you to do.”

Joyful Learners

Rosie Sweeney

On graduation day, sixth graders stand before fellow Hawks, faculty, staff, and families to deliver a speech. This is their opportunity to reminisce, share wisdom, and offer appreciation for their time at CHS.

Often mixing the poignant with the comical, speeches include everything from homeroom inside jokes to their earliest CHS memories. Many students share how they have grown, and their experiences that have helped them become who they are now.

And with complete regularity, they mention time with Rosie Sweeney.

A joyful space to explore

From Beginners through first grade, CHS students are blessed with the opportunity to explore the world through science and art with Ms. Sweeney. On a typical day in her learning alcove, one might see first graders building with materials found outside, or Beginners making dough from scratch. Often in her space, students stumble upon unique realizations or ponder a question with immense curiosity.

Along the way, students are allowed to get both themselves and spaces around them good and messy. This experiential, student-led ap-

proach is something Ms. Sweeney implements masterfully – though when asked about it, Sweeney is typically self-effacing.

“I’ve given up projecting my outcome,” she laughs.

Ms. Sweeney started teaching at CHS 22 years ago. She had never even been inside an independent school at the time, but the Scottish native was immediately taken by the closeness and kind values of the community, describing the feel as a “one-room schoolhouse”.

She quickly became good friends with more senior colleagues, including art teacher Karen Eutemy and

science teacher Joanne Greenwood. Seeing that Ms. Sweeney had neither a full classroom nor extra storage space at the time, Julie Burke, then a sixth-grade teacher, took it upon herself to carve out space in her own classroom.

Today, Ms. Sweeney does indeed have her own classroom, and what a fantastical learning laboratory it is!

One wall is covered with shelves upon shelves of craft supplies. From felt to wire, cardboard tubes to rocks of rainbow colors, anything and everything can be found there. The tables are small – perfect for little learners – and can be found in any

number of different configurations to facilitate group work. In the corner, paintbrushes wait in old coffee cans near a sink splattered with dried paint. And atop her bookshelf is a tank containing the child-entrancing snails, which Ms. Sweeney herself collects each year on Cape Cod.

In short, it is the ideal space for young children to do their best art and science. They are given free reign to experiment, get messy, and bring their own ideas to life.

Building Community in Room 25

Rosie’s room also serves another purpose – it has become a meeting space. One where people connect and find what they seek. Upper School art teacher Justine Curran describes Ms. Sweeney’s room as Grand Central Station: “Everybody is in there.”

On any given day, Ms. Sweeney might be sitting with colleagues testing out ideas, former parents and colleagues wanting to catch up, or a prospective family looking to get a sense of what CHS is all about.

Asked what makes CHS such a special place, Rosie provides the response that so many other Hawks immediately share.

“It’s all about the community.”

Over the past two decades, she has developed deep, meaningful connections with both colleagues and students. An avid reader, she recently finished reading The Good Life by Dr. Robert Waldinger and Dr. Marc Schulz. In it, the authors posit that the biggest ingredient in a happy, fulfilling life is a network of strong relationships.

A lasting Learning Partners legacy

Ms. Sweeney is the embodiment of this philosophy, which is also applicable to what may be the STEAM teacher’s most impactful contribution to the community: the Learning Partner Art Project.

Before she got involved, kindergarteners were already being paired up with sixth graders as reading buddies. But the beloved teacher had the idea to bring those grades together for a project that melded community service with art show, and she brought in outside groups with different lived experiences.

“I wanted to create something that had multiple touch points,” she said. “Faculty volunteers, lots of community engagement, people with different backgrounds, and a big culminating event that was more than just an art show.”

Over the past decade, Rosie

made it possible for CHS students to meet and create art alongside residents of Rogerson House, a memory-care facility located in Boston; participants in Common Art, a group for unsheltered artists; and Perkins School for the Blind.

The annual culminating events have borne such whimsical titles as Winter Snooze, Wool and Wires, and Art Soup. In recognition of these, Ms. Sweeney and art colleagues Justine Curran and Kate Martens have won the Parents Independent School Network’s annual Community Service award several times over.

And along the way, children have been given opportunities to meet others and learn about the world.

Ms. Sweeney has many fond memories from facilitating these occasions.

Years later, she still feels overjoyed thinking about one particular instance: a young artist from Common Art who came to CHS to create alongside students. He expressed his

Ms. Sweeney piloted a chicken-egg-hatching unit with Science teacher Katerina Orfanos this past year.

gratitude to her as he often felt unseen by the wider world. But the students also clearly felt the occasion was special, as later a child expressed awe in recalling “that time we met the famous artist!”

Teacher in Tartan

Born and raised in the environs of Glasgow, Ms. Sweeney is unmistakably and endearingly Scottish. She bakes delicious shortbread cookies that quickly disappear from the faculty lounge, remembers the folk dance steps from her childhood, and brings high-quality tea back to America when she returns from Scotland. Her speech is peppered with Caledonian phrases like “a wee bit of” and “poppets.” Each summer, Sweeney travels back to her home country to spend time with beloved friends and family. Ms. Curran believes that visiting Scotland is Rosie’s

opportunity to refresh.

On those trips back, Ms. Sweeney also takes opportunities to see Scotland’s beautiful, remote locations. She said one of her favorite experiences is taking a walk on a silent, remote beach.

When Ms. Sweeney first arrived at Chestnut Hill, the school helped her obtain the visa she needed to live and work in the United States. Over the next 15 years, CHS continued to play the role of sponsor as she received a green card.

In 2018, she was finally awarded U.S. citizenship, after years of leading one of the most memorable, beloved classrooms at CHS. For Ms. Sweeney, it was a long, arduous process that culminated in “the most nerve-racking day.”

How terrible was it, one might ask? “Worse than visiting the DMV,” Ms. Sweeney attests, jokingly.

It all comes back to Rosie

Every year, Ms. Sweeney makes an offer to graduating sixth graders: come back and be her classroom assistant for a day. Recently, Lindsey Valente ’22 happened to have a Monday off when CHS was in session. As a young student at CHS, Valente relished her time in Ms. Sweeney’s class. She fondly remembers being given the freedom to bring her ideas to life and engage in group projects where the results were magical.

Asked to name a favorite project, the Hawk alumna says, “Definitely the Lunar New Year dragon. I loved the day we got to put it up.”

She also loved how Ms. Sweeney made her feel during those early years. As a brand-new Beginner, Valente felt both captivated and put at ease by her presence. Valente recalls that Ms. Sweeney just knew how to

Many alumni remember Ms. Sweeney for her much-beloved snail unit.

Students explore the wonders of nature every day with Ms. Sweeney—including the wonders of a gigantic puffball mushroom.

talk with her and the other threeyear-olds. “She is energetic and also very sweet.”

If there were any doubts in the alumna’s mind that Ms. Sweeney is a hero of a teacher, they were put to rest during her day volunteering in Rosie’s classroom. She got to witness from the other side what post-vacation energy looks like, as groups of Pre-K Hawks created artificial snowballs. Everywhere she turned there was a new mess and another student who needed help.

How, Valente wondered, does Ms. Sweeney manage the classroom chaos without shouting or scolding?

Reflecting on her classroom practices and day-to-day philosophy, Ms. Sweeney shares her thoughts on working with high-energy classrooms of young scientists.

“Make the best of any given moment,” she states, adding that there are always “bigger things to worry about.”

A common Ms. Sweeney phrase? “No sense panicking!”

She recognizes that disorder and serendipity are healthy in an early education environment. Summing up Sweeney’s approach, her colleague and CHS math specialist Hillary Despotovski says, “Rosie knows that forks, foam balls, leaves, and fingertips are way better than paint brushes.”

This year, a prospective family touring with their two children stopped by Ms. Sweeney’s classroom. The family was relocating to Boston and had heard wonderful things about the STEAM lab from a current family.

As two teachers chatted with the

parents, Ms. Sweeney took notice of their childrens’ curiosity. Rather than steer them toward something in her classroom she thought might captivate them, she let them wander and investigate. Taking things off of the shelves, the two stumbled upon several oddities and curiosities.

Kneeling beside them, Ms. Sweeney asked questions warmly that beckoned them to wonder more. Although the parents were busy hearing from the teachers, they recognized how successfully Ms. Sweeney had made the children feel welcome and nurtured their wonder in a matter of moments.

For Ms. Sweeney, watching students’ eyes light up as they discover something new about the natural world is a delight – though for alumni and colleagues alike, Rosie is a source of joy all unto herself.

Summing up Sweeney’s approach, her colleague and CHS math specialist Hillary Despotovski says, “Rosie knows that forks, foam balls, leaves, and fingertips are way better than paint brushes.

Joy in Teaching

At CHS, students aren’t the only ones enjoying time in the classroom. Teachers have their own favorite units to teach, too!

Ms. Orfanos

“Why do I love teaching science?” Katerina (Ms. Orfanos to most) ponders this question as she scans the science lab. Her eyes move from a bulletin board encouraging students to think like a scientist to a raised relief 3D map of the world. A smile spreads across her face. “There are so many reasons. But the biggest one — and I know this sounds cliché, but it’s true — is kids’ natural curiosity. They are so interested in how the world works!”

Katerina knows this feeling well. As a child, her love of nature sparked a passion for hiking and rock-collecting, which in turn fueled her curiosity about how the Earth was formed. “I studied environmental geo-science, which explains why I absolutely love the geology unit that kicks off the year in fourth grade,” she says. “Students explore different earth materials — rocks, minerals, and the conditions that shape them.”

Through hands-on activities, students become geologists in Katerina’s class, testing minerals for properties like luster, hardness, and magnetism. Their investigations lead to exciting explorations of topics like weathering and erosion as they study how these processes shape the Earth’s surface.

In the lab, a bulletin board is peppered with bright sticky notes, each containing a scientific question about the natural world. Students know this lab fixture as the “Wonder Wall.”

“How do tsunamis start?” one sticky note reads. “What’s the hottest temperature on Earth? How many bones are in your body?”

Every week, Ms. Orfanos sits down with every single sticky note, researches the query, and posts the note back on the Wonder Wall – now answered – for students to marvel at when they return to the lab.

Katerina delights in students’ eagerness as they dive into class discussions and activities. “It’s a joy to witness their enthusiasm. I love sharing scientific tools and practices that deepen their understanding and inspire them to keep asking questions.”

Ms. Pilon

Darisa Pilon’s Pre-K class knows The Three Little Pigs by heart. This classic tale is at the core of their months-long storytelling unit, where students explore key concepts like characters, setting, and dialogue. As they adapt the story, they experiment with language and use movement to bring their ideas to life. For students who love the spotlight, performing is an opportunity to take on a leadership role. For those who are more reserved, it’s a chance to build confidence and find their voice.

The unit begins in January with readings of Harold and the Purple Crayon . From there, students explore different versions of Harold’s adventures — first traveling to space, then stepping into a fairytale of his own creation. Along the way, they practice identifying similarities and differences, strengthening their understanding of the fundamental building blocks of a story. They also engage their imaginations by dreaming up what they would do with a crayon that could reshape reality.

When students move on to The Three Little Pigs, they follow a similar approach. They begin with the original version before playfully altering key elements—swapping in unexpected characters like a robot or a skunk.

“The joy of this unit is that we provide a structure, but the students become the creators, taking ownership of their learning,” says Darisa. “We introduce them to storytelling tools like setting and character, and they use them to create something uniquely their own. What’s magical is how their choices surprise us. Last year, for example, they chose to make a skunk the central character. Skunks are often associated with their stink — most people don’t like them — but this choice challenged our thinking and flipped expectations.”

As students iterate on the classic tale, they develop their characters’ personalities, which eventually leads to a script. The unit culminates in a performance for families and fellow students. “It’s absolutely joyous,” says Ms. Pilon. “It’s a powerful moment when our youngest learners step onto the stage and shine.”

Mr. Gallegos

In math, sixth graders learn about ratios while exploring what it’s like to be a city planner. Considering market-rate housing, affordable housing, and green space, students work through different scenarios to figure out how many units of each are needed based on a given ratio. This year, their understanding was deepened with a visit from a CHS parent, who shared how these relationships impact his job as an architect when designing within existing or new neighborhoods. His insights helped students see how math applies to real-world city planning.

With some experience under their belts, these young city planners set out to design their own communities. They determine their own ratios of market-rate housing, affordable housing, and green space in order to fill a grid of 168 squares. As they map out their neighborhoods on poster-sized grids, magic markers in hand, students discuss why communities might prioritize each of these three elements.

This year’s designs adorned the sixth-grade hallway and if one trend could be detected, it was the allotment of green space. “This class was inspired to make lots of green space for their ‘citizens’ to enjoy,” shared sixthgrade teacher Dylan Gallegos.

“We wanted to have more green space because it is very important to be outside and get fresh air,” reported Harper, Olivia, and Catherine, architects of “Swifton: The Town of Taylor.” “We made the ratio 1 market rate : 3 affordable housing : 4 green space.”

“I love that students get to be creative, and insert some of themselves into their designs,” Mr. Gallegos said, “while also keeping the focus on math.”

Perseverance

There is no textbook for the one of the most important skills that a person will ever learn, yet the students at CHS work on it every day. Listed alongside kindness, belonging, and the pursuit of knowledge, the core value of perseverance is as a familiar school subject to students at CHS as reading, writing, and math.

“Perseverance means that you do something that is really hard when you get stuck,” said third-grader Alex K. “It is important because if nobody ever persevered, then a lot of people would give up all the time.”

Third-grade teacher Abby Gilbert said that being able to persevere is crucial to a student’s success because it affects every aspect of their lives.

“It is one of the most applicable skills that a kid can learn to prepare them for the real world because it impacts the acquisition of all other skills,” she said.

Ms. Gilbert said that teaching perseverance is more than just knowing what the word means: it’s the ability to apply the strategies taught in the classroom, many of which are embedded into the Open Circle curriculum. These include using positive self-talk when social or learning situations feel new or difficult, or using a calm-down strategy when students feel frustrated. While the strategies are initially taught in adult-supported settings, they are often utilized when students are in unplanned situations, both in and out

of the classroom.

Third-grader Annie K. said she had to persevere when she was learning lacrosse, and that it is part of what students at CHS do all the time. “I think it is important that people persevere at CHS because we’re a community that works hard, and never gives up.”

Sixth-grade student Catherine F. said that she uses the strategies a lot outside of school, especially in situations when she is on her own. “I can’t just go and get my mom and dad,” she said. “I have to try again.”

Fellow sixth-grader Oliva D. said she found herself using the strategies from Open Circle during softball this

year, when she said she lost her strike zone.

“I wanted to give up, but I didn’t, and I think perseverance is more than just not giving up, it is being patient. Sometimes it means taking a break, and coming back to something with a new strategy,” Oliva said.

Literacy Specialist Erin Daniels said, “I think students who have to persevere when they are younger will build that muscle and, hopefully, do it naturally as they get older and encounter difficult situations.”

Daniels said she sees students use the strategies a lot, especially to help them stay calm if something is

difficult. She said she thinks it also helps students “really understand it is OK to make mistakes,” as it is constantly messaged to them throughout the day.

Math specialist Hillary Despotovski said that she sees teachers across all grades working to grow this skill in students, and that it begins at a very young age. She said it is a balance between providing time and space to meet high expectations, while also believing in students in a way that leads them to believe in themselves based on their authentic achievements.

“I am going to keep really high ex-

pectations and I am going to provide you with the support you need to get there, but as a teacher, I know that I am going to give just enough support for you to reach the goal while you are always doing the bulk of the work to get there,” Despotovski said.

Across CHS, many students linked perseverance with enjoyable but challenging activities, including third-grade student Camilla L.

“Perseverance means nothing is impossible, and if you keep trying, you will get it,” said Camilla L. “It is important that people persevere because if you don’t try anything new, you can’t learn really fun things.”

All Upper School students participate in all three sports seasons throughout the year at CHS.

“Being able to persevere is crucial to a student’s success because it affects every aspect of their lives,” says Ms. Gilbert.

Extended Day: Joy in After School

Some might expect that after an exciting day of learning, playing, and spending time in the classroom, CHS students might be looking forward to wind down for the day. For many, that couldn’t be further from the truth, on account of two simple words. Extended. Day.

“I hear the daily, ‘Just five more minutes!’” from kids to their parents,” said Mr. Zacks, director of the Extended Day program at The Chestnut Hill School. He recalled one student’s disappointment when his mother tried to pick him up early. As she waited in the carpool lane, the student convinced her to swing by later – he just had to have more time to enjoy Extended Day, Mr. Zacks said.

At CHS, Extended Day represents the cross between academic and extracurricular, enrichment and exploration. Students find their passions and new friends in the time after the school day ends and before their families arrive to take them home for the day. Older Hawks enjoy the free choice availed to them during Extended Day, from knocking out their homework in study hall to honing their basketball skills on the court.

For students who also sign up for enrichment programs, it’s more time to focus on a particular interest with their favorite teachers.

Want to learn how to bake? Stu-

dents can hang with cookie-extraordinaire Ms. Maybury for her “Fun with Food” class.

Hawks with an athletic inclination love practicing their soccer skills with Ms. Despotovski.

Budding inventors can expand their knowledge in “Mad Science” with Ms. Orfanos and Ms. Reiss, where students learn what makes a

good experiment and, more importantly, how to stir up a fresh batch of oobleck slime.

Three-year Extended Day veteran Simon ’25 spoke about the afterschool program with fondness.

“At a younger age, it’s really nice because your friends will be there, you can play basketball, there’s really nice counselors you can hang out

Budding inventors can expand their knowledge in “Mad Science” with Ms. Orfanos and Ms. Reiss, where students learn what makes a good experiment.

with and talk to,” Simon said during Extended Day this spring. “I would usually play basketball in third grade. In fourth, I started to do homework with a friend. There’s always a teacher there who helps you with time management.”

Attendance varies day to day, but it’s safe to say about a third of CHS students participate in Extended Day on any given weekday. That’s 60 to 80 students laughing, playing, working, and squeezing in a few more precious moments of homework time before they hear their names called on the PA.

That’s in no small part due to Mr. Zacks and previous Extended Day director Angie Zomer, who now serves as the assistant director of the CHS Summer Camp program (read Page 36 for more on summer at CHS).

“Extended Day is joy,” Ms. Angie said, smiling as she recounted the changes to the Extended Day program in recent decades.

Many years ago, schools’ Extended Day programs may have only been populated by a handful of students, mostly as an exercise in supervision as students congregated in a single room together.

Now though, students can find a wide range of activities at Extended Day; trivia, athletics, study hall, arts and crafts, Legos, marble run, enrichment programs, and, of course, “the extremely popular Bingo Wednesdays,” Mr. Zacks laughed.

“After-school activities, those are just really fun,” Simon said. “There’s rock band, which is really fun. I’ve bonded with my friends so much through the rock band.”

The now-alumnus remembered his first-ever Rock Band song: ACDC’s “TNT.” The after-school rehearsing and performance helped him find a new passion he hadn’t known about before – singing.

“It took me out of my comfort zone a little bit,” Simon said. “For kids who aren’t as much open to do-

ing those things, (Extended Day) definitely can take them out of their comfort zone.”

Beyond the benefit of Extended Day for students, it stands to mention that for parents, the availability of after-school programming can be a relief.

“Parents are grateful that kids have a safe space to go,” Mr. Zacks said. “It’s great that kids want to be at school as long as they can.”

Simon agreed.

“Extended Day is a place where parents, if they can’t pick their kids up, the kids get to stay and do homework if they need to,” he said. “They also can get social time with their classmates and create stronger bonds.”

For some families, the only downside of Extended Day may be, at some point, having to convince their student to please, finally, grab their backpack and get ready to go –the car’s running outside.

Younger Hawks love getting messy in Ms. Sweeney’s “Icky Sticky” after-school program.

Rock Band is a constant favorite among Extended Day students.

Carlisa Haith

A Day in the Life

Greeter, leader, Queen-of-the-front-desk –whatever you can think of, it’s probably just easier to name the jobs Ms. Carlisa hasn’t done, than try to list all the roles she fills every day at The Chestnut Hill School.

“I just step in, if anybody needs anything,” she said on a chilly winter day, talking still as she kept a careful eye on students playing outside in the snow.

If you’ve visited CHS in the past two decades, don’t worry – you’ve met her. She’s likely the first person you saw stepping through the front lobby doors, and CHS wouldn’t have it any other way.

Long-time receptionist and mother to CHS alumni herself, including daughter Makaya, Ms. Carlisa has seen it all. From logging the daily attendance, to managing the phone lines, to keeping track of every single student who passes through the doors of CHS, it’s tough to find anywhere she hasn’t had a massive impact on the school.

To explain how vital she is to CHS, let’s explore a day in the life of Ms. Carlisa.

7:45 a.m.

Ms. Carlisa arrives at CHS and assumes her position at the front desk. If there’s back-up in the drop-off car line, she pops outside to help students trundle out of their cars safely.

8:15 a.m.

At the front of the school, Ms. Carlisa greets each and every student as they walk in the front doors. She checks on younger students, making sure they can carry their snow

gear, rest-time stuffies, and other accoutrement up the stairs to their classrooms.

As some students arrive late, she keeps track of attendance, checking in with teachers to keep each student in the building accounted for. If a performance is scheduled for that morning, there’s even more to do as Ms. Carlisa welcomes families and shows them to the stage, handing out visitor name tags with a grin.

While all of this is happening, she’s also running the phone lines, confirming with parents about changes to students’ schedules: who’s getting picked up early, who’s getting dropped off late, who’s dropping off a lunch at noon, who’s popping in for a classroom celebration and where.

9 a.m.

New and prospective families always start their tours at the same place: in the front of the school, chatting with Ms. Carlisa. She waves them in with a smile before calling Ms. Hari or Ms. Kossuth down to meet the special visitors.

10:30 a.m.

The front desk is especially popular around snack/recess time, as students mill about the lost-and-found area behind Ms. Carlisa’s desk, or ask her for extra hats/gloves/ coats during the colder weather.

She is also the go-to staffer to help fix any number of hair-related issues. Got a butterfly clip stuck in your braid, or have a bun that’s become un-bunned? Ms. Carlisa has students covered.

11:30 a.m.

Lunchtime is an especially busy time at the front lobby, as boxes upon boxes of meals are delivered every single day for hungry learners.

Ms. Carlisa has the lunch system down to a science: print out classroom lunch lists, set out tables for hot-lunch delivery, organize each hot-lunch box by grade, and check in with student helpers as they swing by the front desk to pick up their classrooms’ meals.

As with any intricate system, sometimes Ms. Carlisa is called upon to troubleshoot. A student drops their quesadilla on the ground outside, so she locates an extra to replenish their lunch box.

12:30 p.m.

Now it’s time to break down the lunch system, as Ms. Carlisa organizes all of the hot-lunch carriers, collects extra lunches and tidies up the front lobby.

1 p.m.

In between the busy times of day, Ms. Carlisa is always working to answer the main school phone line, as folks ask her for help. Some are asking about an early pick-up,

or inquiring about their child dropping into Extended Day, or organizing a carpool for their students’ dismissal. Whatever the question, Ms. Carlisa has the answer. She coordinates with teachers so any student leaving early is prepared and ready at the front lobby, right when their family swings by.

2:45 p.m.

Then it’s time for what might be the busiest part of the day: school dismissal.

Ms. Carlisa keeps her walkie-talkie on, as she manages hundreds of students leaving the school in a 45-minute window. If there’s traffic, she’ll swoop in to help bring students to their cars. She reads the placards in each car, ensuring student safety and security as children are bundled into their car seats.

Her eye is always on the clock and the driveway, as she makes the call over the school’s PA for students taking the bus to make their way outside. If there’s a need for additional help, she announces “all hands on deck” on the overhead – alerting all staffers to make their way outside and help dismissal keep running smoothly.

3:45 p.m.

After a busy day of keeping her eye on 230 students, it’s time for Ms. Carlisa to head home.

Alumni in Education

ACHS education can take you all over the world. For many of our alumni however, their journeys after elementary school eventually wind their way back to the beginning – this time as educators leading the next generation of young learners!

Hear from a few alumni who found themselves back in the classroom after their time at CHS.

Mark Cline Lucey

Mark Cline Lucey graduated from CHS in 1985 – coincidentally, the same year as current sixth-grade teacher and fellow alum Dylan Gallegos.

“We were a small class,” Mark said as he began reminiscing about his time in Chestnut Hill. “I definitely remember (then-Head of School) Ms. Karen Merry. She was wonderful, I remember her being very kind, and nurturing, to us kids.”

While the CHS curriculum has changed since Mark attended classes on Hammond Street, the tenets of a CHS education have remained the same. The alumnus recalled the many hands-on projects he enjoyed during his time as a student, along with the big performances Hawks put on in the gym and overnight field trips as an Upper Schooler.

After his time at CHS, Mark says he fell in love with Nobles and Greenough School, where he graduated from in 1991. He found a passion in environmental sustainability and travel during his time in undergrad at Connecticut College, and after university found himself helping to build an environmental sustainabili-

ty center in Belize.

While his life’s journey was taking him all over the globe, Mark says that the idea of being a teacher was always in the back of his head, especially as he found an interest in history education. While living in Brooklyn with his wife, he began

teaching at Erasmus Hall High School while working on his master’s degree at Brooklyn College.

“I got to do some really fantastic primary research in conjunction with the archaeology department,” Mark said, as he described what he called “an absolutely incredible ex-

“It’s the most wonderful rewarding career I could ever imagine,” Mark said.

perience” studying with his advisor.

After several years of teaching there, the CHS alumnus and his family moved to Burlington, VT, and he began teaching at the Vermont Common School.

When Mark recalls what inspires him as an educator today, he can recall how one of his former CHS teachers made him feel.

“I was too young to think about his teaching style,” the alumnus said. “It was more his warmth, and his mentorship.”

Now, Mark finds joy in connecting with his own students.

“It’s the most wonderful rewarding career I could ever imagine,” he said. “I see my teaching style as – I really believe in the students, and respect them as people, including just trusting them to do the right thing. I really think that that’s the secret to success.”

It doesn’t hurt, Mark laughed, that for him, he’s “very much still kind of a teenager at heart.”

“I’m goofy right along with them,” he said. “That just keeps it fun for me.”

Michael Sherman

Michael Sherman ’65 remembers walking to school with his sister from their home on Essex Road. He attended CHS for just a few years before moving on to the Dexter School and later Nobles & Greenough, but Michael remembers his time at Chestnut Hill with fondness.

The solid music program and kinesthetic learning at CHS made a lasting impression on Michael, along with the then-tradition of May Day celebrations on the lawn outside.

“It was very quaint,” he said,

adding that, “It was pretty good that we had anything resembling arts” at the time in the 1950’s.

By the time he was in high school at Noble & Greenough, Michael knew he wanted to be a teacher. After Nobles, the CHS alumnus earned a degree at Harvard in statistics.

That passion for education has blossomed and turned into over half a century of service at Belmont Hill School, where Michael has taught mathematics since 1972.

“It fit like a glove,” he said of his moving on to Belmont Hill after graduating from Harvard.

As a long-time teacher, Michael has seen mathematics education evolve and advance since his days as a student. He remembers the graphing calculator coming out in the 1990s and “completely changing the

whole atmosphere” between algebra and geometry. The advent of the graphing calculator enabled students the power to see and better understand graphical representations of mathematical concepts.

Another “godsend” invention, Michael says? The Smart Board.

On the curriculum side, he’s seen a trend toward emphasizing the applicability of mathematical concepts and data literacy over the years.

While Michael has marked the evolution of mathematics curriculum over the past few decades, CHS has also seen major changes, from the physical campus to the introduction of new special subjects and projects.

One thing that hasn’t changed, in this alum’s view? The school’s values of building character, he said.

The solid music program and kinesthetic learning at CHS made a lasting impression on Michael, along with the then-tradition of May Day celebrations on the lawn outside.

Judith Battles

The love for the CHS community is so strong that some alumni find themselves back on Hammond Street, even after their days playing on the big hill are over.

That’s certainly true for Judith Battles ’11, who now works as a Kindergarten associate teacher at The Chestnut Hill School.

“I have felt so lucky to see firsthand how passionate and dedicated my teachers were and continue to be,” Judith said, “and get the chance to continue to learn from them as an adult.”

Ms. Battles remembers her former teachers with fondness, and today she teaches alongside many of the grown-ups who inspired her when she was a student in their classrooms. Mr. Gallegos, Ms. Sweeney, Ms. Smith, and Mr. Edwards were all at CHS when she was an elementary schooler, and Judith says she recalls how her Upper School teachers helped her during the transition from CHS to her next school, The Boston Latin School.

“I remember feeling like they took extra time and energy preparing me for this transition,” Ms. Battles said. “Since returning to CHS as a part of the Kindergarten team, I have gotten to work closely with Ms. Sweeney and Mr. Edwards, which has been so wonderful. I remember how positively both of them impacted me as a student and I see how they continue to have that impact.”

“Now as colleagues, they inspire me every day to move with joy and empathy, and strive to be a better teacher.”

A big part of the curriculum that stuck with Judith is the focus on music and the arts. Her favorite subject

was music, and she remembers taking her first guitar and piano lessons during Extended Day and Summer Camp at CHS. To this day, she still plays instruments, and she’s brought out her musical skills to help out during the Kindergarten Performance and with Kindergarten music classes with Ms. Clark!

Her favorite memories of CHS include being on stage for performances. Judith said she remembers being nervous for a solo performance during one winter concert. After nailing the solo though, she felt proud of herself.

“That feeling has really stuck with me since then, because it was the first time I remember choosing to

take a risk and step outside of my comfort zone.”

The perseverance that CHS foments in young learners has stayed a core part of the school’s values.

“CHS taught me how to be brave and take risks, trusting that your community is your safety net to catch you if you fall,” Ms. Battles said. “I think my foundation at CHS has helped me to be flexible and take chances in my career and personal life and also to follow my own path, even if it is not the traditional one.”

“It has also fostered my love of music as a hobby and as a tool for building community, which I still value deeply to this day.”

“Since returning to CHS as a part of the Kindergarten team, I have gotten to work closely with Ms. Sweeney and Mr. Edwards, which has been so wonderful,” Judith said.

FAMILY PICNIC

COW CALVACADE

K + GRADE 6 LEARNING PARTNERS PROJECT

COMMUNITY EVENTS: FAVORITE TRADITIONS

THINK PINK SPECIAL SUBJECTS NIGHT

FIELD DAY

PEP RALLY

STAFF MILESTONES

The following staff members are celebrating milestone anniversaries at CHS! We are extremely proud of the collective experience of our amazing faculty and staff!

Kerryn Hinds Director of Diversity, Equity & Inclusion 5 years

Jennah Maybury Grade 6 Teacher 5 years

Christine Augustyn Grade 3 Teacher 10 years

A GIFT FOR THE AGES: CHS LIBRARY RENOVATION

In 2024, The Chestnut Hill School library underwent a major renovation made possible by the generosity of Eric and Lauren Stein in honor of their children, Abigail ’24, Jackson ’27, and Levi ’32, all of whom share a love of books. The restoration of this historic space reflects their extraordinary commitment to the CHS community.

WHAT FIRST GRADERS HAVE TO SAY ABOUT THE NEW LIBRARY:

“I like that there’s so many books. Ms. Piper looked through all the books (to take out the old ones).”

–Oona

“I like how they did new paint on everything.”

–SAM

“I like that it looks really pretty.”

–Nora

“I really like the shelves. I like how there are different sections. I’m glad they got new shelves.”

–MIRIAM

“I like the new chairs, to find a comfortable spot to read”

–PHOENIX

6TH GRADERS FAVORITE BOOK GENRES

Each 6th Grader shared their top two favorite book genres, displayed here in bar chart form.

CHS SUMMER CAMP

A Q&A WITH CHRISTOPHER “CRIT” COSTA

Christopher “Crit” Costa is Chief Storyteller, news anchor, and a multimedia journalist for News Center Maine. Before he made his debut on the airwaves though, he first found his voice on Hammond Street as a camper at CHS Summer Camp in the late 90’s.

Assistant Camp Director Angie Zomer: Tell me a little bit about your first memories at Chestnut Hill.

Crit: I remember my mom brought me to The Chestnut Hill School. I guess the most important thing was what I remember distinctly was it was a completely different energy. I think if anybody who has those memories of being a small kid remembers where you kind of innately felt comfortable and where you innately didn’t – well, it seemed automatic.

When you got here, what were some of the activities or routines at camp that made it “fit” for you?

I was not just a pure sports kid, because I really liked art, because I really liked music. At CHS, there was just more for me.

What were some of the things that gave you a sense of belonging while you were here?

I think I found two things. The first one was – And the reason this comes

up for me is because of Evan Haller –is that it is completely okay to be your goofy, authentic self. I specifically remember with Evan in drum class, how we would almost go out of our way to be goofy, right? With marching around the camp with drums!

Oh yes, the Rock Band Parades were the thing.

100%. And so I think that for me in that moment was really eye-opening, that at camp, you are embraced and you are accepted for doing these silly little things. You were met with a look and a smile, you know, cheers, instead of an eye roll. And I think that that is so important as you try to get kids to feel confident in themselves. It’s everything. And we as adults now can look at it and just be like, that is a goofy little thing. But to kids at that time in their lives, it is their whole world. At CHS, doing something that would, anywhere else, have been seen as goofy, was embraced. Camp was a safe place to just be me.

Second – The more that I thought about that as an adult and how my kind of trajectory through camp evolved, I kind of realized that being able to perform, whether it was in music, drums, Rock Band, or being the host of Noontime, I think it actually led me into the career that I’m in, because it made me feel comfortable in front of people, having to speak publicly, and sometimes have to make it up on the spot.

And so the more I thought about that, the more grateful I am because I feel like one of the reasons I’m successful in my career is because I had that foundation laid for me from the time I was a young kid. Something that was fostered and encouraged over and over and over again.

Right. It feels safe. To try something out. To dabble in something new.

100%. And doesn’t that help you find out more about you as a person, what you like and what you don’t like? You know that at the center of this, we’re doing this because this is fun for all of

us. You’re going to love hearing the song we’re about to play. You’re going to laugh your butt off at whatever crazy activity we’re going to do. And so I just felt like having those opportunities just allowed me to just really feel comfortable in who I was. We had a tight-knit community of people who all embraced each other.

I will say that my kids have that same sense of camp. Every day, the day that camp ends, they start the countdown until it begins again, They just can’t wait. There’s something about coming back to camp every year that means that you get to shed this role that you feel you have to play everywhere else.

Totally.

It isn’t that you go to camp and pretend to be someone else. It’s that, finally, I can be my authentic self in this space and everybody’s cool with it.

I think that that’s definitely an intentional space that I think all camps strive to achieve, right? Most camps who are really doing well, and are successful, thriving camps, really try to be that for kids. But some are better than others. And I will say, I feel like our camp, because it’s a place that isn’t going to track you into the sports camp or track you into this or that, it does give you that safety net to try all of these different things and be a kid who loves soccer, but who also love to be on the stage. So you can do all those things all in one day. Because of that, I think it creates kids who have diverse interests and are willing to explore new things. Camp is not about perfection. It’s hard to find that space for kids in our world right now where you don’t have to feel like you always have to achieve. Our camp is a really special place in that way.

I agree. I think our camp is really special in that way.

And it’s funny because I remember, I couldn’t put an age on it or a year on it, but you know, the performances that we would watch – We were expected as kids, a level of decorum. Because of the amount of time over the course of four weeks, twice a summer, that you guys were spending every day to put on a musical. We were learning some life skills. In a way, it taught me that there are moments where, hey, you may not feel like sitting still or maybe (in air quotes), “being respectful”, but you know what? Sometimes you just have to be. You have to be aware of other people and you have to be empathetic for the kids in front of you.

The same way that I was doing Rock Band every two weeks, and I would put on a performance as a kid. I’d want people to listen and pay attention to the hard work that I had put in. And the same thing went for you guys in drama. You learned more than just, you know, the fun activities at camp. You were learning by osmosis about how to be a human in society.

You met your wife Ashley at camp… So camp has a direct impact on getting married and having a family and those aspects of your life as well.

I did. Yeah... Wild!

Which is pretty cool. You know, you are in really good company in that category. We have a couple of other families who were counselors at camp and got married. It’s kind of wild.

No way. That’s so cool.

Crit, you make it so natural to talk to you about camp. Is there anything that I haven’t asked here that you would want me to know or anything that you’d like to add?

This is just kind of a silly anecdote, but I remember I was not very old. I mean, I was probably in third grade or fourth grade. And we did Newcomb, and at the end of the session (my counselor) gave me a little can of Diet Coke. He had voted that I was the most improved player in Newcomb – Which is saying a lot about my athletic skill. And I kept that Diet Coke in the top of my closet in my childhood bedroom for years and did not open it. All the kids drank the cup, right? They drank the Coke. And I never drank that Coke. I kept it like it was a trophy, until it had dust on it.

Crit, that is the sweetest thing.

But the point is – something so small made a really big difference to me. And it also made me feel seen. I know I was not an athletic kid. Why do you think I spent so much time doing music? I was not, and I just was never an athletic kid. But the fact that without asking I was recognized as part of that little mini community of kids who played sports. You know, that meant so much to me at that time. Just to be recognized.

I was so proud to be the most improved player and now I understand the kind of tongue-in-cheek that comes with. But I think the most important thing is that you, and the people who work there, have consistently gone out of their way to make kids feel special. Whether it’s their 15 seconds of fame at Noontime, or calling them up to get their sportsmanship awards. People are going out of their way to make every kid, in some way, feel special. Everybody deserves that opportunity, especially as you’re growing up. Learning about yourself, at that time, matters because it builds that confidence that you are going to need to carry you forward into the rest of your life. And it could be something as small as a can of Coke.

WHAT IS THE CHS FAMILY ASSOCIATION?

Carnival, Festival of Lights, Teacher Appreciation Week and more — the community-building events that bring Hawks closer together are all led by the CHS Family Association.

Read our Q&A with FA Co-Chair Jessica Bhalla (P ’27, ’30) to learn more about what the Family Association is and how all grown-ups can play a part in helping build community at CHS!

Who is a part of the Family Association?

All families, parents, caregivers that are enrolled at CHS.

What does the Family Association do?

The FA not only supports the school, events, and admissions, but also teachers within the classroom.

Teacher and Faculty Appreciation Committee. Carnival only happens because of our parent community, and it takes every parent in our community to pull off Carnival.

What is your favorite part of being involved in the FA?

Carnival only happens because of our parent community, and it takes every parent in our community to pull off Carnival.

We have committees that range from a classroom parent – a representative – to a teacher and faculty appreciation team. Our biggest event that we pull off each year is Carnival. We support admissions events to bring in new families. We also celebrate our community through the Family Picnic that takes place every year. As a parent community, we try to foster the CHS mission.

What are different ways families can contribute to the FA throughout the year?

The best way families can contribute is contacting the FA Chairs at either monthly meetings or at the beginning and end of year coffees, and learning which areas need support or learning which areas may be of interest. Depending on different committees, they could decide how much time they have to give. We always have room for class representatives by class grade level. We also always have room in our Community Service Committee, and our

My favorite part of being involved in FA is the friends I’ve made along the way that will extend even after my time at CHS. The connections that I’ve built, the positive energy that I’ve been able to bring to CHS in different areas; but also this sense of humbleness because I’ve been able to give time to an environment that’s supporting all of our kids. The FA is great, not only to get to know other communities and families across different grade levels, but it’s also a great way to know what happens at school outside of the weekly newsletter. CHS really does a great job of making our students independent and inclusive, so the FA really wants to voice that on the parent side. It’s a role of leadership, I took it on to lead by example for my kids – I want them to be leaders, so I want to step in and help wherever I can.

I’m a new CHS parent – can I still be a part of the FA?

Absolutely. If you’re enrolled in CHS, you’re already a part of the FA! I encourage you to connect with your host family, or myself, the FA chair, or reach out to their class rep parent!

This year, Hawks learned about the life cycle by nurturing chicken eggs and watching them hatch in the classroom. This unit was made possible by the donation of an egg incubator to our science laboratory.

Now, students are excited for the opportunity to explore the natural world through their CHS curricula, empowered through long-term investments in our extraordinary elementary experience.

Contact our Advancement Office or visit tchs.org/giving to create a legacy today.

Class of 2025

Class of 2025

“But

children will listen, Children will look to you, For which way to turn, To learn what to be.”

CLASS NOTES

Hear what alumni are up to across the globe

1960

Jean Nelson Bundy, MFA, PhD writes “I enjoyed reading your summer Happenings. The school is very different from post war CHS. I’m an international painter/writer living in Anchorage AK and Rancho Mirage California. I met husband David (a Dexter kid, who became a bankruptcy specialist) in the Public Gardens, 1955. We have 5 grown children and 6 almost-grown grands. I am Editor of the AICA/E-MAG, a magazine that mixes new essayists with more seasoned ones. You can find the AICA/E-MAG under the AICA-Int. Masthead.”

1995

Cassandra Tamis Marshall writes ““I live in Boise, Idaho, with my husband and two daughters (Carmen, 11 and Gigi, 9). Free time is spent hiking with dogs, gardening, and shuttling kids around. I have sweet memories of my time at CHS, (from B1 through 6th grade), and enjoy driving by, when I'm back on the east coast, and pointing it out to Carmen and Gigi.”

2002

Daniel Foster ’02 and Emily Duffy ’04 live in West Roxbury with their two daughters — Ava (3) and Isabelle (1). In October, they brought their girls back to the CHS Carnival, showing them where it all began 30+ years ago! It was fun running into past teachers, reminiscing about old memories, and exploring the familiar school ground now as parents! This year, Dan became a member of the Board of Trustees at CHS and is thrilled to be involved with The Chestnut Hill School community even more!

2014

May Henderson writes “I have just graduated from the University of Miami with a bachelor’s degree in English and Criminology. I am starting an internship at the state attorney’s office in Florida next week! Hoping to be attending Law School in the fall of 2026.”

2017

Val (Sophia) Clark writes “Hey, CHS community! I graduated a while ago but I have tried to keep in touch with friends from my class. After CHS I went to Boston Latin School, then eventually transitioned to homeschool during Covid in my sophomore year. I am just about to head off to Wheaton College in Norton MA. I will be studying biology and hopefully starting my pre-vet journey! I am so excited to head off to college and begin a new chapter, however, it’s also a bit scary! I really wanted to say thank you to all my teachers from CHS who have always supported me and kept in touch. I will forever hold CHS dear to me.”

Left: Dan Foster ’02 and Emily Duffy ’04 live in West Roxbury with their two daughters, Ava and Isabelle.

Sophia Clark

Class of 2019 Matriculation

Hayden Andrews Noble and Greenough School

Noah Douglas Noble and Greenough School

Sammy Gallegos Dedham Country Day & Thayer Academy

Josie Kelleher Noble and Greenough School

Aleeza Riaz BB&N

Anna Walker The Rivers School

2018

Julia Feeney matriculated to the Holderness School in Plymouth, NH and graduated in 2024. She is now attending the University of Southern California for Political Science, International Relations and Pre-law.

2024

James Chung writes “I’m having a great time at Belmont Hill School.”

2024

Marli Forrester is an 8th grade student at Beaver Country Day School in Chestnut

Boston College

Howard University

Boston College

Yale University

Barnard College

University Colorado Boulder

Hill, MA. Throughout her matriculation she has served the school as a student ambassador and community leader. In the fall of that same year, she joined her middle school debate team and competed in a state-wide Lumos Invitational Tournament where she ranked 5th place (out of 60 participants) in the gold division. At the Boys and Girls Club of Boston’s Yawkey Club of Roxbury she was 1 of 7 children nominated out of 200 to compete for the title of Junior Youth of the Year. Marli won this title and became the inaugural Junior Youth of the Year, an honor recognizing her academic achievements, community engagement and club involvement. At the Roxbury Boys and Girls Club, she served in the Torch Club (a leadership program for pre-teens) where

she participated in multiple community service initiatives including the Thanksgiving Turkey distribution and the Jonnu Smith Thanksgiving dinner. She also serves her church (Concord Baptist Church in Milton, MA) working in the role of President of the Junior Ushers. Marli is entering high school at Beaver Country Day School in the fall of 2025 and is expected to graduate in May 2029.

Junior Youth of the Year award winner Marli Forrester with her parents.

Linda Hughes

Linda Lifsey Hughes passed away peacefully surrounded by her family on Dec. 3, 2024.

Linda was an amazing teacher, parent, and musician, and she founded The Chestnut Hill School of Music program. Her impact on the school and her legacy cannot be overstated.

She spent more than a decade at CHS, working as a faculty member and later as the Director of Community & Diversity. Linda was a big part of the NAIS — People of Color Conference community, and she networked with schools nationally as a participant and presenter. Her reach at POCC was broad, as she made friends wherever she went. Her daughters, Sara and Ali, both attended CHS, and her husband Bill served on the Board of Trustees.

In addition to her teachings, Linda was a prolific musician. She coached student musicians and performed music for CHS sixth-grade musicals. Linda also taught tennis at CHS Summer Camp for years. She began as a teaching aide in fifth grade.

Linda was warm, welcoming, and a consummate professional. She was adored by faculty, families and children. Linda exuded joy, and she was a bright light everywhere she went. She always had time to engage with a child or colleague. She had a witty sense of humor and compassion for all. Parents relied on Linda’s wise counsel and we all learned from her grace.

Following her tenure at CHS, she served as the Director of Diversity and Inclusion at the Walnut Hill School for the Arts in Natick, MA.

“She was incredible. She played the flute. She was a beautiful singer, she performed at noontime with us. As a colleague, for me, she really exemplified and served for me as a mentor. Linda approached her job in service of other people around her. She really cared about the experience of children in our school. She most definitely cared about the faculty and staff at our school.”

—MS. ANGIE ZOMER

“Some people just do their job – Linda shared her gift! When she taught music at CHS, she didn’t just teach notes and rhythms, she passed on joy, creativity and a deep love for sound. They say music is the language of the soul and Linda spoke it fluently!”

—MS. CARLISA HAITH

Matthew Stewart Lieber

Matthew Stewart Lieber, age 71, passed away peacefully on October 13, 2024 at SECU Hospice House in Pittsboro, NC. Born in Indianapolis, Matt was the son of the late William L. Lieber and Sally (Stewart) Lieber. After being diagnosed with glioblastoma, Matt continued to exhibit his remarkable optimism, and he rallied courageously for his family.

Matt was a proud graduate of Shortridge High School in Indianapolis. He continued his education at Brown University, graduating in 1976. It was there that he met his wife and soulmate of 48 years, Lucy Leyland. Matt started his career as a teacher and coach at the Chestnut Hill School in Chestnut Hill, MA. He went on to become the Assistant Headmaster of the school and Director of the Chestnut Hill Creative Arts Summer Program. Although Matt remained a member of the Chestnut Hill Board of Trustees, he later changed his career path to banking. He retired after 25 years in Wealth Management at Cambridge Trust Co., Boston, MA.

Matt and Lucy raised their sons in Weston, MA where they lived for 37 years. Throughout his life, Matt dedicated himself to education and community service in Weston. He coached endlessly, was Commissioner of Little League, Co-Master of Northside Scouts, a member of the Long Range Planning Committee for the Weston Public Library, a member of the Weston Boosters Board, and he served on a number of academic review committees for Weston High School. He will be remembered for his joie de vivre, quick wit, keen sense of humor, and his ability to enliven any gathering. He will be dearly missed.

Edward P. “Ned” Bliss, age 92, of Sherborn, died on February 6, 2025. Ned was the son of Henry Mather and Miriam (Ladd) Bliss. Born in Boston, he grew up in Chestnut Hill and Sherborn, graduating from Noble & Greenough School in 1950. After a postgraduate year at Westminster School, Ned went on to Harvard, graduating in the Class of 1955.

In 1955, he married Anne Dana Osborn and they raised four daughters. He served in the U.S. Army from 1955 to 1957 and was stationed at Fort Dix, New Jersey. On leaving the Army, he entered the State Street Bank’s training program and spent six years as a correspondent banker in northern New England. He started his investment counseling career at Eaton & Howard before joining Loomis, Sayles & Company, where he spent 27 years. He later worked at Eaton Vance Investment Counsel and ended his career in 2020 at Morgan Stanley.

Ned served on the Board of Directors of Stayhealthy, Inc., Sierra Pacific Resources and the Massachusetts Society for Prevention of Cruelty to Animals. In addition, he served as Chairman of the Friends of Harvard Hockey and the Board of the Chestnut Hill School. For many years, he ran the Noble & Greenough Hockey School.

Ned leaves his daughters, Molly B. Lee (Elisha) of Dover, Miriam B. McManus (Peter) of Marblehead and Bonnie B. Fratini (Carlo) of Venice, Florida; as well as nine grandchildren and 13 great-grandchildren. A fourth daughter, Mary B. McGrath (Sandy) of Hamilton, predeceased him, as did his wife, Anne.

Nancy (Stevens) Purdy, Age 88, of Medway, formerly of South Dartmouth, MA, passed away peacefully on July 1, 2024, after a valiant battle with COPD and Alzheimer’s Disease.

Born Nancy Wheeler Stevens in 1936, she was the daughter of the late Henry D. Stevens and Adelaide L. Stevens. Nancy grew up in Chestnut Hill, MA, where she graduated from The Chestnut Hill School, the Winsor School and later, from Connecticut College.

Nancy and her husband Richard “Dick” Purdy were married in Chestnut Hill in 1962. They lived in Brookline and Weston before relocating to South Dartmouth in 1973, where they resided for 49 years.

Never one to sit still, Nancy could usually be found tending to her plants and gardens, playing Bridge, curling, playing tennis, on the golf course, or volunteering for any number of organizations.

Nancy was an active member of the Garden Club of Buzzards Bay, the New Bedford Yacht Club, the Women’s Luncheon Club, the Wamsutta Club, The Country Club, and served as a docent at the New Bedford Whaling Museum.

In addition to her husband, Nancy is survived by her sister Sylvia Stevens of Needham; son Rick (and companion, Joli Ayn Wood) of Beverly; son Lincoln (and his wife, Nancy Golding Purdy) of Franklin; and her cherished grandchildren, Charles, Elizabeth, Emilee, and Andrew.

Edward P. “Ned” Bliss

Nancy Purdy

INSIGHTS FROM THIRD GRADE

We asked several third graders to share their favorite parts of CHS — take a look at what they said!

The Chestnut Hill School proudly continues our tradition of educating the youngest learners for a life of impact. To explore being part of this tradition, contact our admission office at admissions@tchs.org.

Coach Marcus Nickerson now — and Coach Nickerson when he started at CHS!

Hill Happenings

The Chestnut Hill School428

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