Derby Academy Summer Magazine 2024

THEN // NOW

DERBY ACADEMY is a Pre-Kindergarten through Grade 8 school that nurtures the development of the child by providing opportunities for the maximum intellectual, emotional, and physical growth of each student. That mission is as important now as it was three centuries ago.

Derby’s Strategic Plan In Action

Goal 1 Programmatic Excellence

Unlocking Potential Through Differentiation

Fostering Critical Thinking and Creativity Through Play

The Power of Inquiry Learning

A Schoolwide Focus on Executive Functioning

Strategic Plan for DEIB

Derby Academy Portrait of a Graduate

Goal 2 Faculty & Staff Excellence

Professional Development Highlight: Connecting

Beyond Academics Through Yoga

20 Community Connections

Take a look into our ongoing Diversity, Equity, Inclusion, and Belonging work on campus.

22 Thank You & Welcome

Derby thanks Ajay Sadhwani for his exceptional service as Board President and welcomes Jeffrey Camuso into this leadership role.

Derby enjoyed a busy year with events around campus and exciting school performances.

Last Chapel & Derby Day

Derby celebrates the accomplishments of the Class of 2024.

Derby's Gratitude

Derby appreciates the long-standing traditions of generosity and community.

50 Class Notes

Our alumni and extended community share milestones, achievements, and celebrations from the past year.

2024–2025

PRESIDENT

Jeffrey Camuso P’26,’29

SECRETARY

Jake Heller P’25,’26

TREASURER

Andrew McElaney P’26,’27,’29,’30

TRUSTEES

Trevor Byrne P’26,’27

Sara Clancy P’10,’13,’13,’26,’28

Charles D. Davies P’30,’30

Louis DeFranco P’28,’30,’30

John P. Drew P’20,’21,’25,’25

Lauren Frazier P’24,’26,’30,’33

Kevin R. Gill, Jr. P’28,’30,’32

Jeffrey Haywood P’26,’27,’31

Demarest L. Isenstadt P’18,’21,’26

Hunter Kass P’26,’27,’32

Kristy Kennedy P’26,’28,’31

Christopher Lawrence P’27,’28,’30,’33

Emilie Liebhoff

Daniel S. Rivera P’28

Lucinda Day Vanderweil ’89, P’23,’23,’25

EX-OFFICIO

Colleen M. Ramsden, Head of School

TRUSTEES EMERITI

Jane Cheever Carr ’50 P’75,’77,’79,’82, GP’03,’05

Elizabeth M. Loring P’97,’99,’01

Bruce H. Minevitz P’00,’04, GP’34

DIRECTOR OF STRATEGIC INITIATIVES AND EXTERNAL RELATIONS, EDITOR-IN-CHIEF, AND PHOTOGRAPHER

Tracey Boucher

DESIGN & COMMUNICATIONS

MANAGER, MAGAZINE DESIGN, LAYOUT, AND PHOTOGRAPHER

Colleen D’Alessandro

PRINTER

Fowler Printing & Graphics

CONTRIBUTORS

Betsy Alvord

Ashley Caulfield

Erin DeMello

Kristin Donelan

Jeri Hurd

Derelyn Kahler

Christina Kenny

Lillie Lewis

Jeff Natale

Mary Ellen Olson

Annie Peterman

Colleen Ramsden

Andy Remillard

Squeakie Thompson

Guy “Woody” Tunnicliffe

Shawn Verrier

FOLLOW DERBY ON SOCIAL /derbyacademy @derby.academy /derbyacademyorg

Please send letters to the editor, class notes, obituaries, and changes of address to:

DERBY ACADEMY 56 Burditt Avenue Hingham, MA 02043 781-749-0746 (ext. 105) alums@derbyacademy.org

Welcome from the Head of School

Dear Derby Community,

At our First Chapel event last fall I introduced our schoolwide theme of Building Belonging. I care deeply about ensuring the Derby Academy community is a safe and welcoming place where students, faculty, staff, and families feel a true sense of belonging. This means that every person in our community should be able to bring their authentic self to campus every day, and feel comfortable, welcomed, and appreciated for who they are. In my remarks, I shared that when children feel like they belong, they are happier and are more successful in school. I challenged everyone, even the families in attendance, to help build belonging at Derby.

Throughout our school year, this concept unfolded in various ways in the classroom, at the lunch table, during recess, at community and morning meetings, through our diversity, equity, inclusion, and belonging work, and at the many events held on campus. In the fall we welcomed families to campus for our Derby Family Connect Social, which was a lovely event under a tent on the 1784 Field, that allowed parents and guardians to meet, mingle, and socialize with one another. One of the highlights of the year was our All-School Pep Rally in February. A new event this year, our entire PK–8 student body, faculty, and staff came together for a spirited gathering in McKelvey Gym where students played games, cheered one another on, danced, and simply put, had fun! In early May, inspired by a persuasive letter from a second grader, we hosted a Family Pizza and Movie night. Nearly 200 students, parents, siblings, and even newly admitted families attended, and it was one of the most memorable moments this year. Finally, we celebrated the culmination of our campus centennial with our Centennial Soirée this past spring. It was a festive evening complete with a stunning sunset! Parents, alums, grandparents, friends and community partners joined to celebrate this milestone of 100 years on our Broad Cove campus, and to raise funds for two campus enhancement projects. I am so delighted that this fall, we will unveil a brand new activity and learning commons for our 4th through 8th grade students as well as a state-of-the-art athletics scoreboard.

We are looking forward to completing our three-year Strategic Plan throughout this coming school year, which we began to implement

in 2022. I am so proud of the strides we have made in the past two years and am eagerly anticipating the completion of the work as we move into this final year. As you will read in the following pages, in just two years we have accomplished a majority of our goals. Enhancing our programs through the design and implementation of innovative curriculum is an area where the work is never done. This past year, our faculty dove into a full year professional development workshop to learn how to implement and execute differentiated instruction. Differentiation, to me, is a strong example of innovative teaching in that it allows teachers to meet students where they are. This is not something you will find in all schools, or in every classroom. You will have the opportunity to read more about differentiation and our work with innovative curriculum in the coming pages.

You’ll also read about two very exciting and important goals that were recently completed. First, we have just published our Strategic Plan for DEIB and are thrilled to begin work on accomplishing the goals within the plan. Additionally, we have created the School’s first Portrait of a Graduate profile, which will be used to guide our academic programs and the student experience. I encourage you to read more about these two goals within this magazine.

Looking ahead to the coming school year, I want to express my heartfelt gratitude to every member of the Derby Academy community for their dedication and support in fostering a sense of belonging. The strides we have made together in building an inclusive and welcoming environment are truly remarkable. I am excited for the upcoming year and the continued growth and achievements that lie ahead. Together, we will continue to ensure that Derby Academy remains a place where every individual feels valued, respected, and inspired to reach their fullest potential. Thank you for being a vital part of our journey and for helping us create a vibrant and supportive community. Here's to another fantastic year at Derby Academy!

Colleen Ramsden, EdD Head of School

GOAL STRATEGY:

Enhance our programs through the design and implementation of innovative curriculum.

Unlocking Potential Through Differentiation

By Lillie Lewis, Grade 3 Teacher

Since I first became a teacher, I've been passionate about unlocking the potential of every student in my classroom. In classrooms today, there is a wide range of abilities. Children are all different and they bring their individual selves to learning experiences.

THROUGH my undergraduate education courses, I delved into the concept of differentiation, learning how it can be a game-changer in meeting the diverse needs of learners. Carol Ann Tomlinson, University of Virginia Professor and a noted expert on differentiation, explains it as an approach to curriculum and instruction that considers differences in student readiness, interest and learning preferences. This method involves modifying content presentation, learning processes, and response expectations to cater to individual learners (Tomlinson, 2014). By tailoring instruction through differentiation, teachers can offer personalized support to struggling students while simultaneously challenging those who are ready for more advanced material. This personalized approach not only fosters academic growth but also builds students’ self-perception as capable learners. Differentiation recognizes that students may take varied routes to achieve the same learning objectives, making it a powerful tool for promoting both academic success and positive selfesteem. It also allows students to feel safe in their learning environment; they are seen and heard.

At the conclusion of my first year teaching at Derby, a heartfelt letter from one of my students profoundly impacted me. In it, she expressed, “I’ve learned so much this year because of your teaching tools. Now I understand what I need in order to learn.” These words came from a gymnasticsloving student who entered third grade with little belief in herself as a student due to challenges with attention that broadly impacted her academic abilities. Her words underscored the impact of differentiation in her academic journey, but more importantly, its role in bolstering her selfconfidence as a learner. Throughout this piece, I’ll delve into the various ways I differentiated instruction to support her individually, as well as my broader approach to differentiation within the classroom setting.

When planning lessons, I start by defining the learning objectives and devising engaging and stimulating activities tailored to challenge my most advanced learners. These students typically exceed grade-level standards and exhibit a natural inclination for self-driven work. For instance, in third grade, when introducing the concept of area—specifically,

calculating the area of rectangles through multiplication—I initiated a lesson with a broad, thought-provoking question designed to captivate even my most adept students. I asked them, “If each ceiling tile encompasses 4 square feet, how might we use these tiles to determine the area of our classroom?” Without further guidance, my advanced learners delved into the task independently. Meanwhile, students who demonstrated a solid grasp of the concept collaborated with peers, utilizing a provided worksheet featuring graphic organizers and equations to structure their thoughts. Simultaneously, I led a focused session with those still grappling with the concept of area. Employing a tactile approach, we constructed a scaled model of our classroom ceiling using 1-inch plastic tiles, each marked with a “4” to signify the tile’s area. Through this scaffolded method, these students successfully tackled the challenging problem at hand. In essence, designing lessons to challenge advanced learners while providing support to those who need it ensures that every student is engaged and equipped with the tools necessary for academic success.

In addressing the needs of students who may exhibit reluctance, have attention difficulties, or struggle to engage in certain subjects, an effective differentiation strategy involves integrating their interests into the curriculum. This approach proved particularly impactful for the student mentioned earlier. Recognizing her passion for gymnastics, I tailored various aspects of our lessons to include this interest. For instance, I incorporated gymnastics themes into math word problems, ensured ample access to gymnastic-themed books during our nonfiction reading unit, and curated fiction books featuring gymnasts for our initial fiction reading unit. Additionally, I designed phonics games centered around gymnastics, both for whole-class and small-group activities. Despite initially expressing disdain for phonics, these tailored activities played a pivotal role in transforming her attitude

towards the subject. Lastly, while engaging in the area activity I previously mentioned, I suggested she envision calculating the area of the gymnastics gym where she trains. Simply altering the context of the problem instantly captivated her and encouraged active participation. By cultivating excitement around the curriculum, I not only enhanced her participation and attentiveness but also communicated my genuine care for her interests and learning journey. This approach served to demonstrate my belief in her capabilities, fostering a more positive and engaged learning experience.

In addition to these instructional methods, our classrooms are designed with differentiation in mind, recognizing that students thrive in diverse learning environments. Featuring movable furniture and flexible seating options, we acknowledge that traditional desks may not suit every learner. Some excel while walking or prefer noise-canceling headphones to minimize distractions. With options like ROK ottomans for fidgeting, adjustable standing desks, beanbags, and cozy reading nooks, each classroom offers a distinct yet supportive atmosphere. At Derby, we prioritize accommodating the individual needs and preferences of every student, ensuring they have the freedom to learn in a way that suits them best.

Through differentiation, the compassionate educators at Derby instill a sense of self-belief in students. Witnessing even the most hesitant or challenged learners flourish when they feel understood and supported is truly remarkable. I am fortunate to witness this transformation unfold daily at Derby Academy.

References:

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Scan QR Code to view our full Strategic Plan:

GOAL 1:

Programmatic Excellence

GOAL STRATEGY:

Fostering Critical Thinking & Creativity Through Play

By Erin DeMello, Grade 5 Teacher and Math Specialist

Play and innovation in elementary school education has been gaining momentum. While traditional teaching methods focus primarily on academic achievement, integrating play and innovation into the curriculum can have significant benefits for student development and future success.

WHEN children engage in play-based activities, they develop essential skills such as problem-solving, creativity, critical thinking, and collaboration. These skills are fundamental for success both inside and outside the classroom. These experiences provide additional learning opportunities and allow students to interact with others, negotiate, and resolve conflicts.

In 2012, Caine Monroy, a 9 year old boy, built an elaborate arcade out of cardboard boxes in his father’s auto parts store in East Los Angeles. Despite initially having no customers,

Caine’s creativity and determination caught the attention of filmmaker Nirvan Mullick, who organized a surprise flash mob to visit Caine’s arcade. The video of the flash mob went viral, and Caine’s arcade became an international sensation. Caine’s story sparked the creation of the Imagination Foundation. Inspired by Caine’s creativity and passion for building, the foundation was established to foster creativity and entrepreneurship in children worldwide. The Imagination Foundation encourages kids to build, tinker, and create through initiatives like the Global Cardboard Challenge, which invites children to design and construct their own creations using cardboard. Caine’s story serves as a powerful example of the impact of creativity and imagination on children’s lives.

This year, the 5th grade class at Derby entered into their own version of Caine’s Arcade as part of their Projects/ STEM rotation. Groups worked collaboratively to design and build their own arcade or carnival inspired game. Students were tasked with creating a game that was easy for anyone

Enhance our programs through the design and implementation of innovative curriculum.

Derby’s commitment to fostering creativity and critical thinking is instrumental in students’ success. We will continue to integrate play and innovation into the curriculum, ensuring that learning remains an exciting and enriching experience.

“ “

to step up and play, but maintain a complicated design and build. Throughout the unit, students engaged in mini science lessons that focused on simple machines, and tackled unique and creative ways to connect cardboard in order to strengthen their builds. Each class worked through the stages of brainstorming and design, to testing and revision before sharing their classroom arcades with families who were invited to come play. Through this hands-on exploration, 5th graders learned to explore their creativity through building and experimentation. Problem-solving remained at the forefront as they worked on their cardboard creations, and encountered various challenges that required them to problem-solve as a team and think critically.

All too often students are given an assignment or project that they are excited to jump into, but the excitement wanes as the days go by. During Derby’s version of Caine’s Arcade, not one student lost their enthusiasm, joy, or momentum. In fact, many expressed sincere sadness when the project had concluded, which only further strengthens the argument that play and innovation are so important in the classroom. By integrating high-quality, play-based learning experiences into the curriculum, we can foster creativity, innovation, critical thinking, and collaboration.

Derby’s commitment to fostering creativity and critical thinking is instrumental in students’ success. We will continue to integrate play and innovation into the curriculum, ensuring that learning remains an exciting and enriching experience. By incorporating more hands-on activities, and collaborative projects such as Caine’s Arcade, we aim to inspire students to explore new ideas and develop a love of learning that stays with Derby students for years to come.

PLAN GOAL 1: Programmatic Excellence

GOAL STRATEGY:

Enhance our programs through the design and implementation of innovative curriculum.

The Power of Inquiry Learning

By Jeri Hurd, Director of Digital Inquiry

Most teachers, if they've been around long enough, have an “Ah-ha!” moment—a time when something in class changed their thinking. Mine came about 12 years into my career while teaching 10th-grade English in Egypt.

TRADITIONALLY, students wrote persuasive speeches, but I wanted something different. Despite knowing nothing about video editing, I decided documentaries would be fun. I guided them through the research and scriptwriting, but when it came time to shoot and edit their videos, I essentially told them, “Figure it out. It’s due in a month.” Chaos and panic erupted. I received many calls like, “I’m doing an interview at the park and I can’t record sound—what do I do?” My response was consistently, “I have no idea. Figure it out.”

No surprise, most of the documentaries weren’t that great. However, when students wrote their reflections—after I asked for real feedback about problems they encountered, how they solved them, and advice for next year’s students—I was flabbergasted by the analytical depth and insight in their responses. The sheer amount of learning that had been going on as students problem-solved was astounding. Over the summer, I took a video editing course, enabling me to actually show students how to edit videos, record sound, etc. The documentaries that year were technically outstanding. Yet, when I read their reflections on the process, they didn’t seem nearly as engaged or insightful as the previous year’s cohort. I didn’t have a name for it at the time, but I had just discovered the power of inquiry learning.

Students start out inherently curious about the world. Inquiry develops and focuses that trait by presenting them with problems or challenges that require them to research, think creatively, and apply their knowledge in practical ways. This year, I attended a three-week course through Harvard’s Project Zero and the Right Question Institute on using questioning strategies to help build a culture of inquiry in a school and empower students to take control of their own learning. Good questions lie at the core of learning. To quote Einstein, “If I had an hour to solve a problem…I’d spend the first 55 minutes determining the proper question to ask.” By learning to ask powerful questions, students think critically about content, identify gaps in their understanding, and take an active role in the learning process rather than passively receiving information.

So, what does this mean for Derby? We’ve organized a task force of teachers from all three sections to spend next year exploring and discussing inquiry. After attending Project Zero’s Visible Thinking workshop and reading and discussing Kath Murdoch’s The Power of Inquiry, the task force will create a recommended strategic plan for building a culture of inquiry at Derby Academy. Building this community of practice will not happen in a year, obviously, but it represents a long-term commitment to empowering students as active learners who can ask thoughtful questions, drive their own learning, and develop essential skills for the 21st century.

Programmatic Excellence

A Schoolwide Focus on Executive Functioning

By Dr. Colleen Ramsden, Head of School

The academic success and well-being of every child has always been the goal of Derby Academy. While the motto, Improve Both Mind and Heart, remains true today, the methods and strategies of how we go about improving both are constantly evolving.

WE continually research best practices and evaluate our curriculum based upon the needs of the learners. With information available at students’ fingertips, the skills they need to be effective in school and life have broadened. Helping students understand how to process, synthesize and make sense of the large amount of information they take in is a skill that needs to be directly taught to students.

Derby’s schoolwide professional development initiative in the 2024–2025 school year will focus on Executive Function (EF) which is critical to the academic success of children. We have partnered with Research Institute for Learning & Development (ResearchILD), a leading organization whose mission is transforming the lives of students by empowering them to learn HOW to learn.

Through this year-long professional development we will focus on:

• Understanding the crucial role executive function processes play in successful learning.

• Exploring how executive function challenges interfere with students’ performance on daily tasks (e.g., organizing time, organizing materials, reading for meaning, and writing).

• Learning hands-on strategies to use across grade levels and content areas.

• Creating a common language about how we learn across campus.

• Implementing ResearchILD’s research-based SMARTS Executive Function curriculum.

Enhance our programs through the design and implementation of innovative curriculum.

What is Executive Function?

EF is considered the “air traffic control” system of the brain (Center on the Developing Child at Harvard University, 2011). There are five basic EF processes that affect learning: goal setting, cognitive flexibility, organizing and prioritizing, accessing working memory, and self-monitoring. Learning how to organize information, prioritize assignments, and study for tests all require students to use their EF skills. Research shows that EF processes are essential to learning and can impact academic performance.

Why is EF important?

Students use EF skills to manipulate information, adjust to changing demands, prioritize tasks, and reflect on their learning. Just as students need practice to improve their reading or math skills, they also need practice to improve their EF skills. These skills can be developed with appropriate guidance by parents and teachers. People are not born with EF skills, rather through experiences and scaffolding by adults these skills are developed and improved (Diamond & Lee, 2011). Students who are not given adequate practice with EF skills may struggle with academic challenges in the classroom.

Dr. Meltzer (2010) uses the analogy of a “clogged funnel” to explain how children with EF weaknesses get overwhelmed and do not know how to “unclog” all the information they receive in order to accomplish a task. This often causes children to shut down, act out, become unmotivated, or give up. It is the job of teachers to give children the skills and strategies they need to improve their EF. When teachers understand the impact EF deficits can have on children’s ability to learn, they are better equipped to support their learning. In turn, teachers help children understand themselves as learners which improves their beliefs about themselves and their academic performance.

Making EF a schoolwide focus is part of our strategic goal, enhancing our programs through the design and implementation of innovative curriculum. Many schools offer a class in middle school or high school on study skills which is only one aspect of EF. Derby believes by infusing EF into every grade level and every aspect of learning, our students will have a strong foundation that will provide them with the success they need for their future.

Strategic Plan Checklist

Since we began our three year Strategic Plan in 2022 we have accomplished the following:

GOAL 1: Programmatic Excellence

Aligned the curriculum

Established 3 year Strategic Plan for DEIB

Developed a Portrait of a Graduate

GOAL

2: Faculty & Staff Excellence

Determined long-term goals for compensation and benefits

Increased professional development funds

Systemized faculty and staff growth and evaluation process

GOAL 3: Long-term Sustainability

Created an enrollment management plan

Updated classrooms and technology— Ongoing

Developed a long-term deferred maintenance plan

Completed campus master plan

Implemented a long-term financial plan to support ongoing operations

Strategic Plan for

Diversity, Equity, Inclusion, & Belonging

We are pleased to share our Strategic Plan for Diversity, Equity, Inclusion, and Belonging. The plan was created based on a goal set in our 2022–2025 schoolwide Strategic Plan, in order to ensure that Derby is offering the best educational experience to all students. With this plan the school will have a roadmap to meet its goals and live out the sentiment stated in the 2013 Diversity Statement.

The goals in this plan are deeply rooted in both Mind and Heart. We believe that this plan strengthens the school’s commitment to ensuring that all Derby Academy community members can thrive as their fullest, most authentic selves, building their cultural competency skills, and learning across differences.

Ensure Cultural Competence in Faculty, Staff, and Board Of Trustees Diversify the Community

Our goal is to ensure cultural competency in the Derby faculty, staff, and Board of Trustees. Those who have a strong foundation and ongoing training in understanding the impact of identity and cultural differences and similarities will confidently and responsibly implement DEIB programming.

Diverse learning communities are ones of academic excellence where students develop cross-cultural skills, understanding, and respect, ensuring that they are prepared for the world beyond Derby. Derby is committed to diversity, including, but not exclusive to, diversity of: race, ethnicity, socioeconomic status, geography, sexual orientation, gender identity, religion, nationality, family structure, and physical and learning differences.

GOAL STRATEGY:

Establish, communicate, and execute a three-year Strategic Diversity, Equity, Inclusion, and Belonging Plan.

Enhance Curriculum Through DEIB Lens

Derby seeks to be an institution that offers developmentally appropriate instruction on identity, bias, and discrimination. It is our goal to provide multiple perspectives and foster critical thinking.

Connect Authentically

Our goal is to provide points of authentic connection for all members of the Derby community. Connection fosters empathy, helps us to understand different viewpoints, and strengthens our communication skills.

Programmatic Excellence

Portrait of a Graduate

By Jeff Natale, Director of Secondary School Counseling

Thanks to the collaborative efforts of Derby students, faculty, staff, the Board, the Derby Council, and parents, we are pleased to present our Portrait of a Graduate profile.

THIS exercise has been a great team effort and seeing the enthusiasm from each group has been incredibly rewarding. Teachers emailing me late at night with their input, parents stopping me on the quad to share suggestions, and Board members eagerly requesting updates have all contributed to the project’s success. This has been some of the most fulfilling work I’ve done as an educator, allowing me to engage with everyone connected to the school about our shared educational goals.

The goal of a Portrait of a Graduate is to define a school’s mission through key descriptors based on student outcomes. It goes beyond test scores to measure success and student achievements, capturing the core values the school aims to instill in each student.

Drawing on the vast amount of input from hundreds of Derby constituents, we ultimately determined the five skills, characteristics, and values that most accurately represent our

students upon graduating from Derby. These words reflect what our teachers cultivate in their classrooms every day, regardless of grade level and are emphasized by our coaches during halftime talks and explained by our arts teachers in the band room or at the easels.

Derby Academy’s Portrait of a Graduate descriptors:

1. Confident Critical Thinker

A Derby Academy graduate confidently questions assumptions, challenges ideas, and seeks alternative perspectives. Comfortable with complexity, they consider multiple viewpoints and rely on evidence and logic over emotions or peer pressure. They admit when they are wrong and are open to changing their mind with new information. Clear and persuasive communicators, they stand up for their beliefs, even against the status quo. Critical thinking and confidence are nurtured at every grade level, culminating in projects like the Future Cities Competition in 6th grade and the 8th grade speeches.

Develop a Portrait of a Graduate to inform programmatic and enrollment decisions and provide students with a vision for their future.

GOAL STRATEGY:

2. Authentic Leader

An authentic leader stays true to themselves and their values. Derby Academy graduates lead with integrity, honesty, and transparency, always striving to do what is right. They inspire trust and confidence through their actions and words, and are consistently reliable and accountable. Derby students are genuine, respectful, and empathetic, treating everyone with kindness. They are open to feedback, willing to admit mistakes, and show humility. Their authenticity fosters deep connections and a sense of belonging. Examples at Derby include the Pals program, student ambassadors, and student council opportunities.

3. Creative Innovator

A creative innovator at Derby Academy thrives on pushing boundaries and challenging the status quo. They constantly seek new ways to solve problems and generate fresh ideas that disrupt traditional thinking. Unafraid to take risks and experiment with unconventional approaches, they are driven by curiosity and a passion for exploring new possibilities. They think outside the box, embrace failure as a step toward success, and are always looking to improve and evolve. Ultimately, Derby Academy’s creative innovators strive to create a better future through their innovative ideas and solutions.

4. Empathetic Upstander

An empathetic upstander at Derby Academy stands up for what is right with honesty, compassion, and moral courage. They speak out against injustice and inspire others through their commitment to inclusivity, fostering a community where everyone feels they belong. Derby Academy ensures that students across all grade levels graduate as culturally competent citizens.

5. Resilient Problem Solver

A resilient problem solver faces challenges with determination and inner strength. Derby students view obstacles as opportunities for growth, approaching problems with positivity and creativity. They adapt easily to new situations, staying calm and focused under pressure. Persistent and tenacious, they refuse to give up until finding a satisfactory resolution. Even in setbacks, they remain optimistic and goal-oriented, making them valuable assets who overcome challenges with grace and determination.

Grade 5 teacher Elizabeth Erbafina shared, “Starting in January, my students choose a country and spend five months researching it. In June, they present a 10-paragraph essay on a specific crisis in their country, create a news report, and propose solutions using the UN Sustainability Goals. They present their work at the International Studies Celebration to students, administration, teachers, and parents.” Ms. Erbafina’s enthusiasm was clear as she explained how the five key traits are integral to this project. Students must be confident critical thinkers, empathetic upstanders, resilient problem solvers, and creative in devising solutions and presenting them.

Reflecting on the journey of creating Derby Academy’s Portrait of a Graduate, I am filled with gratitude for the community’s incredible collaboration and dedication. This project, which emphasizes five key traits—Confident Critical Thinker, Authentic Leader, Creative Innovator, Empathetic Upstander, and Resilient Problem Solver—captures the essence of what it means to be a Derby graduate. From faculty and staff to students and parents, everyone’s enthusiasm has been inspiring. This Portrait will guide us in nurturing an environment where every student can thrive, making meaningful contributions to society.

The goal of a Portrait of a Graduate is to define a school’s mission through key descriptors based on student outcomes. It goes beyond test scores to measure success and student achievements, capturing the core values the school aims to instill in each student.

Programmatic Excellence

Hear from our Graduates

Members of the Class of 2024 share insight on how they connect to the Portrait of a Graduate.

BRYNN HSU ’24

Confident Critical Thinker

I am not afraid to share ideas that might not be the popular opinion because of what I’ve learned at Derby. My 8th-grade speech was about dealing with controversy and how to respectfully disagree with others. I drew on many of my Derby experiences for the paper. In my Grade 8 history class, we had debates where I had to think beyond what I’ve been told. I had to look deeper into the materials and the initial data to prove my point or possibly change my mind.

CHARLI COYLE ’24

Authentic Leader

Derby gives students the opportunity to lead at every grade level. Even when I didn’t see myself as a leader or didn’t want to be one, Derby pushed me out of my comfort zone, and it was the best thing that could have happened. Now I am unafraid to try out for teams, take on responsibilities like leading morning meetings, and set a good example for younger students. It has also helped me become a more independent learner.

SOFIA ELEUTERI ’24

Empathetic Upstander

When I first arrived at Derby in 6th grade, I just wanted to get along with everyone. Even if I didn’t agree with something someone said or did, I went along with it because I wasn’t brave enough to be an upstander. Derby has taught me to stand up for what I believe is right, no matter what my peers might think, and not to be ashamed of that.

OWEN LEVY ’24 Creative

Innovator

I was a pretty good writer and poet until I met Upper School English Teacher, Mr. Andriole. He pushed me to be more creative and go outside of my comfort zone. He would meet with me, give me examples of great poems, and work with me to help make my poems great—not just the bare minimum. He really pushed all of his students to make them creative innovators.

HAMZA MAALI ’24

Resilient Problem Solver

Derby has encouraged me to stick with problems until I solve them. This is why I love math so much. I can start on a problem, not quite solve it, and go to my teacher for extra help and keep working at it. Derby has fostered my love of learning and resilience by creating an advanced math class and a new geometry class. These classes have pushed me to think outside the box and are really fun and challenging!

STRATEGIC PLAN GOAL 2:

Faculty & Staff Excellence

GOAL STRATEGY:

Professional Development Highlight:

Connecting Beyond Academics Through Yoga

By Betsy Alvord, Grade 2 Teacher

I feel incredibly fortunate to be part of a school community that values setting professional goals. As we still navigate remnants of COVID, I have noticed a rise in underlying anxiety among many of our students. This inspired me to explore ways that I could help.

I DISCOVERED the benefits of yoga twenty-five years ago when I was in the thick of raising two boys. I experienced how yoga helped alleviate the stresses of being a new mom. The profound mind-body benefits became apparent almost immediately. I noticed a transformation in how I responded to situations and gained a newfound ability to pause before reacting. It's truly remarkable what synchronized breath with movement can do for one’s well-being.

With my deep-rooted passion for yoga, several years ago, an administrator at Derby encouraged me to renew my children’s yoga certification through Derby Professional Development. I eagerly pursued this opportunity, but unfortunately, the onset of COVID disrupted my plans to use my newfound skills with the children.

However, as the 2023–2024 school year began and we were brainstorming our professional goals, a realization

Increase professional development funds to maintain instructional excellence across grade levels and subject areas and enhance faculty understanding of the most innovative teaching practices.

struck me. What if I introduced yoga sessions twice a week, each lasting 15 minutes, to my students? Would it make a tangible difference in their wellbeing? Thankfully, my colleagues found this idea intriguing and offered their support once again.

Before I knew it, I was purchasing mats, and in no time, every child in my class was familiar with and capable of leading our yoga flow. They eagerly volunteered to take turns teaching.

Even those initially hesitant soon found themselves unrolling their mats and getting into child’s pose before I could give instructions. Moreover, on days when yoga wasn’t on the schedule, they clamored for it! We would actively move from pose to pose for ten minutes, and then the kids eagerly settled into Savasana, reveling in the relaxation.

At every step, I have been pleasantly surprised by the children’s openness and enthusiasm towards yoga.

I cherish how it fosters collective movement, allowing us to connect beyond academics and truly hit pause during our busy schedules. Our sessions often culminate in expressing gratitude or selecting a word to carry with them throughout the day.

first simultaneous bilateral recipient of the Ewing Amputation procedure, to speak to the class and join in on a yoga practice. Kent's main message to the students was to practice gratitude and always be curious.

They see it as a way to unwind, to take a momentary breather. I cherish how it fosters collective movement, allowing us to connect beyond academics and truly hit pause during our busy schedules. Our sessions often culminate in expressing gratitude or selecting a word to carry with them throughout the day. We conclude each practice by saying Improve Both Mind and Heart three times. I wholeheartedly believe that these experiences will leave a lasting impression on the children.

The positive impact of yoga has been palpable. I distributed several exit tickets after each class, and the students shared how they felt serene, peaceful, and ready to learn. The feedback from families has also been overwhelmingly positive. I am grateful that Derby has enabled me to pursue my passion, and it’s heartening to witness the beneficial effects it has had on the children.

Pictured Above: A highlight from Grade 2 students year-long yoga practice was welcoming Paul Kent, yogi and the

Pictured Above: Grade 2 students visiting Krigsman Yoga in Hingham, founded by Derby alum, Amanda Shields ’90.

An Update from the Office of:

Community & Belonging

Confetti Club

This spring, Upper School students founded the Confetti Club, a group open to all students in grades 6-8 interested in learning about, supporting, and celebrating the LGBTQ+ community. During their weekly lunch meetings, students thoughtfully collaborated to write the group’s mission statement. They then created a presentation for the community to explain why Pride is celebrated in June and organized a rainbow dress day.

Derby’s Confetti Club is an Upper School LGBTQ+ alliance group. We strive to build a safe, empathetic, and respectful community, where everyone can be confident in their own authentic self. We gather to celebrate, support, and learn about the LGBTQ+ community. We recognize that it is important to honor differences, similarities and build a community of inclusion.

Alliance groups focus on diversity, inclusivity, and multiculturalism, providing a valuable opportunity for all students to engage in conversations about identity, oppression, and advocacy for justice. These groups are open to all students and create dialogue on important issues while encouraging participants to listen and learn from the discussions.

Adolescence is a pivotal time for brain development. Providing students with opportunities to explore both their own identity and the identities of others helps them form a strong sense of self, increase their confidence in social situations, and prepare for an increasingly global and diverse world. For these reasons, affinity and alliance groups are being thoughtfully developed by school leadership, based on student interest and need.

Day of Service

This year, Derby held its fifth annual Day of Service, with students from every grade level participating in acts of service both on and off campus. These activities are often designed to connect service with the curriculum, enhancing the learning experience.

For the sixth grade, this connection was made through their spring ecology unit in science, where they study invasive plants and animals. It was a natural fit to invite Lisey Good from Wild Cohasset to collaborate with the sixth grade. The day began with a presentation from Lisey, who educated students on the problematic nature of garlic mustard and how to identify it. Armed with this knowledge, students identified the plant on campus before heading to Wheelwright Park in Cohasset for a larger weed pull.

Upon returning to campus, the students created informational brochures to educate the public about the harm invasive plants can cause. These brochures were then distributed at local establishments selling plants and yard care items.

Through this experience, students were able to learn, serve, create, and educate others, making it a truly successful Day of Service for the sixth grade!

Building Belonging : Identity Markers with Liza Talusan

As part of our commitment to increasing cultural competency among the adults on campus, Derby faculty, staff, and administrators read The Identity Conscious Educator by Liza Talusan. We were then fortunate enough to welcome Liza to campus for two afternoon professional development workshops. In her book, Liza emphasizes, “Who people are informs what they do, how they act and interact with others, and how they see the world around them.” Faculty and staff engaged in in-depth

discussions about the importance and impact of identity markers on themselves, their colleagues, and their students. As outlined in the DEIB Strategic Plan, adults with a strong foundation and ongoing training in understanding the impact of identity and cultural differences and similarities will confidently and responsibly implement DEIB programming.

Community Conversations

As their mission statement declares, “Belonging at Derby is a group of parents and caregivers whose mission is to foster an environment of inclusivity and belonging at Derby Academy. We collaborate with Derby Family Connect and Administration to provide opportunities for learning, conversations, and experiences for the Derby community.” Parents have always been an integral part of the DEIB conversation, and Derby is fortunate to have a group of committed parents who are dedicated to facilitating dialogue between the administration and parents, as well as providing educational opportunities for families about DEIB topics.

This year, Belonging held three gatherings open to all parents and caregivers, known as Community Conversations. In the fall, Annie Peterman led parents through the DEIB-focused summer work that faculty had completed. In the winter, Pre-Kindergarten parent and new Director of Community and Belonging, Reena Patel, guided parents on having empathetic race-based conversations. In the spring, Derby administrators discussed neurodiversity and executive functioning skills.

Community Conversations offer a unique opportunity for Derby parents and guardians to come together and engage in meaningful discussions on challenging topics through the parenting lens. These gatherings provide opportunities to connect with others, learn new information, and gain perspective on DEIB topics, which are crucial in a community committed to raising culturally competent children.

Thank You

Ajay Sadhwani P’13,’16,’16,’19,’23

Board of Trustees President from 2022–2024

Derby Academy extends its heartfelt gratitude to Ajay Sadhwani for his exceptional service as Board President for the past two years.

AJAY’S long-standing commitment to Derby is evident, with five children who graduated from Derby—Noah ’13, Isaac ’16, Luke ’16, Eliza ’19—and Caleb ’23. His journey with Derby began with Noah’s entry in Grade 7, and the family’s experience has been marked by strong personal and educational connections.

Head of School Dr. Colleen Ramsden reflects, “Ajay has been an instrumental

leader during a pivotal time. His calm and thoughtful leadership style has been essential in moving our strategic initiatives forward. He believes in the faculty and staff who deliver excellence every day, and he believes in this very special Derby community. It has been my honor to work alongside Ajay.”

Ajay’s oversight of the three-year Strategic Plan and Campus Vision planning process has been essential,

focusing on school safety, campus security, and strategic growth. His support and guidance for Dr. Colleen Ramsden, Head of School, has been invaluable to her over the last two years. Ajay’s tenure as Board President has been his culminating contribution to the School, and our community is profoundly grateful for his service.

Welcome New Board of Trustees President

Jeffrey Camuso P’26,’29

Derby Academy is thrilled to welcome Jeffrey Camuso as our new Board of Trustees President.

JEFFREY has been a Trustee of Derby Academy since 2021, and a member of the Executive Committee since 2022. He lives in Hingham, with his wife Michelle, and their two boys, Benny ’26 and Teddy ’29. “From the first time Michelle and I visited Derby, we knew it was a special place, and we knew that we wanted our boys here.”

He grew up in nearby Weymouth and studied at New Hampshire College, The Harvard T.H. Chan School of Public Health, and MIT, where he earned an MBA. Professionally, Jeff is the President of Charles D. Sheehy, a distributor of mechanical piping systems and components. Jeff serves on several boards, both for-profit and not-for-profit.

“Jeff is a connector. He brings people together and builds a sense of belonging,” says Head of School Dr. Colleen Ramsden. “Jumping in and moving strategies to action is what Jeff does. He wholeheartedly believes in Derby’s motto Improve Both Mind and Heart.”

During Jeff’s time on the Board, he has assisted in the creation of the academy’s Strategic Plan, the Campus Master Plan, and most recently, the DEIB Strategic Plan. Jeff’s role as President of the Board of Trustees will see him working to support Dr. Ramsden, as well as the school’s mission. “Being able to contribute to the legacy of an institution that

dates back to the 1700s is a great honor and privilege. The Derby Board of Trustees is made up of the most talented and selfless people I know. Being able to work alongside so many individuals with a shared goal is rewarding.”

Jeff enjoys skiing, being on the water in Cape Cod, golf, traveling, and watching his boys compete in soccer and lacrosse. He is a youth sports coach, and he and Michelle support a variety of causes, especially those focusing on the health of children.

A Year of Celebrations:

Campus Centennial

Throughout the past year, Derby Academy proudly celebrated a century on our Broad Cove campus with a series of exciting events and collaborative projects that brought the entire school community together.

TO kick things off, students channeled their creativity with artwork submissions reflecting their interpretations of Derby’s history and future. One exceptional piece was featured on a special t-shirt, proudly worn by the community for an all-school photo in the shape of “100,” capturing the unity and spirit of our students, faculty, and staff. This visual representation of our centennial year set the tone for the creative endeavors that followed.

In a remarkable display of collective creativity, the entire school participated in a community art project led by art teachers Mary Ellen Olson and Caitlin Mavilia. Students, faculty, staff, and many parents and alumni painted paper that was then used to create a stunning 4’x8’ collage,

portraying the vibrant landscape of our campus set along Broad Cove. This beautiful piece will be displayed in the Brown Art Gallery, serving as a lasting tribute to our centennial year.

The celebrations culminated in a grand Centennial Soirée fundraiser, bringing together the Derby community for an evening of joy and reflection. The event not only honored our rich history but also supported our future, ensuring that Derby continues to thrive for the next one hundred years.

(Read more about this event on page 48.)

These centennial celebrations truly highlighted the strength and creativity of the Derby community, honoring our past while looking forward to a bright future on the Broad Cove campus.

In case you missed last year’s deep dive magazine article exploring our Campus Centennial history please see www.derbyacademy.org/campus-centennial for more information.

Pictured Above: Broad Cove Mural that will be displayed in the Brown Art Gallery. The artwork will feature a custom frame created by Derby alum, Sandy Weymouth ’91.

DERBY CELEBRATED THE NEW SCHOOL YEAR AT FIRST CHAPEL

DERBY celebrated the start of the school year at First Chapel in September by honoring and recognizing Grade 8 students as the school year’s leaders. Head of School, Dr. Colleen Ramsden welcomed the community and highlighted our Campus Centennial, marking 100 years on our Broad Cove campus.

Grade 8 students then welcomed new students, faculty, and staff. To close out the event, Dr. Ramsden announced the schoolwide theme for the year— “building belonging.”

GATHERING OF THANKS

LAST November, the school community gathered in McKelvey Gym for the 3rd Annual Gathering of Thanks assembly. Students, faculty, staff, parents, and friends of Derby took some time to reflect and share their deep-rooted appreciation for all that the school community provides.

Older and younger student Pals paired together to present messages of gratitude for Veterans in honor of Veterans Day. Middle School students then announced their “Peace Crane Project,” a meaningful project to spread messages of thanks among the Derby community through handmade paper cranes. To close the event, the Grade 7 and 8 Vocal Ensemble and the Glee Club sang a beautiful rendition of “What a Wonderful World.”

DERBY FAIR

LAST fall, families enjoyed a variety of fun activities during the annual Derby Fair that included carnival rides, arts and crafts, and delicious treats. The fair is put together by a dedicated group of volunteers who extend their time and hard work to create such an enjoyable event for the community.

GRANDFRIENDS DAY

BEFORE the Thanksgiving holiday, family and friends of students visited campus to celebrate a special day at Derby, Grandfriends Day. Guests enjoyed heartwarming musical performances in Larson Hall followed by classroom visits to get an inside peek into how students spend their day.

WINTER TERM

EACH December, typical homework and assessments are placed on hold for a week while Upper School students dive into their Winter Term Studios. The action-packed week allows students the opportunity to focus on one or more of the UN Sustainable Development Goals—encouraging them to think globally while acting locally.

Winter Term Studios are crafted to include a concentrated classroom study of a specific sustainability topic, field trips to local and regional organizations addressing these goals, and visits by local experts. These studios each culminated in a creative student-led project that addressed the issue they explored.

Some of the Winter Term Studios and their related field trips were:

The Atom: Human Flourishing or Nuclear Winter?—Visit to the MIT Reactor Ethical Threads: Sustainable Fashion—Visit to Newbury Street

Tied to a Place: Coastline Champions—Visit to the Boston Aquarium

WINTER CONCERTS

STUDENTS and Faculty celebrated the winter season with singing, music, and dancing during the annual Winter Concerts back in December. Primary and Lower School students performed their “Winter Festival” program, Middle School students performed “Celebrating the Season,” and Upper School students performed “Let There Be Light.”

PETER PAN-ISH

BEFORE the March break, students in Grades 3–5 put on a fantastic performance of Peter Pan-ish, an original adaptation of Peter Pan, the musical. As part of the After School Enrichment Program, 40 students worked with Theatre Director, Mr. Verrier, to put a fun spin on the well known story— with students writing many of the scenes on their own. Ms. Kahler then helped integrate songs from the original musical, showcasing our talented student vocalists.

PEP RALLY

DERBY hosted its first all-school Pep Rally in February to spread some school spirit during the cold winter months. The McKelvey Gym was filled with energy and cheer as students participated in fun relay races and group challenges.

Beauty and the Beast: BEHIND THE CURTAIN

IN early March, Grade 7 and 8 students put on an enchanting performance of Beauty and the Beast. Students and faculty dedicated a great deal of time and hard work to make this theater production come to life—it truly was remarkable what they were able to accomplish. Hear reflections from the Arts Department faculty members who worked directly on the production for a “behind the curtain” look.

ASHLEY CAULFIELD

Middle & Upper School Sewing Teacher

THE allure of Beauty and the Beast has always captivated me, from Belle’s unconventional spirit to the enchanting French countryside setting and the quest for humanity within a beastly exterior. But above all, it’s Belle’s iconic yellow dress that holds a special place in my heart.

When Shawn confirmed this year’s production, I couldn’t contain my excitement. However, the reality of transforming humans into living décor quickly set in. My rule for costumes was simple: no cardboard. I opted for designs hinting at the characters’ objects rather than literal replicas. For instance, Mrs. Potts’ costume featured a blue and white china print jacket, forming a teapot shape with the actor’s arms and posture.

A major challenge was the sheer number of costumes required, with most students playing multiple roles. Despite the stress of quick changes backstage, the cast handled it admirably, assisting each other with lacing and safety pins. Dressing Belle in her gown became a teamwork endeavor, showcasing the cast’s dedication and camaraderie. Overall, I’m immensely proud of the entire cast for their hard work and the beautiful show they put on. Being part of this experience was an honor, and finally crafting that iconic yellow dress was a dream come true.

DERELYN KAHLER Choral Director

MUSICAL theater holds a unique place in my heart. It combines acting, dialogue, singing, and dancing to create a truly special experience. The music, in particular, is powerful, allowing emotions and messages to be conveyed in beautiful ways. Alan Menken’s score for Beauty and the Beast is magical, blending various styles from French impressionism to Broadway. As a music director, my primary goal is to help students build confidence through performance while fostering teamwork and friendship. Rehearsals are intense, focusing on vocal technique, character portrayal, and ensemble cohesion. The audition process is rigorous, considering vocal skills, stage presence, and acting abilities. During rehearsals, I prioritize tackling challenging pieces first, ensuring the cast feels confident with their parts. I work closely with the director to analyze the score and determine instrumentation, often consulting with a professional musician for expertise. The culmination of these efforts is a joyous yet bittersweet experience, as we witness the students’ excitement and achievement on stage. Teaching music through theater is my passion, and I hope to inspire lifelong fans of musical theater through these productions. Beauty and the Beast was truly spectacular, and I couldn’t be prouder of our students’ dedication and success.

MARY ELLEN OLSON

Middle & Upper School Visual Art Teacher

WHEN Shawn Verrier approached me about painting a backdrop for Beauty and the Beast, I jumped at the opportunity. With over two decades of experience painting large scenes for school productions like Peter Pan, Fiddler on the Roof, Damn Yankees, The Tortoise and the Hare, and Kamp Kaos, I was excited to contribute once again. Throughout my tenure teaching art, I’ve championed collaborative mural projects that not only enhance our spaces but also teach valuable lessons in teamwork and creativity. Shawn’s vision of a French landscape with lavender fields for the backdrop ignited my imagination. Drawing inspiration from my memories of Southern France and countless photographs, I meticulously sketched and painted the scene. Despite the challenges of painting from a scaffold and the constant back-and-forth to clean brushes, I found joy in the process, often accompanied by the upbeat tunes of oldies music. Shawn Verrier and Ashley Caulfield’s presence in the theater provided not only invaluable feedback but also a sense of camaraderie that made the work even more enjoyable.

As I worked on the backdrop, I couldn’t help but admire the dedication of the students involved in the production. Their passion and commitment inspired me to create a setting worthy of their talent. Sharing the process with my students, I emphasized the importance of perseverance and creativity in bringing large-scale art to life. It was a rewarding experience, reminding me once again of the transformative power of art in our lives.

SHAWN VERRIER

Theater Director

REFLECTING on the creation of Beauty and the Beast several months later, one aspect stands out prominently. While the opulent costumes, impressive mural, and towering mobile frames are etched in my memory, it’s the actors who truly elevated the show. They dedicated themselves to mastering challenging music and choreography, engaging in thoughtful discussions about their characters’ journeys. Their contributions to movement and acting choices brought the vibrant world of the production to life.

Behind the scenes, the student-run crew worked diligently in the tech booth and backstage, demonstrating a high level of professionalism. The camaraderie among the cast and crew was palpable, with actors assisting each other backstage and seamlessly coordinating set changes. While the production itself was magnificent, it’s the sense of unity and teamwork that I cherish most. In the world of theater, magic truly lies in the connection forged among its participants.

ANDY REMILLARD

Theater Manager; Shop Teacher

STUDENTS collaborated on designing, building, and finishing the Beauty and the Beast set and props over two trimesters in their Stagecraft class. Many students involved in the play also contributed to constructing and painting the set, ensuring a studentcentered approach that fostered ownership and pride in their work. For the main set piece, the water fountain, students constructed the structural framing, learned to create a large perfect circle from 3/4” plywood, and used wacky wood to skin the platform. This hands-on approach extended to all scenic elements in the show. Additionally, students operated the sound and light boards during performances, managing microphones and sound levels to balance the live pit band and dialogue. Running backstage, they facilitated set changes, microphone switches, and fast costume changes. Students also operated the fly rail for projection moments, showcasing their multifaceted involvement in bringing the production to life.

A Reflection: THE COSTA RICA EXPERIENCE

By Cole Pantaleo ’25

OVER March Break, a group of seventh and eighth-grade students embarked on an unforgettable one-week trip to Costa Rica, filled with enriching experiences and exciting activities. The journey began with a cultural immersion experience, including a walking tour through La Plaza de la Cultura and bargaining with local vendors at La Plaza de la Democracia’s flea market. We even took a cooking class to learn how to make patacones. Environmental education was a significant part of the trip. We participated in a local reforestation program and learned why Costa Rica is a global leader in sustainability. Relaxation followed with a dip in the Baldi Hot Springs, enjoying the beautiful views of Mount Arenal and the surrounding jungle.

Adventure was plentiful as well. We swam at La Fortuna Waterfall, navigated the Mistico Arenal Hanging Bridges Park, and spotted diverse wildlife, including birds, monkeys, snakes, and a coati. The thrill continued with a Monteverde canopy zip line tour and scenic horseback riding through Monteverde. Our exploration culminated at Manuel Antonio National Park, Costa Rica’s most biologically diverse park, where we relaxed on its stunning white sand beaches.

Though we missed Costa Rica’s greenery and wildlife upon returning to Boston, we were glad to be home and excited to sleep in our own beds. This transformative experience left us all grateful for the opportunity.

MIDDLE SCHOOL SPRING CONCERT

IN May, Grade 4 and 5 students performed at the Middle School Spring Concert, featuring musical highlights from the Chorus, Band, and String Ensembles. Each group showcased the hard work and dedication they’d been working towards all year long. It was a great night full of talent shining on the Larson Hall stage.

WIZARD OF OZ

GRADE 6 students put on a dazzling performance of The Wizard of Oz in the spring. Featuring detailed costumes, creative set design, and impressive staging, the production showcased talented students and the magic of the Derby Arts Department.

ARTS MORNING

IN May, the Primary and Lower School Arts Morning celebrated the visual and performing arts of Pre-K–Grade 3 students. Visual art adorned the walls of the Primary and Lower School as families enjoyed a gallery walk to admire the students’ creations. Pre-K and Kindergarten students then performed Peter Rabbit and Rainbowfish on the Larson Hall stage showcasing their storytelling skills through song, movement, and public speaking.

ARTS NIGHT

LATER in May, Derby hosted its annual Middle and Upper School Arts Night. The evening was a celebration of art, featuring visual art, woodshop, and sewing creations on display throughout the Brown Art Gallery and in the Lewis Dining Hall for students and families to enjoy. The night concluded with a band and strings concert performed by Grades 6–8 students.

ATHLETICS

FIELD DAY

THE Derbies and Toppers enjoyed a day of friendly competition during the annual Field Day events in June. The competition was fierce, and the Toppers came out on top for a second year in a row after an exciting day which included the 50 Yard Hurdles, the 75 Yard Dash, Softball Throw, Sack Race, Long Jump, Distance Run, Obstacle Course, Shuttle Run, Egg & Spoon Race, and the Tug of War. Our Primary and Lower School students also had a blast during their Field Day activities earlier in May!

DERBY Academy’s athletic teams had an outstanding 2023–2024 school year, filled with exciting moments across all three seasons. Our athletes demonstrated resilience, integrity, and sportsmanship in every competition. With 13 interscholastic programs and three non-competitive offerings—Fitness and Games, Sports Training, and Yoga—our 23 teams participated in 165 athletic contests this year, guided by 29 dedicated coaches.

In the fall, our inaugural Flag Football program saw 18 enthusiastic players, while the Spirit Teams elected its Grade 8 captains: Toppers—Caroline Caulfield, Avery Cressman, Timmy Mycroft, and Elizabeth Thompson, and Derbies—Mitch Byrne, George Moore, Vivi Noble, and Lilly Weymouth. Field Hockey posted a strong 7-2-1 record while Girls Soccer went 5-5-1.

The winter season featured a record-breaking number of Grade 8 boys in basketball, with 22 players split between Varsity Blue and Varsity White, providing fans with three thrilling intersquad games. Yoga celebrated its 14th year, and the Derby Hockey team hosted and won the 7th annual Polar Bear/ North Pole game against DCD. Notable team records included Hockey’s 8-1-3, Boys Varsity Blue Basketball’s 6-1, and JV Boys Basketball’s 7-3.

Spring brought the largest group yet to Track and Field, with 26 participants. Sofia Eleuteri, Robbie Kelso, and Will Frazier set new school records in four events. Boys Lacrosse achieved an impressive 7-1 record, and Varsity Baseball finished the season at 6-2. The 2024 Field Day was highly successful, with the Toppers repeating as champions and 14 records broken or tied.

Overall, the 2023–2024 athletic season at Derby Academy was remarkable, showcasing the dedication and talent of our students and coaches. We look forward to building on these successes in the coming year.

Last Chapel

The Derby community gathered in Larson Hall for Last Chapel to celebrate the academic, athletic, and artistic achievements of the Grade 8 class.

ON Tuesday, June 11, Head of School Dr. Colleen Ramsden addressed the Class of 2024 in Larson Hall as Last Chapel commemorated the close of the academic year.

“I want to remind you to take this in. Look around. This is a special time in your life. Be present. You will look back on these last days at Derby with fond memories. Enjoy it.”

Throughout the program, many students were recognized for their accomplishments, including our Class of 2024 Derby “Lifers”—students who started in Pre-Kindergarten, Grade 7 and 8 Book Award recipients, Grade 8 Department Award recipients, and the Edward R. Foley Citizenship Prize recipient.

Head of Upper School Jenna BarbaryGlovsky and Director of Secondary School Counseling Jeff Natale

addressed the Class of 2024. Ms. Barbary-Glovsky opened with, “Today, as we gather for Last Chapel, we find ourselves at a pivotal moment. For our 8th graders, this is not just the end of another school year, but the close of an important chapter in your lives. As you prepare to leave Derby Academy and embark on new adventures, I want to take a moment to reflect on your journey and the exciting path that lies ahead.”

Mr. Natale added, “As you move forward, I encourage you to carry these lessons with you. Embrace the unknown with confidence and curiosity. Remember that it is okay to make mistakes, for they are often our greatest teachers. Continue to seek knowledge, not just for the sake of learning, but to better understand the world and your place in it. Be confident critical thinkers and resilient problem solvers.”

“Be kind and compassionate. In a world that can be immensely challenging, empathy is a gift. Stand up for what is right, even when it is difficult.” Ms. Barbary-Glovsky continued, “And though you may be tired of hearing this—be an honest upstander, someone who acts with integrity and courage, and inspires others to do the same.”

Our six Derby “lifers” had the honor of presenting the Grade 8 Class Gift, a renovation of the Faculty and Staff lounge in Sarah Derby Hall. The refresh will take place over the summer and will be ready for the faculty to enjoy when they return in the fall. The renovation will include the addition of plumbing to the space to bring in running water; upgraded appliances, flooring and cabinetry; a wellness/nursing space; and brand new furniture and other conveniences such as charging stations.

The Thomas J. Waters Prize is awarded annually to an individual teacher who exemplifies the qualities of caring and concern for the welfare of Derby students, qualities that are, in fact, characteristic of the Derby faculty as a whole. This year’s recipient was Second Grade Teacher Betsy Alvord. In her

comments, Dr. Colleen Ramsden said, “This year’s Waters Prize recipient has spent over a decade at Derby mastering the craft of inspiring young students to love learning. One of their super powers is cultivating community connections to the curriculum and the children. Whether it’s welcoming families as guest speakers, inspiring individuals to share their experiences with students, or crafting creative field trips— this faculty member is dedicated to connecting our students to the wider world. With a beautiful balance of deep curiosity and striking organizational skills, this person always looks for opportunities to continue to grow in the art of teaching.”

The E. Brooks Robbins Coaches Award is given annually to a Derby coach to acknowledge their hard work, dedication, time, and effort working with students and athletes. This year’s recipient was Assistant Athletic Director and coach, Chris Travis. Athletic Director Paul Daly remarked, “This year’s recipient has been coaching since 2018 and recently completed his 18th season as a Derby coach. During this time, he has made a profound impact on his players both on and off the courts, fields, and ice. He challenges all of his players with creative drills and holds them accountable while emphasizing the importance of teamwork, discipline, and good sportsmanship. He is a committed and caring member of our department and the Derby community who approaches everything with a calm, cool, and collective demeanor. Regardless of an athlete’s skill level, he inspires them to become the best that they can be.”

Closing out the event was a heartwarming video message from teachers to each and every member of the graduating class.

LAST CHAPEL AWARDS

E. Brooks Robbins Coaches Award

Chris Travis

Thomas J. Waters Prize

Betsy Alvord

Edward R. Foley Citizenship Prize

Maggie Driscoll '25

Elvira Butterworth Prize for History

Desmond Butler '24

Janet Evans Fuller Prize for Excellence in Science

Claire Summers '24

Francis Ranieri Mathematics Award

Katie Zurlo '24

Wheelwright Family Prize in English

Brynn Hsu '24

Michael J. Connelly Latin Prize

RJ Bregoli '24

Martignetti Prizes in Modern Languages

Desmond Butler '24

Hamza Maali '24

Coyle-Driscoll Art Prize

Max Shields '24

Zildjian Music Award

Hank Ader '24

Avery Cressman '24

Thalia McMillion Theater Award

Lucy Brophy '24

Grade 8 Parade Marshals

Desmond Butler '24

Claire Summers '24

Susan Feins Award

Lydia Miller '24

Head of School Pennant

Elsie Weymouth '26

Jack MacDonald '26

Derby Family Connect Minor Banner

Emma Byrne '25

Johnny Heller '25

Trustees Major Banner

Sofia Eleuteri '24

Ciaran Lombard '24

Derby Day: Seasons of Change

By Guy “Woody” Tunnicliffe

As the Derby community takes part in a centuries-old tradition, the Class of 2024 looks ahead.

“You can change the world—but first you have to change yourself.”

— Fr. Chris Hickey

THERE is a natural aversion to change when it comes to long-standing traditions. We tend to find comfort in continuity and meaning in taking part in those rites of passage that have become so dear to our hearts. We can balk at the idea of breaking the magic of performing a ritual and chafe at the confusion caused by the unfamiliar. And yet, there is perhaps no tradition greater to our school community than Derby Day, which is nothing if not a celebration of change.

This year, Derby Academy’s campus centennial, marking 100 years of the School on the Broad Cove campus, was celebrated with collaborative art projects, pursuits on the athletic fields, and sunset soirées. Students, faculty, and the community at large were reminded that despite the change of address, and all the other changes one might expect from an institution well into its third century, that its past is not forgotten and that the School remains as true as ever to Sarah Derby’s mission to improve both minds and hearts.

And so it was, that even though the school year was extended by an extra week in June and the program included

some additions and adjustments, the spirit of Derby Day on Wednesday, June 12th, 2024 remained unchanged. Students, in their traditional whiteand-blue Derby Day dress, performed their last musical numbers of the year to an enthusiastic audience in McKelvey Gym, who enjoyed the benefit of a new audio system and a more inclusive seating arrangement. Arts Department faculty members Derelyn Kahler, Brian Martin, and Andy Remillard offered a touching tribute to their beloved colleague Mary Ellen Olson, who has made a tremendous and lasting impact on so many lives throughout her career at Derby (See page 44).

Head of School Dr. Colleen Ramsden made sure to thank Jessie Lubitz P’22’24,’27 and Emily Brooks P’22,’24,’26, who served as the President and Vice President of the newly renamed Derby Family Connect, formerly the Parents’ Association, “They are people I consider unsung heroes. For the past two years, Jessie and Emily were active participants in every event spearheaded by the DFC. From the DFC meetings, to the Derby Fair, to the faculty appreciation gifts throughout the year, to the very special end of the year luncheon for the faculty and staff, to the semi-formal dance, and so much more.” Dr. Ramsden went on to thank the outgoing president of the Board of Trustees, Ajay Sadhwani P’13,’16,’16,’19,’23, (See page 22), “Ajay and his family have been part of the Derby community for many years and had five children graduate from Derby with their last one Caleb graduating last year. Ajay has been a member of the Board since 2019 and the Board President for the past two years. Ajay took on roles because he believes in Derby. He believes in the motto to Improve Both Mind and Heart, he believes in the faculty and staff who deliver excellence every day, and he believes in this very special community. Thank you Mr. Sadhwani for all you have done for Derby.”

Dr. Ramsden also introduced a new tradition to the end-of-year Choral Concert, the Grade 8 Rose Ceremony, “Each 8th grader will bring one white

rose to their family. White roses often symbolize love, loyalty, and hope. All of the things our students have received from their families. This Rose Ceremony is an opportunity for our graduates to express their appreciation to those who have loved, supported, prodded, and encouraged them on their journey through Derby. Our 8th graders would like to say thank you to their families.” Students then distributed the roses to their families in the audience while Primary and Lower School Music Teacher Madison Pratt sang “Wind Beneath My Wings” accompanied on the keyboard by Choral Director Derelyn Kahler.

Following the Choral Concert, Grade 8 parade marshals Desmond Butler and Claire Summers, the two top-ranked academic students in the graduating class, led their fellow classmates, faculty, staff, and trustees down Burditt Avenue and Fearing Road as they processed to New North Church to the sound of bagpipes and beating drums.

Dr. Ramsden made the opening remarks to those gathered in New North Church for the graduation of the Class of 2024, “It is indeed a pleasure to welcome each and every one of you to the 233rd Derby Day—a ceremony that started in the 18th century and has remained true to its course into the 21st century. There simply are not too many schools in this country that can make that claim!”

“Derby set high expectations for you in your academics, your athletics, your fine

arts, and your character development and your class has worked hard to meet these. Remember your foundation and all the lessons you’ve learned at Derby. You have had opportunities to stretch in the classroom and beyond the classroom, you have challenged yourself. You have been well-prepared by teachers, by coaches, and most importantly by your parents.”

Following Dr. Ramsden’s welcome and the singing of the Derby Hymn, the Student Address was delivered by members of the graduating class— Mitch Byrne, Lydia Miller, Timmy Mycroft, and Rory Young. Head of Upper School Jenna Barbary-Glovsky then presented Derby Academy’s two highest awards, the Madam Sarah Derby Pin and the Academy Pin. Established by John C. Harper ’48 in memory of his father and former Derby Academy trustee, Wallace R. Harper, the awards are given to two students who most nearly embody the values of the Derby community through demonstrated effort, interest, and positive contributions in academics, athletics, and extracurricular activities. This year, Sofia Eleuteri ’24 received the Madam Sarah Derby Pin and Max Shields ’24 received the Academy Pin.

Dr. Ramsden was then joined by Mr. Sadhwani to award the Class of 2024 with their diplomas, followed by the hymn “Jerusalem”, by Sir Hubert Parry. The singing of “Jerusalem” has been a tradition since 1941 when Derby welcomed 13 young English

"You can be good, and you can be naturally bright, and you can make a difference."

— Fr. Chris Hickey

students fleeing the Nazi bombings of London in World War II—in the words of the Reverend Michael J. Connelly, former Derby Latin teacher, a poignant reminder that “more than 80 years after the English students came to Derby, we continue to reach out and welcome people of the world to our campus. Each year the song ‘Jerusalem’ reminds us of our duty to love freedom and do everything we can to make the world a better place.”

Father Chris Hickey, Pastor for Our Lady of Angels Parish, offered the Derby Lecture and was introduced by his great-niece, graduating student Caroline Caulfield. Our Lady of Angels Parish is a part of the Roman Catholic Archdiocese of Boston serving the towns of Hanover, Norwell, and Pembroke. Prior to being ordained to the priesthood in 1994, Fr. Chris was a police cadet for three years and is currently the chaplain for the Hanover Police Department. In 2004, Fr. Chris began the Hanover chapter of Life Teen, a Catholic youth ministry organization centered around the Eucharist and serving students in Grades 9 through 12. Today, the program is known as Life Team SMASH and has a huge impact on teens from all over the region.

At Dr. Ramsden’s invitation, Fr. Chris had visited Derby Academy and spent time with the Class of 2024 to learn more about both the school and the students themselves, though in hindsight he realized that it may have been for the students to learn more about him. “I got to come in and sit down with the spirit team captains, and I didn’t know what to say, I had no clue. And finally George [Moore ’24] looked right at me and said, ‘Well can you tell us a little bit about yourself, and we’ll tell you a little bit about ourselves?’ I felt like I was on the Dick Cavett Show— and you were so polite and almost apologetic, but I was so excited because it is your School, and you have every right to vet me.”

“At these commencements they always say, ‘You are going to change everything,’ and I agree with that, but first I think you are going to have to change yourself. The [Grade 8] speakers were wonderful, all of you mentioned growth and challenge—and good for you because that’s what’s coming. And I know that growth and challenge isn’t going to be easy, so going in knowing that is a wonderful gift.”

“You can change the world for sure, but first you have to face your own issues, and by that I don’t mean you all have issues, but as an 8th grader who says, ‘Okay I’m facing a new world,’ you can be good, and you can be naturally bright, and you can make a difference.”

Before the Benediction offered by Fr. Chris, Dr. Ramsden addressed her closing remarks to the Class of 2024, “As you go forth and experience new schools, new friendships, new passions, new sports, new perspectives, and new visions, look back on your memories at Derby, stay connected to each other, and remember we will always be in your corner rooting you on.”

“Congratulations to the Class of 2024. As the Class Speakers and Fr. Chris so eloquently put it, while you have all had individual journeys, you have bonded over the shared challenges and experiences you have had at Derby. Cherish and remember this day while you look forward to your next chapter.”

“You are prepared. You work hard. You are kind. You are empathetic. And You strive for excellence in all that you do.”

MATRICULATION—CLASS OF 2020

Boston University

Bowdoin College

Coastal Carolina University

College of Charleston

Denison University

Dodge College

Elon University

Georgetown University

Harvard University

Hobart & William Smith Colleges

Loyola Marymount University

Massachusetts Institute of Technology

Miami University

New York University

Northeastern University

Providence College

Simmons College

Southern Methodist University

Texas Christian University

Trinity College

Tufts University

University of California—Santa Cruz

University of Miami

University of New Hampshire

University of Redlands

University of Rhode Island

University of Richmond

University of Southern Florida

University of St. Andrews

University of Tampa

University of Wisconsin

Villanova University

William & Mary

Belmont Hill School

Berkshire School

Boston College High School

Boston University Academy

Catholic Memorial

Cohasset High School

Dexter Southfield School

MATRICULATION—CLASS OF 2024

Duxbury High School

Hingham High School

Holderness School

Lovell Hockey Academy

Middlesex School

Milton Academy

Noble and Greenough School

Rivers School

Roxbury Latin School

Tabor Academy

Thacher School

Thayer Academy

Westminster School

Weymouth High School

Faculty Farewell

We are so thankful for the many contributions and years of service from long-standing faculty member, Mary Ellen Olson. Her passionate dedication to students and families has been an integral part of the Derby community.

MARY ELLEN OLSON

DERBY says farewell to beloved faculty member, Mary Ellen Olson P’99,’01, who is retiring after a meaningful and impactful career teaching Visual Arts at Derby. She was honored by her Art Department colleagues Brian Martin, Derelyn Kahler, and Andy Remillard at the Derby Day Choral Concert in June to commemorate her remarkable career. Below are excerpts from their dedications that capture what makes Mary Ellen such a special educator and colleague.

Brian reflected, “She knows how to care deeply. I can speak with full confidence that she believed in every single student who has entered her art room and their

ability to create beautiful, meaningful, and original art. The number of alumni that I see come by her art room each Reunion is staggering—and then I see them walk away with a piece of art they made 4, 5, 6 years ago that she’s held onto for them all this time. Her love for art is only surpassed by her love for her students—and she loves art a whole lot.”

Derelyn continued the tribute by sharing, “Mary Ellen is one of the most dedicated and passionate teachers I have ever worked with. She loves teaching art, whether it is pastels, ceramics, watercolor paintings, drawing…she is an expert on each one. She cares deeply about her students,

fostering their love of art and helping them to see the world through a new lens.”

To conclude, Andy remarked, “Mary Ellen is extremely hard working, collaborative and most of all, honest. Which is one of the qualities that I admire most about her. I always know when I ask her opinion on something, I’m going to get her true thoughts on the matter.”

Derby will deeply miss Mary Ellen’s passion for art education and dedication to her students. We wish her all the best in her retirement.

DERBY COUNCIL RECEPTION

IN October, the Derby Council gathered at Old Derby to kick off the 2023–24 year. Co-Chairs Jeffrey Breen ’84 and Debbie Callahan ’59 welcomed the group and introduced the newest members. Head of School Dr. Colleen Ramsden shared updates from campus, and Director of Development Kristin Donelan spoke briefly about last year’s fundraising successes.

The Derby Council is a group of former trustees, alumni, parents of alums, and former faculty that values and promotes Derby’s mission, core values, history, traditions and future growth, and embraces the School’s objectives and goals as established by the Board of Trustees and the Head of School. Members of the Council serve as ambassadors, make Derby a philanthropic priority, and provide expertise and experience to foster the growth of the School.

ALUMNI RECEPTION

LAST fall, Alumni from the classes of 1975–2015 gathered at The Beth in Hingham to reconnect with former classmates. Head of School Dr. Colleen Ramsden gave an update on the many ways the School planned to celebrate its Campus Centennial, including a special community art project.

All attendees had the opportunity to participate in making art for the commemorative piece that will be displayed on campus for years to come.

TURKEY DAY PANEL AND REUNION

IN November, Grade 8 students had the opportunity to hear from a panel of alumni about their experience graduating from Derby and the transition to high school. The featured speakers were Sarah Burga ’23, Graham Brasseur ’23, Haley Byrne ’23, Ronan Carnes ’22, Griffin Kelleher ’23, and Scout Olney ’23 who represented different area schools. Each shared details about what a typical day is like and answered questions relating to their current schools. The alumni panel has become an important tradition and helpful resource for current Grade 8 students as they prepare for their own transition.

Following the panel, alumni from the Classes of 2023, 2022, 2021, and 2020 stopped by Sarah Derby Hall for the annual Turkey Day Reunion to reconnect with friends and former teachers and reminisce about their time at Derby.

LEADERSHIP RECEPTION

IN late November, the School kicked off the holiday season by celebrating and acknowledging the generous support of our leadership donors during an evening reception at Tosca in Hingham. During the event, Arts Department faculty members—Middle and Upper School Band Director Brian Martin, Lower School Art Teacher Caitlin Mavilia and Theater Director Shawn Verrier— shared reflections about the arts at Derby and the magic that happens “behind the curtain.” Gifts to the Derby Fund play an important role in supporting the vast array of arts programs at Derby.

GOLDEN ALUMS

IN the spring, Alumni from the classes of 1949–1974 gathered at Old Derby in Hingham for a reunion luncheon. The afternoon provided a memorable way for fellow alumni to connect, reminisce about their time at Derby, and hear the latest school news from Head of School, Dr. Colleen Ramsden. Guests also enjoyed musical performances from 7th and 8th grade students.

The next Golden Alumni Luncheon will be held in the fall of 2025.

OUR DEEPEST GRATITUDE

We are grateful to the many alumni, parents, grandparents, faculty, staff and friends who collectively donated over $973,000 to the 2023–2024 Derby Fund, surpassing the goal by nearly 18% in support of our teachers and students!

This collective support of the Derby Fund made countless projects and programs possible, including:

• Small class sizes and engaging academic programs

• Renovations to two Lower School classrooms

• Technology updates across campus

• Tuition assistance for new and returning students

• Over sixty professional development opportunities for our faculty

• Enriching educational experiences for all students throughout the year

The generosity of our community serves as a never-ending source of inspiration, and enables Derby to continue what it does best: Improve Both Mind and Heart for generations to come.

We look forward to sharing our Annual Report on Philanthropy that recognizes the impact of giving and acknowledges our community members for their contributions to all fundraising initiatives.

Broad Cove Legacy

“Broad Cove Legacy” is an original composition by Derby Academy Band Director Brian Martin dedicated to the Academy’s 100th year on Broad Cove. The piece incorporates elements of traditional marches with modern harmonies to represent the school's rich history and future aspirations. Mr. Martin offered the dedication of the piece as an auction item at our Centennial Soirée. The highest bidder was recognized in the program at the piece’s World Premiere at Arts Night, and received a framed copy of the first page of the score.

Broad Cove Mural Replica

Lower School Art Teacher

Caitlin Mavilia and her 3rd grade students used pieces of the painted papers from the community art project to create a replica of the serene beauty of Derby’s landscape, which was auctioned off at the Centennial Soirée. The process echoed the educational journey of our third-grade students in their Artist Unit, where they explored the concept of replicas and created their own artist replicas.

CENTENNIAL SOIRÉE

ON Thursday, May 16, Derby celebrated its Centennial Soirée. Following a rainy day, the sun appeared just in time for a stunning sunset over Broad Cove. Coupled with the energy and enthusiasm of our guests and the dynamism of Trustee Charlie Davies P’30,’30 as Emcee, it was a perfect culmination to our year-long celebration of Derby’s 100 years on our Broad Cove Campus. Thanks to the generosity of Derby families, alumni, parents of alumni, grandparents, and community partners and vendors, over $150,000 was raised in support of our two important fundraising priorities:

Grades 4-8 Activity and Learning Commons

Derby is excited to have a revitalized, multipurpose area for our Middle and Upper School students. This project will include a natural climbing structure, giving our 4th through 8th graders a dedicated gathering and play space to enjoy during recess periods, after school, and other free time throughout the day. A refreshed basketball court will round out the activity zone. The space will also feature weather-proof picnic tables for classes to use for outdoor learning activities.

State-of-the-art Athletics Scoreboard

Derby’s “all-in” spirit comes to life each day on our athletic fields which overlook the spectacular Broad Cove. We are thrilled that soon, a new scoreboard will elevate our athletics program. We look forward to showcasing a brand-new, state-of-the-art electronic scoreboard beside McKelvey Gym. This weather sealed, outdoor LED multisport scoreboard will feature a pivot structure, making it accessible for games on both Gleason and Talbot Fields, and contributing to the thrill of competition.

Generous sponsorships from our community partners, school vendors, and Derby families and friends contributed greatly to the success of our Centennial Soirée. We are deeply grateful for the impact of these important partnerships.

Wendy ’75 & David Ellison P’03,’05

Lizzy & Hunter Kass P’26,’27,’32

Xi Han & Kun An P’29,’30

Kara & John Ferrante P’31,’33

Kully & Tom Reardon P’24,’27,’29

Lisa & David Betteridge P’03,’07

Meredith & Jim Gubitosi P’28,’30

Tracy Mullare & Dan Rivera P’28

Jane Cheever Carr ’50 P’75,’77,’79,’82, GP’03,’05

Daria & Jesse Johnson P’28,’32

Shannon & Matthew Stavris ’96 P’31

Hélène & John Drew P’20,’21,’25,’25

Maggie & Brian Levy P’24,’26,’29

Lara & Hamlen Thompson P’22,’24,’27

Allison & Michael Duffy P’29,’31

Marion Martignetti P’99,’01,’04

Jenny & Sandy Weymouth ’91 P’24,’26,’28

CLASS NOTES ALUMNI

1950s

LIZ DURANT ’52 has been practicing Tai Chi for 21 years, and it is keeping her young.

CATHY SHANNON ’53 writes: “It was great to see my fellow alumni from era of 1951–1955 recently at the Old Derby luncheon—Bob Hopkins ’53, Jane Cheever Carr ’50, Anne Johnston Reardon ’53, Lee Smiley Adams ’52, Sally Sprout Lovett ’51, and Mary Frasier Pizelli ’49. I continue to keep busy with my research and writing on Irish history. Recent publications have focused on how Bostonians, both Irish and Yankee, responded to Ireland’s Great Hunger in the 1840s and subsequent food shortages later in the 19th century. Also busy with Board work on four different Irish focused organizations, including the John and Pat Hume Foundation and the Charitable Irish Society of Boston. Summer has brought lots of the Shannon clan younger generation to me at Minot for their summer holidays—they keep my thinking young and relevant.”

LALLY BARNES FREEMAN ’55 writes: “Derby brings back many happy memories.”

1960s

HILARY MORSE SIKES ’63 writes: “It’s so hard to encapsulate 57 years of marriage to the sweetest guy in the world. We are blessed to still be able to travel to Europe, but Italy has our heart! Last fall we spent 8 wonderful weeks there traveling from the northern lake district down to Naples, Sorrento, and Capri and ending up in Rome. The highlight of our trip was taking

a small group tour of the Sistine Chapel and Vatican at 5:30 AM with the Keymaster, who gave us his keys to unlock all the doors we went through. It was so awesome to be able to hear ‘the sounds of silence’ in Michelangelo’s ‘home away from home’ for four years. Truly a thrilling experience, and you feel so close to God there! All of us in our class are so blessed to still be ‘vertical’ and hopefully in reasonably good health. I miss seeing everyone and wish I was closer to be able to attend reunions. Ciao!” #1

1970s

ROSANNA TUFTS ’75 writes: “You think you know a gal: Rosanna Tufts has produced a documentary—Was It Autism All Along?— about her late diagnosis of autism, including reminiscences about how this hidden disability affected her life in both public (Duxbury) and private (Derby and Choate) schools. Little was known about autism because at that time as it was thought to be very rare and only affected boys.

The documentary is available on YouTube as a 6-episode series: https://tinyurl.com/3fhrxcvk

1980s

A Holderness School reunion brought together four Derby alums (missing some others, in particular Jason Evans ’85). They reminisced about some of their shared experiences such as the Derbies and Toppers as well as Janet Fuller whom they all had, some early in her career and some later. #2

Pictured l–r: Kara Fuller Cole ’85, Thalia Anastos ’15, Joel Rifkin ’85, Nina Bradley Smallhorn ’85

3 1990s

Alum, former faculty member, rugby coach, and parent of alum PETER CONDRICK ’90 was ordained to the Diaconate on January 14, 2024 at St. Mark of Ephesus Orthodox Church in Kingston, MA. #3

JESSICA COURTNEY ’98 and Jack Reilly welcomed Cal Jackson Reilly on June 18, 2023. Cal joins big brother Casey. #4

FREDDIE FAWCETT ’98 and Isabelle Heinemann were married on June 24, 2023 in Hingham, MA. #5

Kati and RICHMOND HOLDEN ’98 welcomed Elizabeth Bennett Holden on July 1, 2024.

Quinn and CARTER NOON ’98 welcomed Evelyn (Evie) Constance Karel Noon on January 13, 2024. #6

CAMERON BURNHAM ROOSEVELT ’99 and Jack Roosevelt welcomed Alexander Post Roosevelt on September 23, 2023. William, 3, and John, 10, are loving their role as big brothers! #7

2000s

CARLY HOLDEN ’00 and Randall Carter welcomed Frances (Frankie) Hart HoldenCarter on August 29, 2023.

CALLY SPEED ’00 and Sami Grisafe were married on February 24, 2024 in Los Angeles, CA. #8

CALI STEELE ’01 and Jimmy Duggan welcomed Cormac James Duggan-Steele on December 27, 2023.

The three children of Ryan and FRANCI RYAN COURAGE ’03 #9

ROB OLIVER ’05 and Amanda Randolph are engaged. 4 5 6 7 8 9

JACK ALLEN ’06 and Alex Romangnoli are engaged. A summer wedding is planned.

Natalie and BO BOYNTON ’06 welcomed Freeman Boynton IV in June 2023.

ABBOTT COWEN ’06 and Arielle Dimalanta were married on April 13, 2024 in Carlsbad, CA. #10

HALSEY LANDON ’06 and Kelly Simmons were married on April 14, 2023 in Lech, Austria. #11

JAMES LLEWELLYN ’06 and Audra Schlehuber were married in October 2023 with Tory Lam ’06 as the best man. #12

Andrea and CHRIS SADLER ’06 welcomed Olivia Grace Sadler on October 13, 2023. #13

SAMMY SEARS AGNEW ’06C, Jeff, and big brother Sean welcomed Daniel Jeffrey Agnew on July 18, 2023. #14

JORDAN BERRY ’06C and Elise Fontes are engaged. A fall wedding is planned.

CHRISTIE DONOVAN ’06C and Jamie Wilson were married on December 8, 2023.

Jenna and HAYDEN FOWNES ’06C welcomed Henry Fownes on June 11, 2024.

SIMON HARWOOD ‘06C writes: “I left Derby in 2002 to move to the UK. I work for the Diplomatic Service (the UK equivalent of the US Foreign Service) so I’m posted to the British High Commission in Islamabad, Pakistan for a few years, having been posted to Brasilia, Brazil previously in 2021. It is indeed a great experience and I’m really enjoying it. With a bit of luck I’ll get a posting back to the States one day to see some old faces.”

WILL OLIVER ’06C and Leonardo Cespedes la Torre are engaged.

EMILY BURLINGHAM ’07 and Grant Newsome were married on August 26, 2023 in Beverly, MA.

RIGGS RAYMOND ’07 and Nicole Dolan were married on November 4, 2023 in Chatham, MA.

SARAH EVANS DECKER ’08 and Michael Decker welcomed Chase Sweeney Decker on February 6, 2024. #15

CAROLINE PHINNEY ’08 and Margo Lund were married on October 28, 2023 in Palm Springs, CA. #16

ALECE DEMETRIADES ’09 and David Hogan were married on May 4, 2024 in Dennis Port, MA. #17

CONOR GREANEY ’09 and Victoria Jackson-Pope were married on August 24, 2023 in Barnstable, MA. #18

2010s

BRIANNA CONNOLLY ’10 and Sean Nagy are engaged. A winter wedding is planned.

AUDREY KIRWAN ’11 and Stephen Krankin are engaged.

In his freshman year at Pepperdine University, JOSH BERGERS ’18 broke the school’s top ten fastest records in four separate cross-country events. It all began when he got interested in cross-country running during his 6th grade at Derby. An

article excerpt from STROLL Cohasset magazine, Berger says: “I wanted to try something new. What clicked for me was the sense of freedom it gave me, but this did not come at first. The first thing I clearly remember was pain—a very prolonged feeling of pain. I was not opposed to the feeling, in fact I quite liked the feeling.” After Derby, Bergers matriculated to St. Mark’s school for 3 years winning MVP in 2019 and 2020. In his final year of high school, he went to the IMG Academy in Florida, a sports training boarding school, and was named the Most Valuable Runner in 2022. “I always make sure to smile when I’m running because I want those around me to know, despite the pain of hard days or workout days, I truly love what I’m doing and wouldn’t trade it for the world.”

2020s

During the spring of 2021, REESE JENSEN ’20 honed his golf skills at the JPGA golf academy in Hilton Head, SC, benefiting from high-level coaching. Improving his game significantly, he had a win and several top five finishes on the Hurricane Junior Golf Tour. Last summer, Reese competed in the PGA Junior Championship in Hot Springs, AK, culminating in a top-50 finish in his national golf ranking. As he enters his senior year at Milton Academy, he hopes to excel in golf and academics in a Division 1 university.

Last fall, SAM ACKERMAN ’21 (a junior at Hingham High School), rowed Boys V1 stroke and his boat placed 2nd in the NE Juniors Championship, wearing his Derby hat while racing, to remember where it all started. #19

Last October, Derby alums GRAHAM SHARPE ’21 and WILL BENJAMIN ’21 spoke to Middle and Upper School students at Morning Meeting about traveling to Malawi in June of 2023, including getting to meet their Malawi Children’s Mission pen pals from their time at Derby. Graham and Will were accompanied on their trip by both their moms (Pam Sharpe and Nicole Benjamin) and the US Director of MCM, Karen Hirsh. They have been writing to their pen pals, Chifuniro and William, since they were in second grade, when the Global Classroom program was first introduced at Derby. Both Graham and Will’s families have also become sponsors of the students in recent years through the MCM Orphan Support Program. During their visit to MCM, Graham taught music classes, and Will led a STEM project that resulted in the construction of a sundial. They also visited

the villages and homes where Chifuniro, William, and other students live with their families and guardians. The experience truly demonstrated the importance and positive impact that MCM has on students and families both at Derby and in Malawi. This is Derby’s 10th year of partnership with Malawi Children’s Mission! #20 & 21

In September 2023, GRACE CHEN ’23 won the grand prize in the Miclot International Music Competition which took place at the Shalin Liu Performance Center in Rockport, MA. A student of SSC piano teaching artist HuiMin Wang, Grace also performed her winning piece in October at Lincoln Center’s Bruno Walter Auditorium in New York. Grace is entering her sophomore year at Phillips Academy, Andover. #22

RECONNECT WITH CLASSMATES

DERBYCONNECT is a free online directory for alumni 21+. Log in with your primary email address in Derby’s database. This directory will allow you to easily find classmates, network with alumni in your field, search by location using the map feature, and submit class notes.

If you have any problems logging in, do not hesitate to contact Derby at: alums@derbyacademy.org

We can resend the invitation or update our records to your preferred email address.

PARENTS & ALUMNI

Please visit www.derbyacademy.org/update to send us your correct mailing address and contact information.

Engagements, births, marriages, or job news? Send us news and photos of the events in your lives! We want to hear about it and so do your classmates!

Email Derby at: alums@derbyacademy.org

The Derby Fund creates opportunities that empower our students to discover the joy of learning and build the confidence to face the future with boldness and curiosity.

It is through the collective support of our community of parents, alumni, faculty, staff, grandparents, parents of alumni, and friends that help Derby continue to Improve Both Mind and Heart each school year.

Support the 2024—2025 Derby Fund today!

In Memoriam

In Loving Memory

JANET STEARNS MAY ’42

JOHN WALKER ’46

DOROTHY HOOPER DEAN ’47

DALE MCMULLAN ’47

GRETCHEN KNOWLES CONKLIN ’48

BRUCE FRASER ’48

GEORGE TALBOT ’49

SUSANNAH RICH GOUREVITCH ’49B

PETER WHITNEY ’54

JOSEPH (SKIP) ROPER ’57

LUCINDA HOPKINS LEE ’58

SUSAN (SUKY) BICKFORD BERRY ’60

EDWARD (NED) GUILD ’60

DEBORAH REMICK ’64

SAMUEL CANTERBURY ’73

JOHN LUALDI ’81

MIND // HEART

“IMPROVE BOTH MIND AND HEART” is woven into every fiber of the Derby experience—from inside the classroom learning about water filtration in the Lower School to cheering on Upper School Athletics on the sidelines during Derby Spirit Day.

56 burditt avenue

hingham, ma 02043

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Parents: If this issue is addressed to a child who no longer maintains a permanent address at your home, please notify the Alumni Office of the updated mailing address by contacting us at alums@derbyacademy.org