Derby Academy Summer Magazine 2025

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 Academy will launch a new five-year strategic plan, “Charting the Course for Derby’s Future,” this September.

A unique look into how our school motto, “Improve Both Mind and Heart,” connects to academics, arts, and athletics at Derby.

Students took action to make the world a better place this year, finding purpose through diversity.

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

Derby celebrates the accomplishments of the Class of 2025.

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

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

2025–2026

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,’32

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

Allison Duffy P’29,’31

Lauren Frazier P’24,’26,’30,’33

Kevin R. Gill, Jr. P’28,’30,’32,’35

Thomas Guden

Jeffrey Haywood P’26,’27,’31

Hunter Kass P’26,’27,’32

Kristy Kennedy P’26,’28,’31

Christopher Lawrence P’27,’28,’30,’33

Haley G. Nadas P’31,’33

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, Editor, and Photographer

Colleen D’Alessandro

Communications Associate

Writer, Editor, and Photographer

Bridget Conway

Contributors

Rich Andriole

Lauren Brooks

Paul Daly

Kristin Donelan

Maggie Driscoll ’25

Elizabeth Erbafina

Emmy Garr

Sven Holch

Christina Kenny

Matt Magoon

Brian Martin

Tania Person

Colleen Ramsden

Caitlin Spillane

Alison Thompson

Squeakie Thompson

Chris Travis

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 Academy Community,

As the warmth of summer embraces our campus here in Hingham, I'm delighted to connect with you through the Summer 2025 issue of the Derby Magazine. This is always a special time of year—a moment to reflect on the accomplishments of the past academic year and to look ahead with hope and purpose to the journey to come.

The 2024–2025 school year was truly remarkable. Our dedicated faculty partnered with the Research Institute for Learning and Development (ResearchILD), an organization committed to transforming students’ lives by empowering them with the tools to “learn how to learn.” Together, we embarked on a year-long professional development journey to enhance our understanding of how to best support students’ growth as strategic and independent learners through executive functioning. While we made meaningful progress, we have only just begun to tap into the full potential of this work. As such, executive functioning will remain a central focus of our school-wide professional development in the year ahead.

We also proudly launched our Portrait of a Graduate, a guiding framework that articulates the skills, knowledge, and character we aspire for each Derby graduate to possess. Throughout the year, our morning meetings, advisory groups, and social-emotional learning lessons thoughtfully highlighted a different characteristic each month, fostering a school-wide conversation and shared understanding of these vital attributes. In the Lower School, we brought the Portrait of a Graduate to life with custom stickers that students could earn by demonstrating these traits in meaningful ways. One of my favorite moments was when a student was asked, “How did you earn that sticker?” And with pride, they explained their actions, clearly articulating their growing understanding of the skills we value most.

Beyond the classroom, our community spirit shone brightly. I was so pleased to see the incredible success of our Golf and Tennis Tournament in May. Your generous participation and support allowed us to raise significant funds for a truly transformative project: the renovation of our beloved Terry Library. Soon, our students will benefit from new flooring, modern and flexible furniture, and updated spaces designed to foster innovative

learning and collaboration. This revitalization will ensure the Terry Library remains a vibrant hub of intellectual curiosity for generations to come.

This moment of looking back also allows us to celebrate a significant milestone: the successful completion of our three-year strategic plan. Now, with a strong foundation built, we eagerly turn our attention to the future. Through focus groups with a variety of constituents and planning sessions with the Board of Trustees and the Leadership Team, a new five-year strategic plan was created that will carry us through 2030. It is our blueprint for the road ahead. It reflects the collective wisdom, aspirations, and dreams of our community. In this issue, you will read about the four key pillars, each essential to the continued success of Derby Academy. As we prepare to launch this bold new plan in the fall, I look forward to communicating the key priorities of Year One.

This year, the Board of Trustees revised Derby’s mission statement to incorporate our 240-year-old motto in a way that is both meaningful and memorable: To inspire and foster a foundation for lifelong learning, through a focus on improving both mind and heart. This refreshed mission is now paired with our new tagline: Mind + Heart = Derby.

In this issue, you’ll see how Mind + Heart continues to guide every aspect of the Derby experience from the classroom to the stage to the playing field. Mind + Heart = Academics highlights our commitment to academic excellence. Mind + Heart = Arts celebrates the creativity, expression, and confidence nurtured through our renowned Arts program. And Mind + Heart = Athletics illustrates the resilience, leadership, and joy students gain through teamwork and competition.

As you enjoy the remainder of the summer, filled with opportunities to connect with family and friends, I extend my deepest thanks for your continued support of Derby Academy. I’m filled with gratitude for all we’ve accomplished together and with excitement for the possibilities the new school year will bring.

Colleen Ramsden, EdD Head of School

Charting the Course for Derby’s Future

Strategic Plan 2025–2030

At Derby Academy, we believe that the best way to honor our legacy is to embrace the future with vision, purpose, and heart. Rooted in nearly 250 years of educational excellence, Derby stands at a pivotal moment—one that calls us to think boldly, act intentionally, and invest deeply in the people, programs, and places that define our school.

This 2025–2030 Strategic Plan is our blueprint for the road ahead. It reflects the collective wisdom, aspirations, and dreams of our community—guided by our mission to improve both mind and heart.

Elevating the Student Experience & Championing Faculty Excellence

At the heart of Derby Academy is a steadfast commitment to nurturing the whole child—mind and heart. We believe extraordinary student experiences are made possible by extraordinary educators. By fostering meaningful relationships, delivering a dynamic and inclusive program, and supporting every learner with intention and care, we will cultivate a vibrant community where students and educators alike are inspired to thrive.

• Enhancing and Celebrating the Derby Pre-K–8 Experience

• Expanding Capacity to Empower Every Student to Reach Their Full Potential

• Fueling Excellence in Teaching: Investing in Those Who Inspire

Telling the Derby Story: Inspiring Both Mind and Heart

As the South Shore’s leading independent Pre-K–8 school, we proudly celebrate Derby’s legacy of excellence while embracing innovation to shape the future. With a deep commitment to developing both mind and heart, we will boldly tell our story—honoring our past, elevating our present, and building a vibrant future.

• Strategic Marketing & Communications: Amplifying the Derby Difference

• Enrollment Management: Attracting Families Through Connection and Community

Ensuring Long-Term Financial Health: Fueling Derby’s Mission for Generations to Come

We are deeply committed to long-term financial sustainability. By maintaining a strong foundation and nurturing a culture of giving, we will ensure Derby continues to evolve and meet the needs of students, families, and faculty.

• Fostering a Culture of Philanthropy

• Investing in Derby’s Future

• Advancing Strategic Priorities

• Ensuring Access to a Derby Education

• Diversifying Revenue with Mission-Aligned Ventures

Shaping the Future of Derby Academy: Campus Renewal

The Broad Cove Campus is central to Derby’s educational experience. Our Campus Renewal Plan outlines initiatives that will transform learning environments, enhance our facilities, and align our physical spaces with the school’s mission and future vision.

• Inspiring a Unified Vision for Tomorrow

• Transforming Learning by Redesigning Divisions and Spaces

• Advancing Derby’s Facilities

Mind + Heart =

For generations, Derby Academy has brought out the best in students—as learners and as individuals. Guided by our motto, Improve Both Mind and Heart, we teach students to engage with the world thoughtfully and with care. These values are not confined to the classroom—they resonate through every aspect of life at Derby: in academics, the arts, and athletics...when it’s all combined into one powerful equation, the sum of Derby truly is the strength of the mind plus the depth of the heart.

DERBY

Mind + Heart = ACADEMICS

Challenging the mind academically develops lifelong learners, and approaching academic subjects with heart makes them all the more memorable.

Cultivating Minds and Hearts through Student-Centered Learning

By Matt Magoon ’06, Head of Upper School

AT DERBY ACADEMY, students are at the center of everything we do. Though this may sound obvious, it is one of the most challenging concepts to balance when creating a personalized learning experience for every child. We are constantly gathering data, evaluating, re-evaluating, and improving our process to ensure that we can meet students where they are while pushing them into a zone of growth.

In order to challenge and nurture our students in both mind and heart, we know that they must be actively engaged in the learning process. Great learning stems from great teaching. Our faculty work collaboratively to ensure that our wholechild approach is intentionally integrated across disciplines. Though our approach to student-centered learning may look different across classrooms and disciplines, whole-child formation is always the driving force in the classroom.

Building a classroom in which students engage in the struggle and do the heavy lifting takes intentional planning, facilitation, and age-appropriate questioning. Thought leaders in progressive education and research argue how important variety is for students, particularly in their younger, foundational years. In Building Thinking Classrooms, Peter Liljedahl shared that “everywhere I went, I saw classrooms, and what happened in classrooms, that looked more alike than they looked different.” We guarantee you will not see this at Derby. Every teacher here works diligently to create a classroom of curiosity and excellence. Our emphasis is always on building critical thinking skills. We will never teach a student what to think, but we are steadfast in our commitment to teach our students how to think.

Starting at a young age, student-centered learning often comes in the form of play-based and experiential learning. In Pre-K, our students engage in a cross-curricular fairy tale unit where they experiment with play, measurement, and storytelling as a way to establish pre-literacy curiosity. In third grade, however, play looks a little different. Our third grade students choose an explorer based on their own generated definition of what it means to be an explorer. Then they research this person, attend experiential learning field trips, and showcase their work in a culminating Living History Museum. The student-centered approach in the Lower School builds critical foundational skills so the children can excel in the Middle and Upper School.

The beauty of the student-centered approach at Derby is that you will see authentically different and engaging units of study in every classroom. In sixth grade social studies, for example, the students engage in a “Learn and Teach” method throughout the school year. The research and presentations

Our students flourish when they experience connections between disciplines and, due to the innovative approach at Derby, our learners are in constant pursuit of growth in both mind and heart.

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that students share in October look significantly different than what we see in May. This is not because their teacher has lectured to them about research strategies and public speaking skills, but because their fellow classmates have worked closely with them on analyzing sources, making presentations that engage the audience, and delivering a captivating presentation with intentional public speaking skills. All of the work is student driven. This approach is a key lever for our youngest Upper School students to sharpen their mind while also building empathy and compassion for their classmates in their heart.

It takes a village to establish and maintain a whole-child, student-centered approach to learning. What students learn in their core academic classes is transferred to their arts, athletics, and general experience within the greater community. Our students flourish when they experience connections between disciplines and, due to the innovative approach at Derby, our learners are in constant pursuit of growth in both mind and heart.

Speak That I May Know You: Public Speaking at Derby

By Rich Andriole, Grade 8 English and Upper School English Department Head

“You can speak well if your tongue can deliver the message of your heart.”

—John Ford

CONFIDENT PUBLIC SPEAKERS can change minds, change hearts…even change the world. But as Dale Carnegie once said, “Great public speakers aren’t born; they are trained.” Enter Derby. Across the divisions, grade levels, and subject areas, public speaking infuses our students’ learning and daily lives. When people think about public speaking at Derby, they often picture only the eighth grade speeches. This is understandable; those speeches are heard at Morning Meetings in the

spring, and a few graduates are selected to speak for their classmates on Derby Day. However, it’s important to know that public speaking happens in so many other ways at Derby, and this is just one reason the Derby experience is unique. The school’s commitment to this art is unwavering; indeed, we are looking to solidify and expand the public speaking experience at Derby over the next few years.

This expansion actually started a few years ago. Mark Rabuck, former Derby arts and math teacher, and I worked together to develop a set of foundational knowledge and skills that

could underpin all public speaking instruction at Derby, regardless of grade level. Then COVID happened, and, like so many other aspects of life, that work went on the shelf. However, that list of skills, like eye contact, pace, intonation, and posture, remained, and the process of formalizing a public speaking curriculum has begun again. Underlying all curricular work in training our public speakers are some essential understandings: that public speaking is a performance, one which connects the speaker with the audience; that nothing is as valuable as rehearsal when preparing to speak in public; and that good public speakers experiment

with volume, intonation, and pace to enhance their performance as they rehearse. Classroom instruction, then, merely provides the tools needed for these understandings and the chance to rehearse with feedback from peers and trusted adults.

The capstone public speaking experience at Derby is the eighth grade speech. During the winter, eighth grade students develop, draft, and publish a speech as a writing assignment. Emphasis is placed on crafting an authentic message that reflects each student’s values and identity. “What do

you want people to know, understand, or act on?” is the guiding question. Then, during the week before and the week after March break, eighth grade students develop specific public speaking skills in the classroom: how to stand at the podium, how to vary pace and volume, how to infuse intonation, and how to annotate their speeches with visual cues. One aspect of this experience that is not widely known is that all eighth graders deliver their speeches at the podium in Larson Hall, even those who do not volunteer to speak at a morning meeting. This year, we had enough interest in morning meeting speech deliveries that we decided to have two speeches at each meeting. From this pool of morning meeting speakers, I submit a list of two to four students who will be tasked with working collaboratively to write and deliver a speech on Derby Day in New North Church—a speech that represents the grade’s Derby experience and thoughts about leaving for new school communities.

While this capstone experience is obviously both public and important, there are many public speaking elements of the students’ learning throughout the Pre-K through Grade 7 curricula. Stephenie O’Brien brought back a short unit I developed when I taught English 7: During the two weeks between Thanksgiving and Winter Term, seventh grade students

Confident public speakers can change minds, change hearts…even change the world.

each choose a children’s book and learn how to read such a book out loud to an audience. Details like how to hold the book, turn the pages, and infuse the story with meaning through storytelling skills are covered. In Aileen Nalen’s History 6 class, students regularly engage in “learn and teach” presentations. Using a libguide, students investigate an aspect of their choosing within an assigned category, such as the Silk Road. Then, when they feel ready, they present what they have learned using Google Sites, Google Slides, Canva, etc. These mini-presentations happen frequently—fifteen to twenty times per year—and so the repetition becomes the rehearsal! Aileen shared with me that students who initially stayed in their seats to present what they had learned developed the confidence to stand at the front of the class to speak as the year progressed. In English 8 and History 8, students participate in graded discussions. The major goal of these discussions is that they are organic and evolving; students work towards “thinking on their feet,” listening carefully to peers, and seizing the opportunity to explore new ideas or questions posed by those peers. There are debates in Grade 7 and Grade 8 science classes; students are required to understand the topic being debated and present both prepared statements and respond to another team’s arguments. Middle School classrooms are replete with short, focused public speaking moments: classroom shareouts on math and writing strategies, presentations on books read for ELA, International Studies presentations in the fifth grade, science and SELrelated presentations, and regular presentations to the Middle and Upper Schools at morning meetings. In the

Primary and Lower Schools, there are just as many chances for public speaking work. The Grade 2 Family Museum and the Grade 3 Living History Museum both require students to use prepared statements and the ability to answer questions based on their research. Speaking at the PLS Community Meetings, stage productions like Peter Rabbit and Rainbow Fish, and regular classroom presentations by students in all grades also provide numerous opportunities for our youngest learners to engage with public speaking skills.

Even outside standard classes, there are many opportunities for students to engage in public speaking. All Grade 6 students take part in the Future City Competition, a national STEM initiative that tasks students with designing a sustainable city of the future using engineering concepts and outside-the-box thinking. Kathleen Malone, who helps run Derby’s program, explained that each team creates a presentation to deliver at the Future City Competition. This presentation is rehearsed and timed. Additionally, students face questions from other attendees and from judges

about specific aspects of their solutions and understanding of that year’s engineering challenge; answering these questions requires strong conceptual understanding on the students’ part. Such extemporaneous speaking is a valuable facet of developing confident public speakers. Our Model U.N. program, which is run by Dave Kleberg, Tom Graziano, and Sven Holch, also features extensive public speaking work. Each fall and winter, students in Derby’s Model U.N. attend three conferences. For the first conference, referred to as a “no prep” conference, students research issues that will be addressed, but they do not prepare position papers or rehearsed statements. They are expected to speak in the moment and interface with other Model U.N. attendees from other schools to find solutions to geopolitical issues. The second and third conferences do require position papers, but students do not have prepared statements; they use their position papers as a knowledge base and, again, speak extemporaneously. Leadership opportunities also present obvious moments of public speaking. To be considered for

either the Middle School or Upper School Student Councils, students are required to write and deliver a short speech stating why they should be elected to represent their peers on the Council. Further, Grade 8 students who wish to be chosen as a Spirit Captain for the year are required to write and deliver a speech to their entire Spirit Team prior to elections in the fall.

It’s clear that Derby abounds with public speaking instruction and opportunities! Looking forward, our mission is to place all the work already being done within a Pre-K through Grade 8 framework. The major goal is to have a consistent lexicon of terminology and deliberate, intentional application of the foundational concepts and skills across all grade levels. Recently, we took time to consider the essential questions and understandings of public speaking instruction, deliberate on what that instruction looks like at each grade level, and list the elements of classroom instruction that involve public speaking. This will be invaluable information in crafting this framework and improving our public speaking instruction even further.

As we consider the intersection of our motto to “Improve Both” and the elements of our Portrait of a Graduate, it is easy to see that public speaking is an important facet of reaching both of these goals for our students. Leading with curiosity, researching for deep understanding, connecting with an audience, owning and believing in a message—these are all traits required of innovators, leaders, upstanders, critical thinkers, and problem solvers. We aim to give our students the tools needed to change minds, change hearts….and even to change the world.

Alumni in ACADEMICS

Assistant Principal of Hingham’s Foster School and Derby alum JEN LOWE NEWELL ’90 loves that she gets to work directly with students, building meaningful relationships, just as her teachers did with her and her peers at Derby. She shares, “I believe my Derby experience greatly influenced the work I do with children and how deeply I value establishing positive, supportive relationships with students.” Jen remembers the “rich, hands-on, and engaging” Derby curriculum “taught by skilled educators whose love for their content area was evident and contagious.” Jen’s career path was fueled by her Derby experience, and she is so glad she is able to play a part in making sure children feel safe, cared for, and thus able to reach their greatest potential.

WANT TO HEAR MORE FROM OUR ALUMS?

Read the complete Q&A responses from our alumni on our website! DerbyAcademy.org/AlumniQandA

Smooth Sailing: The Impact of Professional Development

By Sven Holch, Director of Teaching and Learning

IF DERBY WAS A SHIP, or its own armada of classrooms and learning spaces, then we could confidently say that this annual learning expedition is well prepared and provisioned, with skilled crew, modern charts, and a careful yet rigorous itinerary. Our students would eagerly dive into this comparison, as we ask them to learn simile, metaphor, and analogy to compare unlike things in an effort to better understand or explain a concept. When we are successful, it leads to a deeper connection between our own reality and that of another. Derby’s motto to “Improve Both Mind and Heart” is the perfect starting point for doing just that. It takes an openness of the mind and heart to let a new idea in or nurture a new relationship. When I began here in 2020, standing alongside so many capable and committed teachers during the pandemic, I saw firsthand the scores of colleagues who

rose to the occasion and weathered the storm safely with the students in our care. So many of those talented faculty remain today and are a testament to this community that is built, rebuilt, and maintained on a yearly basis. The exceptional programming, magical campus, high expectations, and traditions at Derby persist as a blank canvas onto which the students express themselves and paint their own learning voyage.

Much like a vessel or fleet at sea, the ships don’t go anywhere without the crew. At Derby, our crew of professionals have the expertise to facilitate the acquisition of vital skills such as public speaking, persuasive writing, researching, problem-solving, and more—much more. If we look into backwards design, our Portrait of a Graduate includes the traits of authentic leadership, resilient problem-

solving, empathetic upstanding, confident critical thinking, and creative innovating—all of which infuse and permeate the work being done at every grade level throughout the entire school year and at Derby Summer Arts as well. However, it doesn’t just happen. There is an intentional process seen every day in every classroom, gym, studio, lunchroom, lab, performance space, and playing field. Similarly, no one should get on a boat and just push off from the dock without a plan, some training or experience, and having checked the tides and weather.

The average sailboat plies the waters from May to September with June/ July/August as the sweet spot for favorable winds and warmer temperatures. Those voyages provide inestimable opportunities for exploring new coastlines, learning discrete skills, decision-making, leadership,

overcoming challenges, building confidence, and forging friendships that last a lifetime. Those “green” hands at the start of a voyage become the crew and learn first to do the small jobs on a boat, then repairs and maintenance or independent problem-solving. Learning the on watch/off watch system, becoming officers or skippers themselves, deciding when to ask for help, calling all hands on deck as well as learning when to take the extra time to teach a young sailor how to use navigational aids or splice a line…all of this in a single voyage. While a comparable transfer of skills is happening at school, we also know improvements and updates are vital to success.

Constant upkeep is needed for a useful and lively vessel to repeat voyage after voyage, year after year. Some of the work is small, superficial, and easy to complete at the dock or even underway. Other parts of a wooden boat need a more systematized approach while hauled out in the shipyard. It pays to plan ahead and undertake doable projects that improve and add longevity to the vessel. Sometimes an unexpected yet necessary repair takes precedence, however, planning an annual rotation or multi-year plan of intentional improvements and thoughtful maintenance allows for a sustainable method of staying afloat. This systematic approach also enhances and reliably provides for the journeys to continue and to bring more folks “on board” Derby. We deliberately welcome new students and their families as we also welcome new faculty and staff. Both groups bring their own experiences and personalities that add to the character of Derby.

We are still guided by our motto, mission, Strategic Plans, AISNE (Association of Independent Schools of New England) accreditations, initiatives, data driven assessments, and professional development all happening on a macro level that is scheduled, applied, analyzed, and tweaked over the years to keep our learning vessel on course. We “ply the waters” from September to June, and our offseason is limited and must be used efficiently. In addition to our annual faculty summer reading, specialized trainings, and summer workshops, we also have a rotation for our subject-specific curricular review process, one which builds on our national conference schedule for professional development. On a micro level, we have curriculum mapping, lesson plans, integrated thematic units, cross disciplinary studies, standardized test practice, professional goals, growth coaching, and more. These all manifest in the planning and building of student experiences and can be seen in our Portrait of a Graduate.

When we are successful, it leads to a deeper connection between our own reality and that of another. Derby’s motto to “Improve Both Mind and Heart” is the perfect starting point for doing just that. It takes an openness of the mind and heart to let a new idea in or nurture a new relationship.

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All of our teachers have a willingness to go above and beyond to improve their instruction and help the children in their care. Many faculty continue to be trained as growth coaches through ISM (Independent School Management) and work with colleagues throughout the year to reach manageable goals and improve their craft to benefit their students. We also find opportunities to visit our peer schools, and they visit us as well. Just recently, teachers and school leaders came to observe and learn from our Pre-K play-based curriculum “in action” and our math curriculum throughout the Lower and Middle School divisions. Other teachers have been investigating ways to bring more inquiry and visible thinking into their classroom(s) through Project Zero’s professional development and educational research group out of Harvard’s Graduate School of Education. Our school’s leaders are readying a new strategic plan as of this writing while also investigating Characteristics of Excellent Teaching to be used with our faculty. Do we sometimes take on a little bit more, in addition to our daily responsibilities, a little extra that requires some special attention? Yes, often, and even with the capable professionals we have in our midst, those moments are the reminders that we are extending ourselves as much as we are asking our students and families to do the same. Similar to a ship at sea, the constant need to go above and beyond keeps us afloat and on course, where the most profound reward is to begin the annual adventure anew. Numerous (too many to name!) examples of hard work, Celebrations of Learning, and their intentional applications keep this salty crew coming back for more. Our campus has a strong hull, our faculty skillfully trims the sails using the most current charts, and our students are doing the same. The R/V (Research Vessel) Derby Academy, docked at 56 Burditt Ave, is poised to stay afloat and thrive for years to come.

Executive Functioning at the Heart of Learning

By Colleen Ramsden, Head of School

I REMEMBER BEING in my twenties and taking a five-hour drive to visit a college friend in Washington, D.C. A few things to know: first, I do not have a good sense of direction. Second, GPS didn’t exist. Third, while cell phones may have been around, I didn’t have one.

So what did I do? I bought a map. I had to figure out the best route, plan everything in advance, and make quick decisions when I inevitably missed a turn. (Ask me sometime how I ended up crossing the George Washington Bridge twice!) I had to keep track of my gas, decide whether to reroute when I hit traffic, find places to stop for food and fuel, and ask for directions when I got lost, which I definitely did. Navigating that road trip was no small feat, and I was proud when I finally arrived at my destination.

What I didn’t realize at the time was that every one of those tasks relied on a set of cognitive skills known as executive functioning.

Without executive functioning, navigating daily life is like taking a road trip without GPS. Look at the list below and consider how many of these I had to draw upon during that trip:

• Goal setting

• Working memory

• Cognitive flexibility

• Planning

• Organizing

• Time management

• Impulse control

• Self-monitoring

• Prioritizing

I’d say all of them! I had to decide to take the trip (goal setting), estimate how long it would take (time management), rely on paper maps (working memory), plan my route in advance (planning and organization), make quick decisions

when plans changed (cognitive flexibility), resist the urge to stop at the outlet mall (impulse control), and track time and fuel needs along the way (self-monitoring and prioritizing). It took effort, focus, and a whole lot of mental juggling to stay on course, just like it does for students as they navigate the demands of school and life.

At Derby, we believe that, without strong executive functioning skills, students cannot fully access the information they need to transform their thinking and produce powerful learning. That’s why we’ve made it our responsibility to intentionally teach the strategies and habits of executive functioning: so every child can unlock their full potential.

We began this work last year by naming executive functioning as Derby’s school-wide professional development initiative for the 2024–2025 school year. We focused on direct instruction in executive functioning during advisory and in Lower School homerooms through Open Circle time.

But we know we’ve only just scratched the surface.

In 2025–2026, we will continue this important work. In preparation for our second year on this topic, we began with a day-long workshop in June with our partners at the Research Institute for Learning and Development (ResearchILD), a leading organization whose mission is to empower students to learn how to learn.

This year, our goals are threefold: Community, Clarity, and Consistency.

• Community: To build shared understanding among students, teachers, and families by fostering a common language and practice of collaboration.

• Clarity: To ensure that expectations and goals are clearly communicated so students know what success looks like and adults can support them.

• Consistency: To align practices across classrooms and grade levels so that key skills are reinforced year after year.

Just like that road trip to D.C., the journey to building executive functioning takes planning, flexibility, and support. At Derby, we’re committed to helping every student not just get to their destination, but learn how to navigate the road ahead with confidence and independence.

Alumni in ACADEMICS

Alum BRANDON HORNER ’95 has worked in independent schools for over 25 years, and he sincerely appreciates the impact his Derby teachers had on his character and career. He vividly remembers his teachers as “commanding and demanding and fascinating people, and [he] can remember wanting to feel as accomplished as they seemed to be.” Specifically, he recalls how he and his friends each felt individually supported by one teacher in particular, Mr. Gifford: “He found a way to make us all believe in ourselves simultaneously, and we were each so certain about it that it had to be intentional, the way he spread his kindness around and never made anyone feel ordinary…. [He evoked] the feeling that there was something undiscovered in me, something that I didn’t know about myself until he encouraged it.” Drawing connections to his experience at Derby, Brandon recognizes in his current New Jersey school “a sense that the personal and the academic are never really separate; the best teachers at both schools make it clear that they care about their students as whole people.”

As the Director of Secondary School Guidance, as well as an eighth grade literature teacher and coach of the boys’ soccer and baseball teams, Brandon acknowledges the tremendous effect he can have on his students and strives to provide them with experiences similar to those he was so fortunate to have at Derby.

WANT TO HEAR MORE FROM OUR ALUMS?

Read the complete Q&A responses from our alumni on our website! DerbyAcademy.org/AlumniQandA

The Faculty Mind and Heart Adventure Program

Designed to support the professional and personal growth of our faculty members, the Mind and Heart Adventure Program offers a rejuvenating experience that faculty define and design themselves. At Derby, we are deeply committed to supporting our educators in meaningful and restorative ways.

Nourishing the Mind and Heart: One Recipe at a Time

By Emmy Garr, Director of Library Services

I WAS HONORED to receive funds from the Faculty Mind and Heart Adventure Program at the end of last school year, which I put toward traveling to cooking classes to help me bring recipes from around the world into our library curriculum. When I reflected back on this incredible experience, what popped into my mind first was not all the connections our excited students made between the stories we read and the recipes in the endpapers of our books. Instead, I thought back to the first time the third graders and I made sweet potato pies this year.

I recall that the tray felt light, so I tapped on it with my fingers to test it. It was oddly light, but must have been a baking sheet, as it was with the other sheets and looked like the rest of them. I placed the pie onto the sheet and the sheet into the oven, set the timer, and went back to the third grade rooms to clean up from our joyful pie-making that morning. An urgent text from Ms. Potter told me to come down to the faculty room right away…and I was confronted with the acrid smell of melting plastic. “I don’t think that sheet was made of metal,” she whispered. I agreed. The windows were opened, the

room aired out, and the melted plastic (plastic?!) baking sheet was cleaned off of the oven rack. The pies…were ruined.

I’ll never know why a plastic baking sheet was mixed in with the metal sheets, but I kept asking myself why I didn’t test it more or just choose a different sheet. I felt like it was a failure in my Mind and Heart year. But I came to understand that it wasn’t so much a failure as a learning experience, a gentle nudge to remind me that I too have to be a resilient problem solver and learner just like my students.

My application for the Mind and Heart Adventure funds said, in part, “Many recipes have been developed within the constraints of climate and hardship, while others have benefited from the privilege of abundance. When we learn about people’s food, we have an opportunity to learn about what’s important to them, what’s necessary to them, how they store memories and carry on traditions, and how they connect. I’m working in library classes to develop students’ awareness of the books they read and check out: are their books “mirrors” of their experiences, “windows” into the experiences of others, or a bit of both? Food can be an enjoyable and accessible way for students to begin to connect with a variety of experiences, expand what they are interested in reading and learning about, and encourage active reflection on their reading choices.” The plan was to make the recipes from the diverse picture books we’re reading in library class, and grow in our understanding of others as well as ourselves.

Despite the plastic pie tray incident, the year was full of engaging learning, fun, and growth. Each grade in the Primary and Lower School baked or cooked at least once in library class in connection with what we were reading and learning about. We had community members lend us their expertise,

Señora Person Publishes Children’s Book Full of Heart

Upper School Spanish teacher TANIA PERSON has finally seen the fruits of her labor with the publication of her first children’s book, “I Turned Mom into a Popsicle!” For Tania, a lifelong storyteller, crafting the book was a true labor of love filled with laughter, heart, and a whole lot of imagination.

Thanks to the incredible support of the Faculty Mind and Heart Adventure Program, Tania was not only able to meet her publishing goal, but she also completed four read-aloud events with Pre-K and Kindergarten classes in the spring.

The Faculty Mind and Heart Adventure Program was instrumental in helping Tania bring her dreams of writing a children’s book to life. With its support, she was able to get her first book off the ground before heading into the summer break. Now, she has the opportunity to continue the momentum by working on a second book. The funds from the program are allowing her to hire an editor to polish the manuscript, an illustrator from a pool of hand-drawn, classical illustrators—an investment that truly honors the spirit of the story—and a marketing team to professionally format and publish the book through Amazon KDP. She is incredibly grateful for the support that’s helping turn this creative dream into a reality!

such as a family of Chinese-American descent and a staff member who is Indian-American. Students made and ate sweet dumplings made for Chinese New Year, a chocolate celebration cake from West Africa, Indian roti bread, saffron ice cream, pico de gallo, and American apple bread. Our books included Amy Wu and the Perfect Bao, Chloe’s Lunar New Year, Grandpa Cacao, India on a Plate, Saffron Ice Cream, Federico and the Wolf, Apple Cake, Gingerbread for Liberty!, Pies from Nowhere, and more.

Though our pie disappointment was minor compared to the work of the inspiring people we read about, it was still a great lesson to our students (and me!) to keep trying. We first made the sweet potato pies in connection with the Grade 3 Changemaker unit to acknowledge the life and work of Georgia Gilmore and the book Pies from Nowhere, which we read in library class. She led a group of women who

When we learn about people's food, we have an opportunity to learn about what’s important to them, what’s necessary to them, how they store memories and carry on traditions, and how they connect.

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secretly sold pies and other food to raise money for the Montgomery bus boycott; their brave but covert support helped Dr. Martin Luther King, Jr. and others change the segregation laws on the Montgomery buses. Through reading this book and making her pies, our students connected with the ideas of who a changemaker is and what they can do. Though our pies didn’t work the first time around, we persisted and tried again over a month later…and they came out perfectly!

I’m very grateful to the Derby community for supporting me and other faculty through the Mind and Heart program. With these funds, I was able to travel to Vermont and Seattle to learn more about cooking techniques I used with students during the school year. Students learned some cooking and baking skills but perhaps more importantly, they were able to bring our books to life and become more capable and knowledgeable global citizens.

Mr. Verrier Goes to England

Last summer, Derby’s Theater Director, SHAWN VERRIER, was awarded funds from the Faculty Mind and Heart Adventure Program to attend a month-long Royal Academy of Dramatic Arts summer program in London, England. When Shawn returned from the trip, he shared his transformational experience with both faculty and students alike. Upper School History Teacher Sven Holch remarked, “Having Shawn come to our eighth grade history classes to discuss his experiences abroad helped our students begin to answer the year long thematic question, ‘How does one become a global citizen?’”

During his presentation, Shawn provided detailed insight about the prestigious program that included collaborating with world-class instructors who worked professionally in film, television, and directorially in many mediums including audiobooks. “I was very lucky to get selected for the program, which was reliant on my previous work as an actor in NYC and Boston. Also, my classmates were from all over the globe—Ireland, Germany, England, India—and worked professionally as performers on Netflix, Broadway, traveling dance troupes, and the West End.”

Assistant Athletic Director CHRIS TRAVIS used the generosity of the Faculty Mind and Heart Adventure Program to explore all things Paris this summer. Highlights from his trip included attending Stage 1 of the Tour de France in Lille, touring the Parc des Princes home of PSG, the 2025 Euro Champions Soccer Club and visiting several 2024 Paris Olympic venues, including the Paris Aquatic Center, where Katie Ledecky broke a 60-year-old record for the most gold medals in Olympic history.

Chris also did some classic sightseeing, with visits to Notre Dame, the Louvre Museum, Versailles, and, of course, the Eiffel Tower. His wife, Amanda, joined him at the end of the trip for two relaxing days on the beach in Nice, France.

Mr. Travis Goes to France

Mind + Heart = ARTS

Artistic expression can provide both a stimulating outlet and welcome reprieve to the mind, and it is through the arts that the heart can most freely sing.

By Caitlin Spillane, Lower School Art Teacher and Brian Martin, Former Arts Department Co-Chair

Take a peek into the vibrant learning experiences of Derby Academy's youngest students! From Pre-K through Grade 3, our students embark on engaging, interdisciplinary journeys that ignite their curiosity and foster a love for learning.

PRE-KINDERGARTEN

The Magic of Peter Rabbit

Each spring, our Pre-K students take the stage for the first time in their Peter Rabbit performance, a joyful collaboration that spans their music, art, and core curriculum. They practice lines, learn songs, and create a stunning stage set consisting of a painted mural of what lies just beyond Mr. McGregor’s garden and oversized vegetable props.

More than just a charming show, this experience builds confidence, teamwork, and creativity, showcasing how the arts bring learning to life from the very start of the Derby student journey.

I really wanted to be a sparrow for Peter Rabbit like the birds that wake me up in the morning. It was so fun to mix the paints for the set—I made the blues for the stream!”

—John Karasek ’34

KINDERGARTEN

A Creative Journey Through Space

Kindergarten students embark on a space adventure, exploring planets, astronauts, and the stars through science, math, reading, writing, and art. In the art room, they learn about African American artist Alma Thomas, whose abstract paintings were inspired by space. Using her vibrant mark-making techniques, students create their own colorful planets. Their journey ends with an Astronaut Graduation, celebrating all they’ve learned with creativity, curiosity, and a love for exploration.

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I really liked the space unit and the planets that hung from our classroom’s ceiling. I like how Alma Thomas makes paintings that look like a star with asteroids around it…the way she dabs around the circle with her paint brush.”

—John Ferrante ’33

GRADE 1

A Bright & Bold Exploration of Sound and Light

First graders dive into the science of sound and light, discovering how vibrations create music and how light transforms what we see. In music class, they experiment with Boomwhackers, colorful tubes that produce different pitches when played, learning how sound travels and changes. In art class, they bring the unit to life with neon paintings that glow under black lights to explore the magic of color and illumination.

Through hands-on discovery and creativity, students connect science, music, and art in a bright and bold exploration of sound and light.

GRADE 2

I liked playing with the Boomwhackers in music class and learning about their sounds. Every time we held our paintings to the black light they glowed!”

—Valerie Chou ’32

Designing Sweet Discoveries: Exploring the World of Chocolate

Second graders embark on a delicious social studies journey, exploring the history and cultural significance of chocolate. Through library, Spanish, and art classes, they uncover its origins, trade, and traditions.

In art class, they become game designers, creating playable board games that showcase their knowledge. From crafting fact cards to designing vibrant game boards and rule sheets, students blend creativity with learning by bringing the story of chocolate to life in an interactive and engaging way.

GRADE 3

In Spanish class we tried hot cocoa from Columbia and Spain. In art class we made our own chocolate game boards. I was inspired by Monopoly and named it ‘Chocolate Touch’ after the book we read in my classroom. In library class we read a book about a little girl whose grandpa is a cocoa farmer in Africa and we made a chocolate cake from the book after. The Chocolate Unit was amazing and we got to try so many yummy chocolates!”

—Ford Haywood ’31

Changemakers: Portraits and Poems of Impact

Third graders explore what it means to be a changemaker, studying inspiring leaders in their classrooms and reflecting on their own power to create change. In art, they learn skin color mixing and celebrate individuality as they paint self-portraits that express their unique identities.

This unit also connects to their poetry studies, where students write and present poems about being changemakers. Their words and artwork come together in a powerful visual and spoken presentation, showcasing their hopes for a better world.

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We saw that one person can make thousands of big differences. We learned about how changemakers have a big impact on the world and we shared their ideas in our poetry and artwork.”

—Rhys Medaglia ’30

In Derby's Middle School, the Arts program blossoms into seven separate subjects: applied arts like visual art, sewing, and woodshop, performing arts including instrumental music ensembles, chorus, and drama, and even the inquiry art of the library. The students perform throughout the year on their instruments and with their voices, and their creations can be found on display year-round in the Brown Art Gallery.

GRADE 4 Woodshop

Students in the fourth grade get exposed to a wide variety of arts, including their first journey into the wonderful world of woodworking. The capstone of the fourth grade woodshop experience is the lighthouse project, where students learn how to use the scroll saw to cut complex angles, sand away rough edges, and paint the final design.

I love woodshop because you’re able to try new tools and build your own lighthouse.”

—Olivia Smith ’29

GRADE 5

Visual Art

Fifth grade artists work across many different curriculums throughout the year, including studying the surrealist work of Salvador Dalí in conjunction with their Spanish classes and creating artwork related to their chosen country for the International Studies project.

My favorite part of arts classes in Middle School is definitely the fun! Arts block is a special time of day where students get to have a class outside of academics and it just feels freeing to me!”

—Kendall Rivera ’28

Derby's Upper School arts elective system allows students to try new things and hone a single artistic discipline to a high level. Would they like to dabble with many different modes of creation? Or would they rather specialize in one field? There are two full musical productions each year, both featuring student-made sets and student-run lights and sound. There are several musical solo and ensemble performance opportunities, including community meetings, coffeehouses, and concerts. Student works in visual art, woodshop, and textile art classes are on display throughout the year and specifically celebrated—along with works by students in the Middle School—during Arts Night in May.

GRADE

6

Grade 6 Musical

Students in the sixth grade take to the stage in a big way, putting on a musical theater production each year. Between learning their dialogue, choreography, and vocal melodies and harmonies, the students learn how to come together and collaborate to see a major group project through from start to finish.

Working on The Lion King with my friends and teachers, Mr. Verrier and Ms. Kahler, was a lot of fun. The collaborative environment allowed me and the cast to express ourselves creatively while building strong friendships. I was so excited to show up to rehearsal every day, and the thrill of performing on stage helped me gain confidence speaking in front of an audience and improved my acting skills.”

—Wilkes Goobic ’27

GRADES 7 & 8

Textile Art

Students in the Upper School Textiles program study all kinds of sewing techniques in addition to other fabric arts such as crochet, embroidery, thread painting, and more. The projects go on display each year at Arts Night in May. The Sewing Room is always bursting at the seams with children hard at work on their projects.

My favorite part of the Arts experience in the seventh and eighth grades is that you can be passionate about one specific art. I love that I’m able to choose to have sewing every single day. A lot of times that class is the reason I’m excited to go to school.”

—Madeleine Stuart ’25

GRADES

7 & 8

Music

There are performance opportunities aplenty in Derby’s seventh and eighth grades, with students taking to the stage in concert and theatrical performances. Whether it’s a Band and Orchestra showcase, the annual 7/8th Grade Musical, or the traditional year-end Derby Day Choral Concert, students are constantly sharing their music and their stories with the community at large.

My favorite part about the Arts experience at Derby is how you can explore your interests and dive into your passions. I never would have found my love for the saxophone without Derby’s Arts program.”

—Jack Murphy ’25

Alumni in the

ARTS

Since NATE WARD ’23 started playing at Derby, “jazz… has been a source of joy, personal growth, and opportunity.” Without the support and encouragement of his friends and teachers, Nate likely wouldn’t have discovered his love for the genre or learned theory and composition fundamentals, the importance of consistent practice, and how to collaborate musically within an ensemble. He fondly recalls, “One of the most valuable aspects of being a part of Derby’s music program was the opportunity to perform. I loved playing with my jazz trio at morning meetings and the annual Arts Night.” Currently in high school, Nate placed in the top band in the Jazz Arts Charlotte program, through which he has opened for world-renowned jazz artists, hosted “jam sessions” for younger musicians, traveled around the country for the Jazz

Education Network international conference, and performed monthly for a local retirement home. He also plays in three separate rock bands in his town and for his church band on Sunday mornings.

One of the most valuable aspects of being a part of Derby’s music program was the opportunity to perform.

ELIZABETH SHEEHAN ’14 discovered her diverse passions for history, art, museums, and archeology through the wide-ranging subjects she studied at Derby—from ancient history, geology, and chemistry to music, art, theater, woodworking, and poetry—and graduated with the belief that she must not settle for a career that doesn’t spark joy. Her open-minded outlook stems from the fact that Derby gave her the opportunity to be creative not only in her art classes, but across disciplines. Her memories of her art teacher, Mrs. Olson, stand out: “We were given such fun, exciting, and challenging projects to work on covering so many different mediums…this range of assignments helped to build my abilities and expose me to different art forms…. Creativity was key to my development artistically, academically, and personally, and I love that the arts are so well rounded and well supported at Derby.” Challenges did not only lie within the arts, however. The academic rigor and accompanying support Elizabeth experienced at Derby prepared her for success in high school, college, and beyond. She recalls, “we were held to high standards in our work, and I had to push myself to meet them… my teachers believed in me even when I didn’t realize what I could accomplish.”

Creativity was key to my development artistically, academically, and personally, and I love that the arts are so well-rounded and well supported at Derby.

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After studying Archeology, Museum Studies, and Visual Arts at Johns Hopkins University, Elizabeth got her master’s in Museum & Heritage Studies at the University of St Andrews. She shares, “I credit the early exposure to so many world topics, scientific subjects, and creative media at Derby for my refusal to pick one path, for my desire to always keep learning, my belief that work is out there that is exciting and meaningful.” Elizabeth is currently enjoying very fulfilling work as a jewelry cataloger, examining, testing, writing condition reports, and helping restore vintage and antique pieces of

jewelry. She has also completed several freelance art projects that combine her interests, including creating the cover for a book on the archaeology of Baltimore, creating oil painting commissions, and making digital drawings for an app of archaeological sites in Tennessee. Looking back, she feels that “education and personal investment will remain with you throughout your life, wherever it takes you, and setting the foundation to be a strong, confident, and creative learner is what I believe Derby did so well for me.”

Mind + Heart = ATHLETICS

Supportive and challenging athletics programs teach discipline of the mind and sportsmanship from the heart.

The Heart of Derby Athletics: Growth, Sportsmanship, and Lifelong Lessons

By Paul Daly, Athletic Director and Chris Travis, Assistant Athletic Director

CHARMING. It’s a word that may come to mind when considering the decades-old building in which many of our athletic contests currently take place. In particular, it’s our sixth grade basketball teams that have the distinct pleasure of playing there each winter. In contrast, “charming” could also be used to describe the breathtaking location of our baseball, flag football, and soccer fields that sit along the shore of Broad Cove. The new rotating scoreboard has further elevated the player-spectator experience on these outdoor fields. Our campus’ sports facilities give a home to the beating heart of Derby’s Athletics program: the teams, their coaches, and the value they all place on sportsmanship, ethics, growth, and leadership.

As a Middle School program that welcomes athletes of all skill levels and abilities, Derby Athletics is designed to create an environment that allows every student to feel comfortable in their sport and excited to take to the fields, ice, and gym floors every day. We provide a balanced program that brings the joy of a local program while upholding the values and competitiveness of a club program. Our coaches strive to create a positive culture, celebrate the value of teamwork, and improve the minds and hearts of all of our student-athletes by holding themselves to the highest standards of honesty, integrity, patience, competence and communication. We meet athletes where they are, whether it is their first time playing the sport, or they have years of experience.

As a requirement of all students, the Athletics program is an opportunity to try something new, be pushed outside of one’s comfort zone, and in many cases, find a new passion. This past spring, a student who had never played lacrosse received the recognition of Most Improved by his coaches. In his speech, Coach Magoon commented, “The Most Improved Award goes to someone who has made exponential growth this season. He showed up to every single practice with an eagerness to learn and a desire to improve both as a player and a teammate. As of the second week of the season, you would have no idea this was the first time this young person has played lacrosse. He went from a sixth grader with limited playing time, to a reliable attackman who scored our game winning goal against Fesseden, man down, and followed it up with a few multipoint games this season.” A new player seamlessly integrated, became a significant contributor, and excelled alongside seasoned teammates; experiences like this are precisely what make our program so exceptional.

Derby’s teacher-coach model enables our teachers and staff to build further connections with our students outside the classroom. This year, Derby offered twenty interscholastic athletic teams along with three non-interscholastic offerings. Of our thirty-one coaches, twenty-seven are staff or faculty from within our Derby community. The teacher-coach model emphasizes not just performance, but also personal, social, and academic growth. It promotes consistent messaging about values, behavior, and expectations across the community. It also enhances a positive school culture where teacher-coaches reinforce the importance

of teamwork, respect, discipline, and leadership in both settings. Our teachers and staff ensure that many of the core values identified in the Portrait of a Graduate are seamlessly supported in the athletic setting, preparing our students for success—in a sports context and otherwise—in high school and the years to follow.

Our athletics spaces are home to exhilarating wins, teachable losses, and lifelong memories. They all have their own unique charm, but it is the genuine commitment of our coaches and student-athletes that give them real purpose.

TEAM SPOTLIGHT

Our ice hockey team hosted its eighth annual North Pole game, where fans packed the rink to cheer on the Polar Bears to an impressive 6-3 win. The team also held its third annual Skate With The Polar Bears, where over 50 families joined our skaters on the ice for a fun family skate!

Over the past three years our co-ed hockey team has a record of 30-3-2. We are incredibly proud of our alumni who are currently playing high school hockey at: Thayer Academy, Dexter Southfield, Catholic Memorial, Belmont Hill School, Roxbury Latin, Nobles & Greenough, Boston College High School, Tabor Academy, Lovell Hockey Academy, South Kent School, and Westminster School.

Nurturing Mind and Heart in Derby's PE Program

By Lauren Brooks, PE Department Chair

AS YOU OBSERVE a PE class from the glass windows above McKelvey Gym, what will you see?

You might spot our third graders and their families participating in the Health & Human Body Fair—a cross-disciplinary event where students present their understanding of human anatomy. Parents and visitors explore interactive exhibits on body systems while students lead fitness circuits designed to target specific, researched muscle groups.

You may spot a rotation of our Grade 1 Jump Rope Club in action. Students work diligently to improve their jump rope skills while they embark on a virtual journey across the United States, exploring National Parks along the way. A student confidently earns the privilege of spinning the National Parks wheel, and excitement fills the room as the next park is introduced. By integrating geography

into this fitness-based unit, we are fostering curiosity and an appreciation for the natural wonders and beauty of our country while also planting the seed for an incredible opportunity to visit one of these parks through our Upper School Grand Classroom Program.

Perhaps you will see the Kindergarten Astronaut Training Camp in motion—another exciting cross-curricular experience connected to their classroom Space Exploration unit. Dressed in space suits, students practice defying gravity, navigating the rough terrain of the moon, crawling through wormholes in space, and test-launching an aircraft. The obstacle course not only reinforces classroom learning but also emphasizes teamwork, problem-solving, and perseverance.

Beyond our Pre-K to Grade 3 program, our fourth and fifth grade physical education model takes an intramural sports approach. We introduce various sports in a non-threatening and inclusive manner, ensuring that all ability levels can learn together with age-appropriate challenges. This model

not only allows students to develop fundamental skills but also fosters a love for athletics in a fun and engaging way. Additionally, we support our Grade 6–8 interscholastic Athletics program by introducing foundational skills for the sports offered in the Upper School. Our curriculum allows flexibility to explore other exciting units such as pickleball, badminton, and rugby. For many students, this is their first exposure to a particular sport, while for others, it ignites a lifelong passion for athletics.

Our physical education program promotes essential life skills that extend far beyond the gym or fields. Through team-based activities and cooperative games, students learn how to communicate effectively, support their peers, and navigate social challenges with kindness and respect. They are encouraged to problem-solve in real time, adapt to new situations, and develop resilience—skills that will serve them well in all aspects of life.

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Our goal is not just to develop skilled athletes but to nurture kind, respectful, and well-rounded individuals who lead with compassion and resilience.

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Additionally, our emphasis on relationship-building allows students to strengthen their connections with peers and teachers. By working together toward common goals, they develop a sense of camaraderie and belonging. Whether through partner activities, small-group challenges, or largescale games, students gain valuable experience in leadership, collaboration, and conflict resolution.

Our Physical Education program is comprehensive, engaging, and inclusive. We foster not only physical growth but also mental, social, and emotional development. By integrating physical skills with meaningful learning experiences, we ensure that students leave each lesson stronger, more confident, and better prepared for the world beyond our school. Our goal is not just to develop skilled athletes but to nurture kind, respectful, and well-rounded individuals who lead with compassion and resilience.

Beyond the Game: Coaching with an Equity Mindset

By Elizabeth Erbafina, Grade 5 Teacher

COACHING IS NOT JUST ABOUT running plays or organizing drills. It is about shaping individuals. As a coach in the Athletics program, I have seen firsthand how powerful our platforms can be in making a lasting impact on young lives. Whether teaching in the classroom or coaching on the field or court, the most meaningful work centers on building character and confidence. At the core of that work is a mindset rooted in equity

Coaching both boys’ soccer and girls’ basketball at Derby has given me the opportunity to work with a wide range of middle school student-athletes. Each team and season brings its own dynamic. One constant, however, is the goal: to create an environment where every player is seen, heard, and valued.

Equity in sports does not mean treating every player exactly the same. It means recognizing that each athlete brings unique strengths and faces different challenges. The coach’s role is to meet players where they are and help them grow. That may include adjusting feedback, creating space for leadership, or learning what truly motivates each player.

This approach requires intention. It means paying attention to who speaks up and who stays quiet, who steps into leadership naturally and who might need encouragement. Leadership does not always come with the loudest voice. Sometimes it is the quiet player who leads by example, supports teammates, and brings positive energy every day.

The lessons learned in sports, such as resilience, accountability, and discipline, transcend gender and skill level. They are defined by effort and a willingness to grow.

Ultimately, both coaching and teaching offer the chance to make a deeper impact. When we lead with equity, we are shaping individuals who believe in themselves, value teamwork, and understand the importance of supporting one another. These are the very tenets that reflect Derby’s motto to “improve both mind and heart.”

Equity in sports, as in the classroom, is not about lowering the bar. It is about ensuring that every student-athlete has what they need to reach it. And that, in my view, is the real win.

Alumni in ATHLETICS

Derby alum and cheer mom extraordinaire AMY HOLLSTEIN

‘03 values her time in the Derby Athletics program for the way it taught her adaptability and grew her self-confidence. In particular, she is incredibly grateful for the opportunity she had to be a member of the co-ed hockey team with her older brother Rick who went on to play college hockey at Trinity. “Playing hockey as a female in the late 90s/early 2000s was not nearly as popular as it has become. However, Coach Orcutt was one of my biggest fans during this time. He truly believed in me and gave me just as many opportunities on the ice as the rest of the boys on the team. The confidence he had in me boosted my own confidence tenfold.”

After Derby, Amy went on to attend the University of Connecticut where she played four years on the varsity hockey team. Now, she and her husband coach their older children’s hockey teams, and Amy is becoming a cheer mom for her youngest.

WANT TO HEAR MORE FROM OUR ALUMS?

Read the complete Q&A responses from our alumni on our website!

DerbyAcademy.org/AlumniQandA

Current National Scout for the New England Patriots and former linebacker for the University of New Hampshire Wildcats, MATT EVANS ‘05, credits his time playing sports at Derby for much of his success on and off the field in the years following, “My athletics foundation at Derby helped me tremendously to get where I am today.” In addition to the way his time on the field prepared him to excel at sports in high school, it also taught him “valuable life lessons [with] regard to work ethic [and] mental toughness.”

One of his favorite memories was when, despite unfavorable odds, Matt’s team won a major area tournament. He recalls the support of his coach: “Mr. Daly had a big part in that and got the most out of the team each day.”

Inspiration Begets Action

By Bridget Conway, Communications Associate

WE OFTEN LOOK for inspiration outside ourselves. Art, music, nature, history, famous leaders, loved ones…these all help us remember our “why.” However, this year our students learned that these are not the only things we can look to for reason to create, help others, and lead better, more understanding lives. They learned that inspiration can also come from within.

In the second grade, students explored the diversity of their own identities and those of their peers. They shared the meanings of their names, recipes from home that hold family significance, and an object they felt best represented them. They learned about their “inside” and “outside” characteristics, and read The Family Book by Todd Parr with Head of School Dr. Colleen Ramsden to learn about the many different kinds of families that exist. To conclude the unit, second graders created the “Family Museum” to share their findings with their families and those of their friends.

The concept of books as “windows” and “mirrors” allowed our fourth graders to expand their understanding of themselves and others. When reading books that depict a certain culture, students of that culture are able to relate, validate their families’ traditions, and learn more about their own identity and past as if they are looking in a mirror. Students

reading who are of a different culture have the opportunity to discover more intimately through a memorable story how cultures perceive and approach the world in different ways, as if they are peeking through a window. For example, reading Where the Mountain Meets the Moon by Grace Lin and learning about the Mid-Autumn Festival (Moon Festival), Jade Rabbit, and significance of the moon in Chinese culture through accompanying lessons introduced Grade 4 students to the rich storytelling traditions and symbolism of Chinese culture.

Learning more about themselves and their peers was a celebratory experience for the Lower School students. The joy and excitement they felt surrounding these personal projects are the seeds of inspiration that will motivate them to act when the opportunity arises later on.

This is not to say that external inspiration isn’t powerful; on the contrary! Kindergarten students learned about pioneer Pooja Joshi Jesrani—the first South Asian Flight Director for NASA—and received a very special video from Pooja herself wishing them luck with Space Camp. Third grade students experienced the “Changemakers” unit, in which they learned about inspiring figures like Malala Yousafzai, Louis Braille, Bellen Woodard, Greta Thunberg, Chico Mendes, and Rosa

Parks and made connections between the work these people did for their causes and what they can do as students to combat today’s global issues like climate change and deforestation. Grade 5 students embraced learning about the legacy of Martin Luther King Jr., leading a discussion with the entire Middle School about how difficult it must have been for Dr. King to do the right thing. Middle and Upper School students were moved by the power of Dr. Donovan Livingston’s 2016 Harvard Graduate School of Education speech

entitled “Lift Off,” which went viral the day after his graduation and was recognized by former President Barack Obama’s speechwriter Terry Szuplat in his book Say It Well.

Learning about these remarkable role models inspires students to want to make a difference in their own communities, create an art piece expressing respect for the determination through adversity these figures displayed, or even chart a life path that in some way celebrates their tireless, inspiring work.

Students also learned—in the most wonderful way possible—that inspiration begets action. Throughout the year, students proposed community-based projects centering around community impact of their own volition! Lower School students wrote persuasive letters to Head of Primary and Lower School Mrs. Mary Beth Murphy requesting a coat drive; fourth and fifth grade student council members requested a community service project and ended up creating hygiene kits for a nonprofit working to end and prevent homelessness in Southern Massachusetts; students in Grades 7 and 8 revived the former

Sustainability Club and developed an experience that would give club members the opportunity to clean up campus and spread awareness of ways to care for the environment, and Upper School students spent the annual Day of Service bagging over 10,000 meals for a nonprofit seeking to reduce global food insecurity. The students may not have known it, but these selfless acts were at least in part inspired by their care for, and understanding of, others instilled by the Derby curriculum over many years.

Looking inward, looking outward, and taking action collectively form a celebration of diversity. The personal reflection, reading, learning, and service students engaged with over the course of the 2024–2025 school year blended seamlessly with each grade’s curriculum and, we hope, made a lasting impact on our students’ outlooks on the world. As students are just beginning to unveil the intricacies of the world’s cultures, it would serve us well as adults to remember just how much we can learn—and how inspired we can feel—when we expose ourselves to the beautifully complex medley that makes up our shared humanity.

First Chapel

DERBY ACADEMY celebrated the start of the school year at First Chapel last September by honoring and recognizing Grade 8 students as the year’s school leaders. Head of School Dr. Colleen Ramsden welcomed the community and highlighted the campus-wide theme for the year, which was the rollout of Derby’s Portrait of a Graduate.

The Portrait of a Graduate exercise gathered extensive input across our community throughout the 2023–2024 school year with a goal of defining the School’s mission through key descriptors based on student outcomes. This goes beyond test scores to measure success and student achievements, capturing the core values the School aims to instill in each student, always with both mind and heart at the forefront.

Gathering of Thanks

LAST NOVEMBER, the Derby community gathered for the fourth annual Gathering of Thanks to share about the meaning of gratitude, express our thanks to Veterans, and highlight how students are embodying our Portrait of a Graduate characteristics. The gathering concluded with Grade 6 students performing “The Circle of Life” as a preview of their musical rendition of The Lion King.

Derby Fair

LAST FALL, the community enjoyed a beautiful day at the annual Derby Fair filled with rides, food trucks, arts and crafts, and games. 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 Thanksgiving break, Derby welcomed over 300 Grandfriends to campus for a fun community event. Guests enjoyed heartwarming performances in Larson Hall followed by classroom visits to get an inside peek into how students spend their day.

Winter Term

FOR ONE WEEK each December during Winter Term, typical homework and assessments are placed on hold for a unique teaching and learning experience. During this time, Upper School students are engrossed in their Winter Term Studios, allowing them the opportunity to take a deep dive into one or more of the United Nations Sustainable Development Goals, and encouraging them to think globally while acting locally.

Winter Term Studios are crafted to include a concentrated classroom study of a specific sustainability topic and field trips to local organizations addressing these goals. These studios culminate in a creative student-led project that addresses the issue they explored.

Some of the Studios and their corresponding field trips were:

Call of the Wild: Developing the Awareness to Care Visit to Walden Pond in Concord

Ethical Threads: Unraveling Fast Fashion’s Toll on Our Planet and its Workforce Visit to Boott Cotton Mills Museum’s immersive experience “Workers on the Line” in Lowell

On Purpose: The Meaning of Life, Spirituality, & Sustenance Visit to Wessagusset Park in Weymouth and the Wompatuck State Park and Old Ship Church/Meeting House in Hingham

Reclaimed Wood: Repurposing Stage Building Materials Visit to A.R.T. Scene Shop in Cambridge

Through the Lens of You: Photography and Identity Visit to Christopher Columbus Waterfront Park

Winter Concerts

STUDENTS AND FACULTY

celebrated the winter season with singing, music, and dancing during their 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 “Peace of the Season.”

Pep Rally

DERBY HOSTED its 2nd Annual 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.

The Lion King

GRADE 6 students put on a spectacular performance of The Lion King last November! Students showcased incredible artistry and talent as they brought the Disney classic to life. Featuring creative costumes and set design, Derby productions truly show the power of hard work, dedication, and teamwork to reach artistic goals.

The Little Mermaid

LAST MARCH, Grade 7 and 8 students put on an entertaining performance of The Little Mermaid. Featuring detailed costumes, creative set design, and impressive staging, the production showcased talented students and the magic of the Derby Arts Department.

Middle School Spring Concert

IN MAY, Grade 4 and 5 students performed at their Middle School Spring Concert. The Bands, String Ensembles, and Chorus all performed, showcasing the results of their hard work and dedication throughout the year. The night featured wonderful music performed by students shining on the Larson Hall stage.

Arts Morning

IN MAY, the Primary and Lower School Arts Morning celebrated the visual and performing arts of Pre-K to Grade 3 students. Visual art adorned the walls of the Brown Art Gallery and filled the Lewis Dining Hall for families and peers to admire. Pre-K and Kindergarten students performed Peter Rabbit and Rainbow Fish 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 night 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 evening concluded with a band and strings concert performed by our talented students in Grades 6–8.

DownBeat Awards

WE'RE tremendously proud of our dedicated Grade 8 students Jack Murphy, Benji Stuart, and Charlie Hux of The Derby Dynasty Trio for winning two of DownBeat Magazine’s 2025 Student Music Awards! These prestigious annual awards—launched in 1976—recognize student musicians and groups across ages from around the world.

The Trio won the Blues/Pop/Rock Group Award, and Jack won the Blues/Pop/Rock Soloist Award. This marks the fourth consecutive year that students from Derby Academy have won the DownBeat Magazine Awards. Huge congratulations to our students for this impressive accomplishment!

Field Day

THE DERBIES AND TOPPERS had a day of friendly competition as they went head-to-head during the annual Field Day in June. Students participated in the sack race, egg and spoon, obstacle course, hurdles, long jump, and tug-of-war to name a few. The energy, spirit, and enthusiasm were high, and most of all, the sportsmanship, was outstanding. At the end of the day, the Toppers won for the third consecutive year in a row! Our Primary and Lower School students also had a blast during their Field Day activities in May.

Foley Prize

By Maggie Driscoll ’25

THIS PAST YEAR, I was named the 2024 recipient of the Edward R. Foley Citizenship Prize, awarded annually to a student in the seventh grade who is given the responsibility to raise awareness and support a cause of their choice during their eighth-grade year, and, as the award suggests, to “create positive change” around Derby and the broader community. As the recipient, I chose to support the non-profit organization Soles4Souls, which focuses on donating new and used shoes to families in need worldwide—a choice inspired by my late grandmother who founded a similar organization. Throughout the school year, numerous successful events were held to raise awareness around the need that exists for shoes.

Last September marked the beginning of the efforts with a week-long shoe drive that brought in over 2,000 shoe donations thanks to the generosity of Derby families. Later that fall, I organized a shoe packing event where every member of the eighth grade counted, sorted, and boxed the donated shoes for shipping. It was truly incredible to see my fellow classmates unite to rally around such a meaningful cause. The Derby community, once again, shone throughout the spring in another week-long shoe drive, surprisingly competitive shoe guessing games, and, to wrap it all up, one last eighth-grade packing event. As a result of our selfless service work and heartfelt contributions, the Derby community collected a whopping 3,826 shoes for individuals in need across the globe. This is an incredible accomplishment, and I am beyond grateful for all of Derby’s help. Without this community this achievement would not have been possible, and no thank you will ever be enough.

Very few people actually know the impact shoes have. Shoes allow individuals to participate in sports and after-school activities, walk unhurt, and feel like they fit in. Children growing up should not be hindered by a lack of proper footwear from participating in everyday activities, yet the reality is that many children across our country and around the world grow up that way. My hope was to bring the Derby community together through donations and events to help reverse that reality, and we truly rose to the occasion.

Athletics

By Chris Travis, Assistant Athletic Director

THIS YEAR marked one of the most successful seasons in recent memory for our Athletics program, filled with effort, enthusiasm, and an undeniable sense of team and school spirit. With 13 interscholastic programs and three non-competitive offerings—Fitness and Games, Sports Training, and the Introduction to Drama—our 20 teams participated in 155 athletic contests this year, guided by 31 dedicated coaches. Two of our teams even accomplished undefeated seasons! The year was also filled with memorable events including several fall and spring Fan Games that kept that school spirit high and gave students, families, and staff plenty to cheer for while bringing our community together. With a very successful spring season of 35-11-1, our teams finished 8558-12 over the 2024–2025 school year. A fall highlight every year is our Spirit Elections, where eight total captains were elected. Toppers: Emma Byrne, Isabelle Dwyer, Grae Guenther, and Brayden Huber. Derbies: Johnny

Heller, Sierra Holmgren, Georgia Leary, and Jack Murphy. With only 16 players rostered in Girls’ Soccer, our girls had the challenging task of taking on both JV and Varsity schedules. Participating in many contests with not a lot of subs, the girls finished with a respectable 5-41 record.

In the winter season we created a new offering, Winter Drama, which was a big hit with 19 participants! The featured highlight was our first undefeated team of the year (8-0), JV Boys’ Basketball.

The Derby Hockey team hosted and won the 8th annual Polar Bear/North Pole game against Thayer. Other notable team records included Hockey’s 8-1-2, Boys’ Varsity Basketball 8-3, and our Girls’ Basketball program was very popular—for the first time since 2020, Derby rostered three teams.

The spring was one of the most successful spring seasons in recent years with an all interscholastic team record of 35-11-1! The Girls’ Varsity Lacrosse team went undefeated at 7-0, and Varsity Baseball (7-2) had an incredible team batting average of .321—captain Brayden Huber threw a complete game no hitter! Softball

had one of its best seasons ever with a record of 8-1, led by pitcher Ellie McCarthy who routinely topped off at 55 MPH.

We wrapped up the 2024–2025 Athletic Season with our Spring Sports Assembly. Seven student-athletes were recognized for Spirit Awards, the highest honor in our program. The Susan Feins Award for Courage & Determination was also presented.

As the curtain falls on a remarkable athletic year, we celebrate the dedication, perseverance, and achievements of our athletes, coaches, and supporters who made this season one to remember. From recordbreaking performances to moments of true sportsmanship, this year has not only brought success but also strengthened the foundation of our program. As we look ahead, we are filled with excitement and confidence for what the future holds. With a continued commitment to excellence, growth, and teamwork, our program is poised to reach even greater heights in the seasons to come. Go Derby!

Last Chapel

By Bridget Conway, Communications Associate

MIRRORING FIRST CHAPEL at the start of the school year, Last Chapel is a favorite tradition among the Derby community. It is time set aside to honor the academic, artistic, and athletic achievements of departing Grade 8 students and to recognize the accomplishments of faculty and seventh graders over the course of the year.

On the evening of June 9, 2025, Head of School Dr. Colleen Ramsden welcomed students, faculty, staff, Board of Trustees, and families to Larson Hall, celebrating how the eighth graders “have led with warmth, worked with heart, and lifted our community

through [their] kindness and example. [They] have set the tone for our school in all the best ways.”

Beloved Kindergarten teacher Ms. Kristen Marsico recognized the Derby Lifers—students who have attended Derby Academy since Pre-K—by remembering their earliest days as “wide-eyed, curious four-year-olds” and acknowledging the “remarkable young people” they have become. The Lifers then presented the Grade 8 Gift: a renovation of the Science Center Gallery. They hope this improvement “honors the connection between Derby’s past and future.”

Athletic Director Mr. Paul Daly and Dr. Ramsden presented the E. Brooks Robbins Coaches Award and the Thomas J. Waters Prize to Mrs. Erin DeMello and Dr. Susannah Murphy, respectively, for their “excellence, dedication, and…deep belief in [the Derby] mission.” Mr. Daly praised Coach DeMello for the way her practices are “purposeful, organized, and tailored to the needs of each individual on the team,” and Dr. Ramsden celebrated Dr. Murphy’s “remarkable blend of intellectual curiosity and quiet conviction.”

Book Awards were given to students in Grades 7 and 8 who earned a yearlong average of 90 or above in each of the five academic subjects, followed by awards for citizenship, specific

academic subjects, the arts, and athletics among eighth grade students. The Grade 8 Spirit Awards, honoring the students who best exemplified the Derby Spirit in athletics through sportsmanship and character building, were awarded to Sierra Holmgren, who, Mr. Daly shared, “led by example with positivity, encouragement, and an unwavering team-first mindset,” and Jack Murphy, who, President of the Board of Trustees Mr. Camuso shared, “doesn’t just participate in what he does but immerses himself fully…rais[ing] the level of everyone around him through his actions and quiet leadership.”

The highly anticipated announcement of Maggie Driscoll and Johnny Heller as the Derby Day Parade Marshals—the two top-ranked members of the Grade 8 class—was met with great applause. A showing of the heartfelt Faculty Tribute to the Class of 2025 concluded the Last Chapel proceedings—a touching reminder of the sincere relationships between faculty and students that define the Derby experience.

LAST CHAPEL AWARDS

E. Brooks Robbins Coaches Award

Erin DeMello

Thomas J. Waters Prize

Dr. Susannah Murphy

Edward R. Foley Citizenship Prize

Eleanor Levy '26

Elvira Butterworth Prize for History

Luke deLaar '25

Janet Evans Fuller Prize for Excellence in Science

Will Sipes '25

Francis Ranieri Mathematics Award

Johnny Heller '25

Wheelwright Family Prize in English

Maggie Driscoll '25

Madeleine Stuart '25

Michael J. Connelly Latin Prize

Evelyn Vanderweil '25

Martignetti Prizes in Modern Languages

Abby Hutchinson '25

Madeleine Stuart '25

Coyle-Driscoll Art Prize

Landon Drew '25

Zildjian Music Award

Grae Guenther '25

Jack Murphy '25

Thalia McMillion Theater Award

Cole Pantaleo '25

Grade 8 Parade Marshals

Maggie Driscoll '25

Johnny Heller '25

Susan Feins Award

Kiley Kadzielski '25

Head of School Pennant

Chapin Carter '27

Luke Holmes '27

Derby Family Connect Minor Banner

Eleanor Levy '26

Connor Rodday '26

Trustees Major Banner

Sierra Holmgren '25

Jack Murphy '25

Derby Day: Beloved, Rain or Shine

By Bridget Conway, Communications Associate

RAINY DAYS. They have a tendency to dampen the mood, shepherd in disappointment, and ruin plans. Nothing, however, could take away the excitement, joy, and pride of the Class of 2025 as they celebrated their very last Derby Day.

The day began with the Derby Day Choral Concert, during which students of all ages celebrated the year and the School’s graduates through song. Head of School Dr. Colleen Ramsden greeted the community and introduced the performers, sharing, “The voices you’ll hear represent more than preparation—they reflect creativity, courage, and collaboration. They are a testament to what is possible when young people are supported, inspired, and given the chance to shine.” All performances were heartwarming, and it was especially touching to hear the Pre-K to Grade 3 singers dedicate their performance of “Go Be Awesome,” and the Middle School Chorus dedicate their performance of “Lanterns,” to the eighth graders.

As the student body, faculty, and staff processed down Fearing Road to New North Church, families lined the sidewalks, cheering students on and handing out umbrellas in a very memorable—and rather soggy— honoring of the beloved tradition.

Parade Marshals Maggie Driscoll and Johnny Heller, the top-ranking graduates in academic achievement, led the procession carrying the Derby

Baton, a symbol of scholarship and leadership passed down through generations of Derby graduates since 1869.

Settled into their seats at New North Church, eighth graders were met with beautiful messages from students in the Lower School, delivered by Dr. Ramsden. “Always be kind—even to people you don’t know.” “Make new

friends, but keep the old ones.” “Tell them we believe in them, and we love them.” A moving reminder of the powerful bonds Derby students across divisions share.

Following the singing of the Derby Hymn, Grade 8 students Jack Murphy, Grae Guenther, and Maggie Driscoll addressed their class and the gathered community. Jack posed the question,

“What does your voice mean to you?” and determined that it is the way Derby teaches its students to use their voices to lead that is most important. Grae shared a delightful list of statistics about the Class of 2025, reminding her peers of the deep friendships and great memories they made at Derby. Maggie told her Derby story—one of finding her voice—and celebrated the individuality of all of her classmates.

The Madam Sarah Derby Pin and Academy Pin—the highest distinctions the School confers upon its graduates— recognize the girl and boy from the graduating class who most fully embody the values of the Derby community. Described by Dr. Ramsden as “diligent, hard-working, honest, inclusive, artistic, athletic, and above all, kind,” Grae Guenther was awarded the

Madam Sarah Derby Pin, while Johnny Heller, “a force for good on our campus, and…an exceptional role model for our younger students,” was awarded the Academy Pin.

The Derby Day Lecture, a tradition that dates back to 1791, was delivered by Father Matthew Norwood, Pastor of Saint Joan of Arc Parish in Westwood and former parochial vicar at Hingham Catholic Parishes. Father Matt shared a story from his mission trip to Peru, where he saw firsthand that having material things is not the key to true

happiness. He encouraged graduates to lead generous lives, and remember those intangible things which are most important, for they are what will fill our hearts with true joy.

So yes, it rained. Yes, it would have been lovely if it hadn’t. It would serve us well, however, to remember that rain symbolizes renewal, abundance, and good luck in many cultures. The Class of 2025 was sent off with all of these gifts from their families, teachers, friends, and even nature itself; what a special conclusion to a spectacular year.

MATRICULATION—CLASS OF 2021

Bath University, UK

Bucknell University

Colby College

College of the Holy Cross

Connecticut College

Embry Riddle Aeronautical University

Fairfield University

Georgetown University

Loyola Marymount University

Middlebury College

Northeastern University

Parsons School of Design in NYC

Providence College

Santa Clara University

Syracuse

Tulane University

University of Denver

University of Massachusetts

University of Vermont

Wake Forest University

Archbishop Williams

Boston College High School

Brooks School

Cape Cod Academy

Deerfield Academy

MATRICULATION—CLASS OF 2025

Dexter Southfield School

Duxbury High School

Hingham High School

Middlesex School

Milton Academy

Norwell High School

Tabor Academy

Thayer Academy

Walnut Hill School for the Arts

Xaverian Brothers High School

Derby Council Reception

LAST FALL, the Derby Council gathered at Old Derby for its annual reception. Director of Advancement Kristin Donelan thanked the group for their important role as Derby ambassadors and their contributions toward last year’s fundraising successes. Head of School Dr. Colleen Ramsden shared updates from campus. This group assembled again in May for a “State of the School” address and conversation.

The Derby Council is a group of former trustees, alumni, parents of alums, and former faculty that value and promote Derby’s mission, core values, history, traditions, and future growth. Members of the Council serve as ambassadors, make Derby a philanthropic priority, and provide expertise and experience to foster the growth of the school.

Turkey Day Panel and Reunion

AN ANNUAL TRADITION, the Turkey Day Panel offers Grade 8 students the opportunity to hear from high-school-aged alumni about their experiences graduating from Derby and their transitions to high school. Last November, we were thrilled to welcome back Class of 2024 students Desmond Butler, Mitchell Byrne, Liv Reinig, Charli Coyle, Sofia Eleuteri, and Hank Ader who represented some of the different types of secondary schools this year’s eighth grade class was considering. The alums shared what a typical day is like at their new school and answered a range of questions about schedules, academics, and social life. This alumni panel has become a wonderful tradition and is immensely beneficial to Grade 8 students as they prepare for their own transitions.

Following the panel, alumni from the Classes of 2024, 2023, 2022, and 2021 returned to campus to reconnect with friends and former teachers during the annual Turkey Day Reunion. We were thrilled to welcome so many alumni back to campus, making it our largest Turkey Day Reunion to date!

Leadership Reception

IN EARLY DECEMBER, we enjoyed celebrating and acknowledging the generous support of our many leadership donors during an evening reception at Tosca in Hingham. During the event, Lower School Head Mary Beth Murphy, Director of Teaching and Learning Sven Holch, and Director of Secondary School Counseling Jeff Natale spoke about the rollout of our “Portrait of a Graduate” and what it looks like throughout Derby’s grade levels. Leadership gifts at Derby range from $5,000 to $50,000 or more and make so much possible—from covering essential programs to investing in the innovation and progress that has always been our hallmark.

“Building authentic leaders has been in the DNA of this school since 1784 and has continued through 2024. I am so happy that the Portrait of a Graduate project has finally put a name…to all the great work that our teachers have been doing for so long.

When our eighth graders walk down the aisle of New North Church to receive their diplomas at the end of their time at Derby, I can confidently say that we have pushed each individual student to be an Authentic Leader, Empathetic Upstander, Confident Critical Thinker, Resilient Problem Solver, and Creative Innovator.”

Jeff Natale, Director of Secondary School Counseling

Secondary School Visits

DERBY was on the road last year, visiting alums at local secondary schools. In the fall, Mr. Natale, Mr. Andriole, and Mrs. Donelan enjoyed catching up with our recent grads over dinner at Middlesex School and lunch at Milton Academy. In January, we hosted a breakfast at Thayer Academy, where Mr. Daly, Mr. Travis, Mr. Natale, and Ms. Pyle enjoyed lively conversation with students.

Alumni Reception

BOSTON AREA ALUMNI gathered at the Bostonia Public House in April, coinciding with Derby’s annual Day of Giving which honors our founder Sarah Derby’s birthday. Meaningful conversation and connections were enjoyed by all!

Spring Golf & Tennis Tournament

WE ARE GRATEFUL to our community for supporting Derby’s Golf and Tennis Tournament on May 19 at Black Rock Country Club. Over $210,000 was raised in support of the reimagining of our historic Terry Library—a transformational project at the heart of our campus and community.

The Terry Library is far more than a physical space. It is a cornerstone of the Derby experience—a place where students explore new ideas, collaborate with peers, conduct research, and engage in meaningful learning. It’s also where faculty gather, community events are hosted, and important school conversations take place. This renovation is about creating a flexible, forwardthinking environment that reflects the way our students learn and connect today.

Thanks to the generosity of Derby parents, alumni, former parents, grandparents, friends, and community partners and sponsors, we are on track to complete the project this summer. We can’t wait to welcome students, teachers, and families into the vibrant and inspiring reimagined Terry Library this fall.

COMMITTEE:

Lauren and Matt Frazier, Co-Chair

Kate and Brett Holmgren, Co-Chair

Trevor Byrne

Chez and Stephen Coyle

Nora Decembrele

Jessica and Lou DeFranco

Britt Eck

Britt Gammell

Casey and Bryan Giudicelli

Kristy Kennedy

Laura and Chris Lawrence

Haley Nadas

Brooks Orpik

Lindsay Pugh

Rebecca Sharp

Stephanie and Chris Steele

Drew Thiel

Thank You to our Event Sponsors!

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

The Derby Academy Mind and Heart Society

DURING THE 2024–2025 school year, the Advancement Committee of the Board of Trustees underwent an exercise to rebrand Derby’s giving societies to better resonate with and inspire current and future donors.

The Derby Academy Mind and Heart Society giving circles described below are steeped in school history and focused on the future. These names reference pivotal dates, impactful people, a key object, and a beloved place that made Derby what it is today. The donors in these circles answer the call to make Derby all it can be for our children and these names honor their commitment and reflect our gratitude.

The names and their descriptions are designed to encourage committed philanthropists to level up their giving in order to increase their impact. While every gift to Derby makes a difference, bigger gifts open up greater opportunities—from covering essential programs to investing in the innovation and progress that has always been our hallmark.

The Sarah Derby Circle | $50,000+

Like our founder and benefactor, members of The Sarah Derby Circle make a legacy-building investment in educational excellence on the South Shore. And like Sarah Derby, these donors allow Derby to enact visionary solutions that will sustain our holistic academics, tuition assistance program, and historic campus for many generations to come.

The John Hancock Circle | $25,000–$49,999

John Hancock signed the Derby Academy charter as boldly as he signed the Declaration of Independence. The donors within this circle show the same enthusiastic commitment in their generous support of faculty excellence, signature academic programs, and our most treasured community traditions.

The 1784 Circle | $15,000–$24,999 Derby Academy set a new standard from the start—open to girls as well as boys and offering a depth of curriculum never before seen in New England. In this same founder’s spirit, members of The 1784 Circle make their gifts to encourage innovation and opportunity at Derby.

The Burditt Circle | $10,000–$14,999

The move to our Broad Cove campus from Old Derby was a leap of faith made possible by donors of courage and optimism for the future. Burditt Circle gifts allow Derby Academy to set and achieve more ambitious goals.

The Broad Cove Circle | $5,000–$9,999

Every school day, Derby Academy students look out over the waters of Broad Cove and dream big dreams. Donors within The Broad Cove Circle believe in those dreams and have deepened their philanthropic support to give with greater impact.

Philanthropic Recognition

Derby Founders Circle | $100,000+ Lifetime Giving

Donors whose contributions to Derby Academy over time total $100,000 or more demonstrate a true founder’s spirit: the vision to act today in order to transform tomorrow. The extraordinary generosity of Derby Founders does so much more than strengthen our school. It sustains our tradition of philanthropy. These legacy-making gifts allow us to implement new levels of educational excellence—and inspire our greatest gratitude.

The Derby Charter Society | Legacy Giving

Sarah Derby willed her estate to the education of the children of Hingham in the Derby Academy Charter. Derby Academy was founded by a planned legacy gift that has transformed the lives of more children than Sarah could ever have imagined. The members of The Derby Charter Society generously dedicate a portion of their wealth to improving the hearts and minds of the children of the future.

Derby Loyal | Consecutive Giving

Donors stepping up for Derby Academy over five consecutive years (or more!) do more than improve minds and hearts—they inspire them. Just as our extraordinary educational program allows students to reach their fullest potential, consistent contributions create greater stability and opportunity for our school. All Derby Loyal donors, no matter the size of their contribution, are core to our culture of philanthropy. We see the impact of their dedication on students every day as we celebrate their giving milestones over time.

If you are interested in joining the Mind and Heart Society or would like more information, please contact Kristin Donelan, Director of Advancement, at kdonelan@derbyacademy.org or (781)749-0746, ext. 130

Our Deepest Gratitude

THANK YOU to the many members of the Derby community who helped raise over $1 Million for the Derby Fund! This was the Derby Fund’s strongest year in our history, and we are deeply grateful to alumni, parents, grandparents, faculty, staff, and friends for supporting this year’s Derby Fund.

With the collective support of the Derby community, countless projects and programs have been made possible:

• Engaging academic programs across divisions and enriching educational experiences such as Winter Term, field trips, leadership opportunities, and visiting authors

• Renovations to our Kindergarten classrooms, Health Center, and Lower School Library, and air conditioning added to the McKelvey Gym

• Technology updates throughout classrooms including projectors, document cameras, speakers, and a new fleet of iPads

• Enhanced technology in Larson Hall including a new laser projector and updated booth equipment

• New 3D printers and corresponding material systems for our Innovation Center

• Tuition Assistance to support 18.5% of our students

• Over 40 professional development opportunities for our faculty, including conferences and webinars on topics such as play-based learning, social media and mental health, and teaching civil discourse to students

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

We look forward to sharing our Annual Report on Philanthropy in the early fall. The Annual Report recognizes the impact of philanthropy on our School and acknowledges our community members and their contributions to all fundraising initiatives.

CLASS NOTES ALUMNI

1950s

SHERB MERRILL ’53 writes: “After Derby, I attended the Kent School (’56) and Middlebury College (’60), joined the Army (’60–’63), then entered the financial planning industry (’64–’94). Been retired as long as I worked! Two children, three grands, and four great-grands. Wonderful life, wonderful wife—golf four times a week and lots of cruises. Thanks to Derby for an important start to all this!” In early June, Sherb was in the Boston area and drove through Derby’s campus.

CATHY SHANNON ’53 writes: “I was recently in Ireland where I gave a paper at the Irish Famine Summer School at Strokestown’s Irish Famine Museum. My paper focused on the valiant efforts of Cohasset residents to rescue victims of the Wreck of the Brig St. John which crashed on the Grampus Rocks on 7 October

’56 writes: “I am still at the Columbia School of Public Health doing research on preventing harm to children’s health from environmental pollution and climate change. This is a difficult moment for such research. I am very fortunate in my marriage, children, grandchildren, and wider circle of family and friends.” 1 2 3

4

1849. Although 99 Irish men, women, and children fleeing famine lost their lives, the fourteen survivors received care from generous local residents. Other highlights of this trip were a personal meeting with Irish President Michael D. Higgins and dinner in the Dail (Ireland’s Parliament) with TD Paul McAuliffe, the Fianna Fail whip. Visits with old friends and relatives in fine weather made it a memorable trip for me and for my nephew, Michael. Hope to go again in November.” #1

FREDERICA DRINKWATER PERERA

1960s

Pictured are Derby classmates MARION BREWER ’67 and VIRGINIA KNAPP CARGILL ’67 who, last winter, traveled to Magdalena Bay in Baja California, Mexico, on a Lindblad/National Geographic cruise to spot grey whales. In April, Marion and Virginia traveled to Colombia for several weeks. #2

1990s

BRAD CHAPMAN ’91 and Megan Berridge were married on September 22, 2024 in Harwichport, MA. #3

LIZ HURLEY ’94 and Jeff Modestino were married on October 26, 2024 in Newry, ME. #4

Pictured: Brad with Megan's parents, Gina and Bruce Berridge.

Thomas and ANNE THOMAE

HURWITCH ’99 welcomed Ingrid Hurwitch on October 29, 2024 who joins big sister Gretchen. #5

2000s

NED MINEVITZ ’00 and Molly Powers welcomed Franklin Lloyd Minevitz on January 14, 2025. He joins big sister Rose. #6

ELLEN COLLINS ’02 and Thomas Buckley are engaged.

Lauren Padovan and JOSIAH HATCH

’03 welcomed Theodore Hatch on December 8, 2024. #7

TAYLOR HAMILTON-TRUDEAU KOCH

’04 welcomed Peyton Layla Koch with husband Kevin Koch on February 3, 2025. Taylor writes: “Her older brother Mason couldn’t be more excited!” #8

Laura and JAKE MINEVITZ ’04

welcomed Elle Harriet Minevitz on August 17, 2024. She joins big sisters Georgia ’34 and Camilla. #9

BEN RILEY ’04 and Kelly Dones are engaged. A late summer wedding is planned.

Abby and MIKE ARGIRO ’05 welcomed Stella Jane Argiro on March 26, 2025. She joins big brother Frankie. #10

ALICIA BICKFORD-WEBB ’05 writes: “I’ve been practicing as a nurse in North Carolina for 12 years. I’ve made my home on Lake Norman with my long-time partner Matt, our three children—Brady (5), Adelia (3), and Luke (2)—and two dogs!” #11

Chris and BECCA NAHILL SIRIANNI

’05 welcomed Samuel Michael Sirianni in July 2024. He joins big sister Emilia. #12

5

Pictured (l-r): Great-grandmother Jane Cheever Carr ’50, grandmother Sally Carr Argiro ’77, Mike and Frankie, and aunt Alison Argiro.

Abby and JOHN WISBACH ’05 welcomed Windsor (Winnie) Abigail Wishbach in early May. She joins her big brother John, who turned one in April. #13

Rob and ELLIE CLAYTON HOFFMAN ’06 welcomed Sophie Pendered Hoffman in March 2025. Sophie joins her siblings, Callie and Beau. #14

Matt and MARY GINNS GENOVESE ’06 welcomed Brooke Genovese on July 20, 2024. #16

EMILY HINES ’06 and Hunter LaFond were married on September 13, 2024 in Cape Elizabeth, ME. #17

SCOTT EISEN ’06 writes: “I got engaged to my girlfriend, Taylor Tracy, on January 22, 2025 in Amsterdam, Netherlands. No date for the wedding, yet!” #15

HALSEY LANDON ’06 and Kelly Simmons welcomed Frederick Russell Landon on November 9, 2024. #18

JORDAN BERRY ’06C and Elise Fontes were married on November 30, 2024 in Scituate, MA. #19

Tom and KATIE BOYNTON BRANDT

’06C welcomed Chloe Amelia Brandt on October 14, 2024. #20

Connor and MOLLIE SCHEERER

PROCTOR ’06C welcomed Lucy Bond Proctor on January 2, 2025. #21

Kristin and JEFF CAVANARO ’07 welcomed Cameron James Cavanaro on October 10, 2024. #22

ANN MARIE HANABURY ’08 and Chad Britnell were married on May 3, 2025 in Key West, FL. #25 20 21 22 23 24 25 26 27

Matt and MARISSA DALY VOGAN ’07 welcomed Ellie Frances Vogan on August 8, 2024. Ellie now shares a birthday with her mother, Marissa. #23

Tyler and DANNY SEARS DONAHUE ’07 welcomed Anne “Annie” May Donahue on August 27, 2024. #24

MAUDE FUJII ’09 and Jade Wilcox were married on May 30, 2025 in Richmond, VA. #26

Mike and HALEIGH SMITH LOMBARDI ’09 welcomed Vaughn Tyler Lombardi on September 24, 2024 #27

OLIVIA SULLIVAN '09 and Andy Kim are engaged. A winter wedding is planned.

2010s

MATT CLAYTON ’10 and McGara DeWan are engaged.

BRIANNA CONNOLLY ’10 and Sean Nagy were married on February 8, 2025 in North Kingston, RI. #28

HARRY GIARRUSSO ’10 and Emma Boyd are engaged. A late summer wedding is planned.

SAVANNAH MORRISSEY MARTIN

LIU ’10 and James Liu welcomed Henry Robert Liu on April 2, 2025. #29

RALPH TEDESCHI ’10 and Sophie Bellamare are engaged. A June 2026 wedding is planned.

GARRETT FOWNES ’11 and Annabel Grunebaum are engaged. A late summer wedding is planned.

AUDREY KIRWAN ’11 and Stephen Krankin were married on June 6, 2025 in Gloucester, MA. #30

LUKE SULLIVAN ’11 and Maggie Canty were married in late June of 2024 at the Popponesset Inn on the Cape. #31

Sam and BECCA COLLINS DANIELS ’12 welcomed Ophelia Mae Daniels on May 30, 2024. #32

ELLORA RICH ’12 writes: “This fall I’ll be starting my PhD in Historical Linguistics at Harvard University. I wouldn’t be here if it weren’t for all the amazing Derby teachers who taught me to love language from such a young age. Thank you!”

EAMON OSMANSKI ’13 and Nicole Barrett are engaged. A fall 2026 wedding is planned.

CHRIS SCANLON ’18 writes: “Hi everyone! While walking in the neighborhood over March break, I was fortunate enough to chat with some of Derby’s faculty and administrators. Time passing is a strange thing, but I enjoyed connecting and reconnecting with new and familiar faces. I am currently wrapping up my junior year at Dartmouth and on campus, something I am very involved in (running operations) is a non-profit called Camp Kesem, a free summer camp for kids affected by a parent’s cancer diagnosis. In helping build Dartmouth’s chapter, I wanted to share this organization with the Derby Community and offer myself as a point of contact, thinking the resource may be of value to some members. I will always be grateful for the friendships and memories Derby provided, and I wish you all well!”

Pictured (l-r): The Sullivan family—Walter Sullivan ’79, Anita Comerford, Maggie, Mary Sullivan, Luke, Olivia Sullivan ’09, and Liam Sullivan ’13.

Congrats to all the Derby alums that ran in the 129th Boston Marathon in April 2025—what a tremendous feat!

A few highlights:

MADELINE MURPHY ‘12 (A) and JULIA TORREY ’19 (B) ran the marathon for the Brigham and Women’s Hospital Stepping Strong Marathon Team. The Stepping Strong Center, founded in the wake of the 2013 Boston Marathon bombings by the Reny family, whose daughter Gillian was severely injured by the attack. Grateful to the Brigham team for saving Gillian’s life, the Reny’s established the Stepping Strong Center that focuses on medical, psychological, and social strategies to address the impact of trauma and how to prevent it.

The father-daughter trio of OLIVIA GOMEZ ’13, ANTONIA GOMEZ ’17 (C), and Gabe Gomez P’13,’15,’17,’18 who ran for One Summit, whose mission is to build resilience and facilitate growth in pediatric cancer patients and their siblings through mentorship, experiential learning, storytelling, and community engagement with US Navy SEALs.

MIA MCLEAN ‘18 ran for The Look Foundation which gives grants to young adults struggling with PANS/PANDAS to help them get the support and care they need and deserve.

Additional runners included: TARA DIAB ’78 for Dana Farber Cancer Research; TARA CALLAHAN DRISCOLL ’88 (D), who not only ran the marathon in Boston but six days later ran in the London Marathon; JANE MELLORS LEBEL ‘00; and TIM GIARRUSSO ’08 running for Team IMPACT, Inc. who matches children facing serious illness and disability with college athletic teams, fostering some of the most meaningful relationships for the kids, their families and the studentathletes—a simple concept, with life-changing results.

2020s

BEN MERRILL ’20 had an exciting year in his evolving ice hockey career. Not only did he finish up his senior year at St. Sebastian’s School, but he played forward in 50 regular season games for the Penticton Vees in the British Columbia Hockey League. Ben started in Hingham’s Youth Hockey “Learn to Skate” program when he was young, and spent a lot of time on the rink in his backyard and running through his house playing knee hockey. Once Ben developed his skills, he signed up for Hingham’s Cross-Ice program, playing for the Hingham Canadiens. In August 2024, he was selected in the sixth round (166th overall) of the National Hockey League Entry Draft for the Montréal Canadiens. From an interview last August in the Hingham Anchor, Ben said, “I know that I have a lot of work to do before I’m ready to play for the Canadiens. So, my focus is just on trying to improve and get better every day.” Ben is thankful for the support from his family throughout his playing career. His father introduced him and his siblings to the game, and his mom spent countless hours driving to and from the rink, all while making sure he stayed on top of his schoolwork. Later this summer, Ben will be a freshman at Boston University playing ice hockey for the NCAA Terriers in the 2025–2026 Season.

In June, SAM ACKERMAN ’21 graduated from Hingham High School with honors in tech engineering, receiving special recognition for building the podium used for graduation. Sam will attend Santa Clara University where he will be rowing on their Division 1 rowing team and studying in the Leavey School of Business’s innovation and entrepreneurship program. #33

FACULTY

In August 2024 former Derby faculty and acapella singers (known as the Derby Blues when signing together while teaching at Derby) ROB CRAWFORD, NAT DAMON, and CARL SCHWABER caught up in Boston—thirty years after their first meeting! #34

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

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

The Derby Fund creates opportunities that empower our students to discover the joy of learning and build 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 Derby is able to continue to Improve Both Mind and Heart each school year.

Support the 2025–2026 Derby Fund today!

In Loving Memory IN MEMORIAM

HENRY (TOM) BOURNE ’42

HENRY DAY ’46

ROBERT TREAT ’47

CHARLES SAFFORD ’48

DIANE HUNT THOMAS ’48

MARY FRASER PIZZELLI ’49

HARRY PARKER ’54

THOMAS GORMLEY ’57

GEORGE HAWKINS ’57

JUDY BARNES WOOD ’58

MIND // HEART

“IMPROVE BOTH MIND AND HEART” is woven into every aspect of the Derby experience—from sparking curiosity through hands-on learning projects in the Lower School to building heartfelt connections at Middle and Upper School Field 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