Fay Magazine Fall 2012

NON-PROFIT ORGANIZATION US POSTAGE PAID SOUTHBOROUGH, MA PERMIT NO. 4

FAY

Fall 2012

MAGAZINE

48 Main Street Southborough, MA 01772 Tel: 508.485.0100 and 800.933.2925 Fax: 508.481.7872 www.fayschool.org

If you receive duplicate copies of Fay Magazine, or a copy for your son or daughter who has established a separate permanent address, please let us know at 508.490.8207, or email slevine@fayschool.org.

In this issue: Our Schoolwide Theme: Be Creative!

Brandon Bush ’88 on Creativity and a Life in Music Innovation in the Classroom: Ninth Grade iPads

Why We Give: Q&A with Andy and Katie Long, P’22 If you want to know about life at Fay, take a few minutes to talk with faculty members Andy and Katie Long.

They’ve got it covered.

Andy is in his 16th year at Fay; Katie is in her 12th year.

They met on campus when Katie came to Fay in 2001, married in 2005, and have two daughters: Hannah, five, and Ellie, two.

Between them, they have a hand in almost every aspect of life at Fay. Katie teaches math in the Upper School and drama in Lower School, and she

directs the Upper School drama productions. Andy teaches fourth and sixth grade science and coordinates a school-wide sustainability and recycling program. Andy served as Director of Residential Life for many years; today both Katie and Andy are dorm parents, providing care and guidance for the seventh grade girls who live with them in the Village Dorm.

And last year, they added another role to the list—Fay parent—when their daughter Hannah joined Fay’s Class of 2022 as a Pre-K student.

How has your role changed over the years?

KATIE: I’ve always taught math and run the drama program in the Upper School, but this year we’ve expanded by incorporating drama classes into the Lower School. Students now meet for classes that include improv activities and cooperative games. The goal is for students to build confidence and develop public speaking skills while learning the technical and artistic elements of drama.

ANDY: This marks the first year that I’ve taught science in the Lower School, after working as a teacher and administrator in the Upper School. I love working with younger students, and I love the curriculum —there are many handson projects that focus on innovation and problem solving and that immerse students in the engineering design process.

I’m especially excited about our sixth grade robotics unit.

What is it like being a parent and a dorm parent?

KATIE: It’s an overwhelmingly positive experience. We love that our daughters grow up around Fay students, and we find that the boarders enjoy spending

time with their Fay “siblings.” Our children get to meet students from all over the world and we are able to experience a real family feeling in the dorms. It’s one of the reasons we decided to enroll Hannah at Fay.

Why do you give to the Annual Fund?

ANDY: The residential life part of our

ANDY: Because we are immersed in so

jobs is important to us because of the value we place in building and sustaining community. There are very real connections here among the adults, the students, and the families. We feel supported by our colleagues and by the School.

KATIE: When we give, it’s our way of saying that we believe in in this place, and that we support Fay’s mission. many parts of school life, we know firsthand how important the Annual Fund is in making possible all the things we do with students. I’m committed to doing anything I can to help the School be more effective today and in the long run.

Contents 2 Why are these athletes so happy?

Find out on page 26.

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Fay School Magazine © 2012

Fay School 48 Main Street Southborough, MA 01772-9106 Phone: 508.485.0100 Fax: 508.481.7872 www.fayschool.org

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Mimi Larrieux ’15 and Arielle Chin ’21.

Upper School Update: Ninth Grade iPad Launch

Technology fosters creativity in the Upper School with a new 1-1 iPad program

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A Vision for Fay School’s Future: The Strategic Plan Class Notes

In this issue: a poetry award, a Fulbright scholar, a Navy Seal, a run for office, and the latest installment in the Great Library Book Mystery

Stephanie Levine Nicole Casey Publications Associates

On the cover:

Lower School Update: Math, With Heart (and Art)

How Fay’s sixth graders brought together community service, math… and comic strips

Erin Ash Sullivan Editor, Director of Communications

Photography Tyler Auer Rob Crawford Ellen Harasimowicz A.J. Purcell III ’77 Erin Ash Sullivan

Primary School Update: Read All About It!

A sneak preview of the second grade newspaper

Kathryn Gaska Director of Constituent Relations

Magazine Design Michele Page Design Communication

Feeding the Creative Spark: Fay’s Innovation Grants for Teachers

What they did on their summer vacations: Fay’s teachers collaborate on exciting new curricula

Gail Duffney Cirillo Director of Annual Giving

Rob Crawford Director of Marketing and Public Relations

Don’t Wait for the Muse: Brandon Bush ’88 Reflects on Creativity, Collaboration, and a Life in Music

From Mrs. Gamble’s music classes to sold-out concerts for Train and Sugarland: Brandon Bush tells us what it takes to make a life as a working musician

Robert J. Gustavson, Jr. Head of School Marie R.B. Beam Director of Advancement

Head’s Notebook: A Conversation About Creativity

Head of School Rob Gustavson and Assistant Head of School David Liebmann explore how creativity in teaching and learning support Fay’s mission and longstanding traditions

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2011-2012 Annual Report

Also in this issue: 4 Fay in Brief 18 Eighth Grade Day of Service 20 Fay Welcomes New Administrators

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22 Campus Scrapbook 24 Sports Spotlight 42 In Memoriam 67 Why We Give: Andy and Katie Long

Head’s Notebook: A Conversation About Creativity This year’s school-wide theme is “Be Creative!” To that end, Head of School Rob Gustavson and Assistant Head of School David Liebmann facilitated a conversation about creativity and student learning at a meeting for the Friends of Fay this fall.

Head of School Rob Gustavson

The following excerpts from their conversation include reflections on how Fay’s traditional approach to excellence provides the foundation for an innovative academic program that embraces creativity across the disciplines.

On creativity as “design thinking” Rob: When we talk about creativity, we’re defining the term broadly. Certainly creativity is central to the arts, and we’re highlighting creativity in music, drama, and the visual arts this year. The arts are a very important part of who we are as a school. But we also want students to understand that all of us have opportunities to be creative in every aspect of our lives by approaching problem solving in a thoughtful way. Fundamentally, creativity is about taking on a challenge and making something that wasn’t there before. This can be a physical thing, but it can also be an idea, an approach, or a solution.

David: This year we’re talking a lot about design thinking. This relates to how we look at our environment and observe how things work. With design thinking, we ask, “How can we make things better?” and creativity comes into play as we generate alternatives and solutions. It’s a strategy that works in multiple contexts, from the arts to math and science.

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Rob: Our campus, for example, reflects a huge amount of creativity in planning and design. The Primary School is a particularly good example; it’s the result of conversation and close collaboration.

The physical structure emerged from a process that was focused on the program we wanted to provide and the lives of the children and faculty who would inhabit it.

On supporting faculty creativity Rob: As a faculty, we’ve been talking about the creative process and considering steps we can follow to think like designers. Creativity is not always about divine inspiration. Inspiration can be a component, but more often creative effort is the result of careful thought and planning. Our goal is to create conditions throughout the School so creativity can thrive.

Among faculty and administrators, creative problem solving is happening all the time. Once our teachers understand that they’re freed up from some of the constraints that teachers in some other schools face, they begin to think more creatively about lesson design and implementation.

David: Another question we are constantly considering as

Fundamentally, creativity is about taking on a challenge and making something that wasn’t there before.

This can be a physical thing, but it can also be an idea, an approach, or a solution.

David: Last summer, we offered faculty Curriculum Innovation Grants that provided funds for teachers to spend extra time creating new academic programs. Seventeen teachers took advantage of this opportunity and worked together across grade levels and disciplines to develop new projects (see page 10 for more on Fay’s Innovation Grants).

We’re also supporting faculty creativity with our upgrades to technology and technological support—in particular, with the launch of the new ninth grade iPad program. Teachers can use the technology as a springboard for learning and design lessons that meet our students’ needs in meaningful ways. For example, ninth graders recently read The Catcher in the Rye. To help them imagine how Holden Caulfield’s life as a teenager in 1952 compared with their lives today, teachers challenged students to create an imaginary Facebook profile for Holden.

On creativity and courage Rob: The creative process requires courage. You have to be willing to experiment and take risks. It’s also an iterative process because you might not end up with the right result the first time around. This raises a broader question: to what extent do we encourage both students and teachers to make mistakes in the name of improvement? We can’t just tolerate mistakes—we have to develop an openness and willingness to make mistakes as part of the learning process.

It reminds me of something I would often say to my players during skating drills when I coached hockey: “If you never fall down, you’re not trying hard enough.”

a faculty is: How do we create a culture of appropriate risk taking while also valuing achievement? We want students to strive to achieve at a high level while also being willing to put themselves on the line. That’s where our core value of Earnest Effort comes in. We want to support and encourage Earnest Effort and the idea that students are always focused on doing their best. You can see this mindset in action in Lower School math classes, where students are encouraged to solve problems creatively. Lainie Schuster celebrates those students who come up with a new and different way of solving the problem that she hasn’t even thought of.

On the creative tension in Fay’s tagline, “Where tradition meets innovation” Rob: Innovation is something of a buzzword these days— everyone likes to say that they’re innovative. Although innovation means “making something new,” for us something new is not enough—it needs to be something better.

As a school that values tradition, we try to stay grounded as we innovate. We have found that what works best is the productive, creative tension that exists between tradition and innovation. We can look to the past and value the things we do well as a school and that make us who we are—our core values, our expectation of excellence, our community spirit.

And at the same time, we are always thinking about how to improve and make things better using the best resources available to us.

That ongoing challenge is a large part of what makes it fun for all of us to work at Fay.

Assistant Head of School David Liebmann

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Fay in Brief Fay Welcomes Record Number of Boarding Students Fay welcomed a record number of boarding students to campus this year, with 120 boarders hailing from 21 countries.

According to Beth Whitney, Director of Admission, demand for Fay’s international boarding spots is high, and the applicant pool continues to be very competitive; this is due to Fay’s excellent reputation abroad for its academics, athletics, and residential life programs.

secondary school. And, as usual, word of mouth continues to be the best way for Fay to bring students to campus. “We are pleased with our geographical diversity

and want to continue to cultivate it,” Beth says. “We would love for parents to spread the word about Fay on their international travels.”

Everyone at Fay benefits from the diverse boarding population, Beth notes. This fall, Lara Gleason, Fay’s new Director of Residential Life, inaugurated a “Host a Boarder” evening, where Fay families across the grade levels welcomed a boarder into their home for dinner. And at Upper School Morning Meetings throughout the fall, international students are sharing short presentations about their home countries.

The popularity of the boarding program has led some day students to “try out” boarding as a possible option for their ninth grade year, in preparation for

Fay Introduces Squash Program This winter, Fay is launching a squash program as an exciting new addition to its regular athletic options for grades 7-9. The competitive and instructional program is a partnership between Fay and Dover Squash Academy, a full-service squash and fitness club in nearby Natick.

From November through February, Fay’s squash athletes spend five afternoons per week at Dover Squash Academy’s new, state-ofthe-art facilities, where they receive instruction from Dover Squash Academy’s national championship-winning pros and are supervised by Fay coaches.

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Each afternoon practice includes one-on-one instruction from a world-class squash professional, court time, and fitness training.

Members of Fay’s squash team also compete in matches based upon the skill level of the players.

“We’re really excited about this new addition to our athletics program,” says Director of Athletics Rob Feingold. “The level of personalized instruction will allow our squash athletes to improve their skills and challenge themselves at a high level.”

FAY IN BRIEF

A Community of Learners: Parent Workshops at Fay

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he best way to model lifelong learning? Be a lifelong learner! With this principle in mind, Fay has offered multiple opportunities this fall for current parents to enrich their understanding of child development and get involved in the learning process.

• In November, Head of School Rob Gustavson once again offered a book discussion group for parents, with a selection in keeping with Fay’s school-wide theme, “Be Creative!” The book, Creating Innovators: The Making of Young People Who Will Change the World, by Tony Wagner, presents a rationale for developing an innovation-driven economy and explores how adults can help young people develop skills to support innovation.

• Head of Primary School Anne Bishop collaborated with the Primary School reading specialists and speech and language pathologist to offer “Literacy for Young Learners,” a free parent education series that was also open to the public. Over three workshops offered in October and November, the panelists focused on how children learn to read and offered hands-on activities for parents to use at home with their children.

• Lower School parents were invited to participate in book discussion groups for parents, students, and teachers as part of the annual One School, One Book Project. See the following article for more information about this learning opportunity.

One School, One Book, Part Two: Lower Schoolers Share the Joys of Reading Fay’s lower school students participated in the second annual One School, One Book project— a division-wide endeavor where all students in grades three through six read and discuss the same novel. This year’s selection was The Seven Wonders of Sassafras Springs, a novel by Betty Birney about a small-town boy with a longing for adventure, and what happens when he looks for "seven wonders" close to home.

As in previous years, everyone in the Lower School got involved with the project, with teachers in every discipline contributing their expertise for projects that brought the book alive for the students. Head of Lower School Lainie Schuster took advantage of multi-grade gatherings during lunch to pose questions and share

reflections about the story. Parents were part of the process, too, with parent-teacher-student literature discussion groups as well as parent-teacher literature discussion groups. A highlight of the unit was a live Skype session with author Betty Birney, who spoke about her story and answered students’ questions.

Lainie has continued to love the high level of engagement and enthusiasm for One School, One Book. “It warms my heart as the children wander into my office to tell me about the conversations they had the night before with their moms and dads while they read,” she says. “My plea to all families everywhere is that they never underestimate the power of reading together as a family.”

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DON’T WAIT FOR THE MUSE: BRANDON BUSH ’88 REFLECTS ON CREATIVITY, COLLABORATION, AND A LIFE IN MUSIC

by Erin Ash Sullivan

RAISE YOUR HAND IF YOU LISTED SOMETHING LIKE THIS AS YOUR DREAM JOB WHEN YOU WERE A TEENAGER: SONGWRITER. STUDIO MUSICIAN. RADIO DJ. ROCK STAR. GUESS WHAT: SOME PEOPLE ACTUALLY MAKE THAT DREAM COME TRUE. AND BRANDON BUSH ’88 IS ONE OF THEM. Brandon is in fact all of these things: songwriter, studio musician, performer, and radio DJ. He was a member of the multi-platinum-selling rock band Train (“Drops of Jupiter” and “Hey Soul Sister”) and is currently playing keyboards for the country music duo Sugarland. He’s an in-demand studio musician who has performed on over 100 recordings, including 6 | Fay Magazine 2012

Grammy-nominated and winning releases by John Mayer, Sugarland, and Shawn Mullins. When he’s not on tour with Sugarland, he works as a songwriter, composer, and music producer for film, television, and other media. And he hosts a weekly radio show for AM1690, an eclectic radio station in his hometown of Atlanta, Georgia.

FEATURE

“You have to wake up every morning and make the active decision to be creative.”

For anyone remotely interested in a life of creativity, it would seem that Brandon has got it all figured out—how to make a living doing what he loves, creating and playing music. But he will be the first to tell you that his success certainly did not happen overnight—and that the day-to-day experience of being a working musician is often more about self-discipline, dedication, and collaboration than magical flashes of inspiration.

“Making music—both writing and playing—is a muscle,” he says. “The more you do it, the better you get. You have to wake up every morning and make the active decision to be creative.

You don’t just wait for the muse to show up.”

A FEW MEMBERS OF FAY’S FACULTY and staff trekked up to New Hampshire this past summer to see Sugarland perform at the Meadowbrook Pavilion. It was a perfect summer’s day to see an outdoor concert, and Brandon graciously showed the Fay contingent around backstage before the show.

Put to rest your preconceptions about the chaotic “rock and roll lifestyle” on the road. Brandon’s world on tour consists of 54 incredibly hardworking and professional musicians, technicians, and roadies who seemingly effortlessly mount an elaborate production in a new place every couple of days. The backstage world Brandon presented was a busy and focused hive of activity (where, it’s worth noting, the team was just sitting down to a tasty-looking organic meal cooked by Craft Services and planned

by Jennifer Nettles, Sugarland’s female vocalist). It would seem that creativity thrives when it’s well organized and well fed.

For Brandon, the family feel of the Sugarland tour has an extra dimension—his brother, Kristian Bush, is the male half of the Sugarland duo, and the two share a tour bus when they’re on the road.

When it comes to surviving the grueling day-to-day routine of a tour, Brandon says, it can be challenging to stay productive during the day while also gearing up for the charged excitement of nightly performances. The key for him has been to give each day shape by filling it with music projects and time for structured creativity. Brandon and Kristian work together on many projects, and their shared accommodations facilitate the process: “It’s kind of like living in a mobile office,” he says. “We wake up and powwow about what our projects are going to be for the day. We dedicate most of the morning to creative work, and then after lunch it’s all about getting ready for the show.”

Brandon notes that the country music world is in many ways better suited to this collaborative model than the pop-rock world of bands like Train. While the expectation is for rock artists to write their own material, it is much more common for country artists to perform other musicians’ songs (though Sugarland writes all of its own material). As a result, musicians in the country world often get together to co-write songs that could be picked up and recorded by any number of country artists.

Brandon says that the process of co-writing has helped him develop his creativity as well as his focus. “When you work with other musicians, you have to be able to turn the creativity on and off,” he says. “If you’re disciplined about it, you keep developing that muscle so you can use it when you need it.”

“Making music—both writing and playing—is a muscle.

The more you do it, the better you get.”

BRANDON GREW UP IN TENNESSEE, and he credits his mother with providing him with the first experiences and opportunities that led to a life in music. “Our mom never felt that she had the opportunities she wanted, so she made up for it with us—swimming lessons, baseball and soccer teams, music and art lessons.”

Brandon’s brother Kristian was the first to head off to boarding school (he attended Avon Old Farms), and his tales of adventure when he came home on holidays got Brandon excited about the idea of going to boarding school himself.

Brandon arrived at Fay in the fall of 1986 and stayed for eighth www.fayschool.org | 7

“Fay is where I started my journey of growing up.

I learned how to be more independent and became more confident about my skills.” and ninth grade, and he has vivid memories of his time at Fay. He recalls classes where he was able to learn at his own pace (including an advanced independent math study with Mr. Massie), the support from dorm parents, and the friendships he developed. “It was a shock to my system, in a good way,” he says.

“Fay is where I started my journey of growing up. I learned how to be more independent and how to live away from home, and I became more confident about my skills.”

Music was an important activity for Brandon during his years at Fay, and he fondly remembers studying with former faculty members Rich and Ann Gamble and participating in Fay’s instrumental music program. After graduating from Fay, Brandon moved on to Choate, and he later graduated from Washington University in St. Louis with a degree in East Asian art.

While music was never Brandon’s primary academic focus, it was always an integral part of his life, and after graduating from college he made the choice to take a year to pursue music. “I always intended for it to be a short stop before continuing my Japanese studies,” he says.

Like many musicians working their way into the business, he took a job at a recording studio in Atlanta, where he did a lot of the decidedly un-glamorous work (“I was taking out the trash”)

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while also getting occasional work playing on other musicians’ recordings. The one year suddenly turned into two, then three, then five, as Brandon established himself in the Atlanta music scene as a respected session player. His first single to hit it big was Shawn Mullins’ “Lullaby,” and he got the attention of producer Brendan O’Brien, who has worked with the likes of Bruce Springsteen, the Black Crowes, and Stone Temple Pilots.

O’Brien connected Brandon with the band members of Train, and Brandon played keyboards for Train from 2003 to 2006.

Since 2008, he has been playing and touring with Sugarland.

FEATURE

“I’ve made my living functioning in groups, and I’ve always found it more rewarding than working alone.”

THESE DAYS, BRANDON IS ENJOYING the many facets of his career as a working musician. Tours continue to be challenging because of their exhausting pace, and things are more complicated now that Brandon is married, with a wife and stepson to come home to.

“It’s a different kind of pull,” he says, and on this particular tour he has enjoyed being able to fly home on weekends to reconnect with his family and relax.

That said, the joys of performance and collaboration make the hard work of the tour worthwhile. This particular Sugarland tour, called “In Your Hands,” took the notion of creative collaboration and made it the focus of the show, even including the audience in the process.

Each evening’s set was determined by audience request. Often, this meant playing songs that were already in the group’s repertoire, but it occasionally included unexpected songs, too. For the musicians on stage, as well as the stagehands and light and sound technicians, that meant a completely flexible and improvisational

approach to running the show each night.

Challenging? Yes, but Brandon has enjoyed the team spirit, not to mention the magic that happens when everything comes together and the show goes beautifully. For Brandon, the group effort is just as integral as the creative spark: “I’ve made my living functioning in groups, and I’ve always found it to be more rewarding than working alone. When you can work well with other people, you can function on a level that allows you to be more creative and fluid.”

Feeding the Creative Spark:

Fay’s Innovation Grants for Teachers How do you take something good and make it even better?

That’s the question Fay’s teachers are always asking as they create and refine curriculum to meet their students’ needs.

Last spring, Fay increased its support for the teachers’ ongoing quest for excellence with the launch of Innovation Grants.

These grants are stipends made available to teachers during the summer so they can focus in-depth on a specific aspect of their program and create new lessons and projects.

One thing that makes the Innovation Grants particularly exciting is the requirement that teachers work in pairs or small groups for each project. “By partnering, teachers have professional sounding boards to test their ideas,” David says.

“The collaborative model breeds creative thinking and makes for better teaching in the long run.”

David also points out that the requirement that teachers work together has led to partnerships across departments and exciting interdisciplinary lessons (see the sidebar for one example).

“Our teachers are always refining their lesson plans,” points out Assistant Head of School David Liebmann. “The Innovation Grants make it possible for teachers to go above and beyond what they would normally do to update their curriculum from year to year.”

In all, approximately $10,000 was spent last year on the Innovation Grants, with 17 teachers receiving awards to work on eight different projects. Funding was made possible by the Fay Annual Fund as well as a generous gift from the Fay Parents’ Association.

How does it work? In the late winter and early spring, teachers submit their proposals to David, who consults with department chairs to ensure that each project fits well with the scope and sequence of Fay’s Pre-K-ninth grade program. Grants are announced near the end of the school year, and teachers dedicate summer hours to complete their projects.

David sees this as an exciting model for the future and looks forward to the next round of grant proposals, which will certainly raise the bar on what is already a rich and vibrant program.

“This is one way we can take our already excellent faculty and challenge them to push themselves even further,” he says. “The grants help us to honor our teachers’ time while making ongoing improvements to our program.”

Math as Propaganda How do people use numbers to tell their side of the story?

Math teacher Will Reid thought that his discipline lent itself well to the students’ explorations, so the three teachers teamed up to create a statistics unit for Will’s Algebra II class where students explore how people use numbers to make an argument.

The fall election, with its flood of statistics about the economy and stories about polling data, was a natural point of focus, and for their culminating project students were challenged to create their own political ads (for imaginary candidates) that used statistics to give their arguments additional weight.

This summer, math teacher Will Reid partnered with history teacher Emily McCauley and science teacher Tim McCauley to answer this question in more depth. Emily and Tim coteach Diagnosing the Modern World, an interdisciplinary course offered to ninth graders that integrates science and history; this year, one unit explores marketing and advertising.

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“We want the students to start thinking critically about this flood of information that they take for granted,” Will says.

“Numbers are not always as objective as they appear to be.”

FEATURE

What I Did On My Summer Vacation Here’s a sampling of what Innovation Grant recipients worked on during the summer of 2012: • Lower School language teachers Audrey Goldman, Kara Mertz, and Lindsay Mitchell created a world languages database for students and teachers.

• History teacher Emily McCauley and science teacher Tim McCauley partnered with math teacher Will Reid to create a unit

• Primary School teachers Anne Canada and Kendra Staley created author study units on Eric Carle and Dr. Seuss.

for the Algebra II class on how statistics are used in marketing

• English teachers Paul Abeln, Dava Dunne, and Devan

and advertising [see sidebar for details].

FitzPatrick worked on the new grade six reading program, which

• History teacher Jess Rosten worked with history department chair Bruce Chauncey to create a new modern world history course for grade seven.

• Math department chair Julie Porrazzo worked with Lower

focuses on building comprehension skills across genres and includes fiction and nonfiction.

• Dava Dunne worked with drama and math teacher Katie Long to write a new drama curriculum for the Lower School

School science teacher Andy Long on lessons showing how to

• Jess Girouard worked with history department chair Bruce

create a sense of place through math and science.

Chauncey on an immigration unit for Lower School social studies.

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Primary School Update

his fall, there are 29 intrepid young reporters roaming the halls of the Primary School.

They are second graders on a mission: to find out the who, what, when, where, and why of everything Fay! The yearlong project, which was launched this fall, was the idea of Primary School Librarian Erin McNally, who got excited about the idea of using the newspaper format to help build students’ reading and writing skills.

“We wanted a project that would be something special for the second graders, who are the oldest students in the Primary School,” Erin says.

“The newspaper gives them a chance to ‘connect the dots’

with everything they’re learning. And it’s a unique leadership opportunity: the newspaper gives them a chance to take ownership of their learning in a different way.”

A class newspaper is a great outlet for second graders’ natural curiosity, says Head of Primary School Anne Bishop. Children at this developmental stage are becoming increasingly aware of the world around them, she says, and “the newspaper gives them the opportunity to ask questions, observe, and describe what they see.”

“They are learning about different kinds of communities in their social studies classes,” she adds. “The newspaper helps them understand their own school as a functioning community.”

The project is also a perfect

extension of the students’ daily work in language arts, which focuses on developing reading, writing, listening, and speaking skills. In second grade, students spend at least 90 minutes a day on these activities. They read short stories and “chapter books” independently, with partners, and in small, directed groups. Teachers help students understand the plot and the characters while they also begin to explore the “big ideas” of literature as they talk about the stories’ themes.

Read All About It! The Second Grade Newspaper

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Students are also writing all the time, whether it’s doing “word work” to practice phonetic rules, writing in their journals, responding to questions about their reading, explaining their problem solving strategies in math class, or reflecting on part of their social studies and science explorations.

“In addition to directed lessons on spelling and grammar, we’re infusing writing into every part of their school day,” says second grade teacher Megan Benson. “The best way for them to become confident and capable writers is to write often, and in a range of contexts.”

Erin has partnered with the second grade teachers to create short, structured lessons that introduce students to different newspaper elements, from taking photos and writing captions, to conducting interviews, to writing “Dear Abby”-style letters. (Here on campus, those letters were addressed to Mortimer, the large stuffed moose and unofficial Primary School mascot that resides in Anne Bishop’s office.)

Erin, who has taken on the role of editor-in-chief and head designer, is currently using the students’ articles, letters, and photos to design and produce the first issue, which should hit newsstands soon. She is excited about the students’ enthusiasm for the project and looks forward to seeing them hone their reporting skills in the coming months.

Lower School Update

Math, With Heart (and Art): How Sixth Grade Teachers and Students Brought Together Community Service, Math‌ and Comic Strips

by Erin Ash Sullivan

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Upper School Update

Technology Fosters Creativity: Ninth Grade iPads Introduce Options for Teaching and Learning Math department chair Julie Porrazzo used the iPads to take a creative approach with her Pre-Calculus students, who used their mathematical expertise to design “identity logos.” After exploring quadratic, cubic, linear, and exponential functions, the students wrote their own functions (in one case, as many as 26!) that they translated as complex designs representing themselves and their personal interests.

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his fall, Fay’s 57 ninth graders added an innovative new tool to their collection of back-to-school supplies: an iPad. The iPads were the gift of a generous, anonymous parent donor, and in September, the Technology Department issued them to each member of the Class of 2013 as part of a pilot program to explore how iPads could expand options for teaching and learning.

The results so far have been exciting, and Upper School teachers are using the iPads to support learning in every discipline.

Faculty member Will Reid teaches geometry in the Upper School, and his students have been using the iPads in his class for a range of purposes. They can access a digital version of their textbook, Discovering Geometry, and take notes on virtual grid paper with the Notes Plus app. With the Sketchpad Explorer app, students can build and manipulate two- and three-dimensional figures and calculate their metrics.

And all student work created on the iPad can be shared for group projects or studying via Google Drive.

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There’s no doubt that the iPads are engaging for the teachers as well as students. The ninth graders love using the iPads, and their high level of engagement is one

“The iPad has made it easier to organize my notes and has made class a more interactive learning experience.” –Kolbi Bradley ’13 Apps We Love Educreations

Google Drive

Notes Plus Sketchpad Explorer

major benefit in adding the technology to the academic program. But Julie points out that the iPads help students not only to master the course content, but also to build essential 21st-century skills.

Julie’s Pre-Calculus students, for example, are often required to use the Educreations app to create and film short video lessons on the topics covered in class. These assignments are a perfect integration of math content with writing and speaking skills. “When students share their understanding in this way, they are learning how to synthesize information and express themselves clearly and persuasively,” she says.

UPPER SCHOOL UPDATE

Identity Logo: Liam Li ’13 In Julie Porrazzo’s Pre-Calculus class, Liam Li ‘13 wrote quadratic, cubic, linear, and exponential functions to create an “identity logo.” Here’s an excerpt from his description.

I used circle and linear functions to create this “businessman” with a tennis racquet and golf club. I just kept it simple, but I had to find the exact values and join points with each equation. I was able to use all six parent functions except for the cubic one.

Adding the tie was a big challenge. I tried using absolute values to create a reflection in order to graph the tie, but it just didn’t have the right shape. Suddenly, I had an idea: why not use two cubic functions reflecting each other? Later, I added the equipment for two sports I like, which creates the image of a businessman being really good at both golf and tennis. I have always dreamed of being a successful man like my father, and tennis and golf are sports

The iPads also support the development of organizational and study skills as students take notes, complete assignments, and store and share information in “the cloud.”

that I will never give up. These are the three symbols that represent me the most.

Teacher training has been critical to the success of this pilot program. Since the spring, Director of Technology Peter Fearey and Technology and Study Skills teacher Kelly Porter have facilitated tech classes and brought in professional trainers from Apple and EdTechTeacher, two of the best organizations for iPad training. During the sessions, the teachers were introduced to new apps specific to their disciplines as well as innovative ways to harness the power of more familiar apps. “The learning has never been one-way,” Peter says. “It has been a collaborative setting where teachers learn from each other.”

Julie Porrazzo is excited about the options that have opened up for teachers and students with access to this technology. “We always focus on building skills and teaching critical thinking and problem solving,” she says, “and the iPads give us a new, creative way to meet every student’s need.” www.fayschool.org | 17

COMMUNITY SERVICE

Raking leaves on the Quad.

Teacher Amy Mohn coordinates efforts as students write letters to troops overseas.

Cleaning out the Fay SAVs.

F

ay School's eighth graders got out of their classrooms and into the world on October 18 for a school-wide—and communitywide—Day of Service.

The day’s events were coordinated by Rob Harvey, Fay’s Director of Student Life, and eighth grade dean Emily McCauley. They were designed to give students a hands-on opportunity to explore the idea of service and the many ways people can pitch in and make a difference.

The day kicked off with a special assembly in Harris Theater, where students heard from two featured speakers: Southborough's Chief of Police, Jane T. Moran, and Ashley Haseotes P’21.

Chief Moran spoke about how public service can take many shapes and sizes, from dangerous and heroic acts to simple acts of kindness and understanding. She

Writing letters to troops stationed overseas.

told inspiring stories about her own extensive experience as a volunteer leader, including starting the D.A.R.E. program, serving as Troop Leader for the local boy scouts (and helping to cultivate 25 Eagle Scouts), and simply visiting people in need and giving encouragement to those facing a rough time in their lives.

Explaining why people choose to be firefighters or police officers, she said, "We do it because we love our country, we love our citizens, and we love helping others.

Helping others makes us happy."

Mrs. Haseotes is the president and founder of One Mission, a foundation dedicated to enhancing the lives of pediatric cancer

Making a thank you poster for Fay Annual Fund Phonathon volunteers.

patients and their families. She told students that she was inspired to start One Mission when her son, now a healthy first grader at Fay, was being treated for cancer at Children's Hospital. She and her husband witnessed the many hardships that families face when a child is being treated for cancer, and they were determined to start One Mission to help families deal with these challenges.

She reminded the students that there are thousands of worthy causes to support and that service can take many forms, using the Special Olympics events that Fay hosts each year as an example: "You can attend these events and cheer for the athletes, or

Dedicated Service, on Campus and Beyond: The Eighth Grade “Day of Service” 18 | Fay Magazine 2012

Baking cookies for senior citizens.

you can volunteer and help run these events, or someday you can do what I did, and start your own organization to focus on the issue that you're most passionate about."

Eighth graders then jumped into the day, participating in a wide range of activities.

Many traveled off campus to volunteer at local organizations. Some helped out at the Southborough Village Pre-School and the Nativity School in Worcester. Others organized supplies at Project Just Because in Hopkinton, a local nonprofit helping Massachusetts families in need. One group spent time with guests at the Lisnow Respite Center in Hopkinton, a facility that provides emotional and physical support for individuals with disabilities and their families.

Meanwhile, other eighth graders focused on helping closer to home. On campus, students raked leaves on the quad, baked

cookies for senior citizens, wrote letters to troops overseas, swept out service vehicles, de-scuffed floors, and cleaned up the community garden. Many students spent time in the Primary School, reading with young children, coordinating games on the playground, and helping to serve and clean up at lunchtime.

By all accounts, the day was both exhilarating and exhausting, and students came away with a new appreciation for the many ways, both large and small, that they can make the world a better place. Rob Harvey says this was exactly the point, citing the West African principle of Ubuntu, which means, “I am because we are.”

“We wanted to support our students in a meaningful day of service to the communities closest to them on a daily basis,” he says. “Our hope is that they come away from the experience seeing their lives and their influence as part of a larger society.”

Director of Student Life Rob S. Harvey.

Southborough Police Chief Jane Moran.

Ashley Haseotes P’21,’23 speaks about her foundation, One Mission.

www.fayschool.org | 19

Fay Welcomes New Administrators Robert S. Harvey Director of Student Life

Lara Gleason Director of Residential Life

As Fay’s new Director of Student Life, Rob Harvey coordinates opportunities for service learning, workshops and programs on diversity and inclusion, interfaith programs, and leadership development for all students from Pre-Kindergarten through grade nine. He is a graduate of Bryant University and holds a master’s degree in religion, education, and government from Harvard University. Prior to Fay, Rob taught at Dedham Country Day School and The Chestnut Hill School; he was also a university research fellow at Lindenwood University in Missouri, and he has presented scholarly papers on a range of topics including community engagement, social justice, identity politics and formation, theology, and interfaith dialogue. Robert is also part of Fay’s residential staff and lives in Steward Dormitory.

Lara joined the Fay community last year after eight years at Graland Country Day School in Denver, Colorado. While at Graland, Lara taught English, served on the admissions, diversity, education, and facilities committees, founded the sustainability committee, and served as sustainability coordinator. She was also dean of the fifth and sixth grades. Prior to Graland, Lara was a dorm parent, ninth grade dean, and English teacher at New Hampton School in New Hampshire. Lara has led trips for students internationally in Belize, Nicaragua, and France. She is a magna cum laude graduate of St. Lawrence University, where she studied English, and she holds her master's degree in education from Antioch University. As Director of Residential Life, Lara coordinates the boarding component of day-to-day life for Fay’s 120 domestic and international boarders in grades seven through nine. She also serves as a dorm parent in Steward Dormitory, and she continues to teach Upper School English.

FACULTY AND STAFF

Scott LeBrun, Assistant Director of Secondary School Placement and Wellness Department Chair Scott is a longtime member of the Fay community. Since coming to Fay in 2002, he has served in a variety of administrative roles throughout the School, including Associate Director of Admission and Financial Aid, Dean of Students, Director of Student Life, and Director of Fay Discovery Day Camp. This year, he adds to his role of chair of the Wellness Department by joining Stu Rosenwald and Kate Pingeon in guiding students through the secondary school placement process.

Scott will be working closely with ninth grade international students applying for tenth grade and eighth grade international students applying for ninth grade. He holds a bachelor’s degree from St. Anselm College and a master’s degree in education from Boston University.

Bob Rojee Director of Auxiliary Programs Bob Rojee brings to his new position over 19 years of experience in youth and adult programming, staff development, and operations. He spent twelve years as Executive Director and Vice President of Business Development at Teamworks Acton, an organization with six family sports and recreation facilities throughout Massachusetts and with 40,000 active members. He also served as Youth Sports Director and Youth Camping Director at the Metrowest YMCA and the Director of Operations at Hale Reservation in Westwood, Massachusetts. As Fay’s Director of Auxiliary Programs, Bob will be responsible for all of Fay’s summer programs, coordination of after-school care and clubs, and additional rentals of Fay’s facilities.

Kathryn Gaska Director of Constituent Relations Kathryn joined Fay last year as the Assistant to the Director of Advancement. She has a bachelor’s degree from Skidmore College and a master’s degree in education from Harvard University. Her professional experience includes being a program consultant at the SPARK Center Therapeutic preschool, coordinator of the after-school program at Shore Country Day School, and Development Coordinator for Greenfox Schools, a non-profit organization empowering youth for a sustainable world. As Director of Constituent Relations, Kathryn will be working closely with current parents, alumni, grandparents, and all volunteers in those constituencies. She will be focused on developing and implementing strategies for keeping all members of our community in active contact with Fay through events, communications, and personal outreach.

Learn more about student life at Fay!

Scan this QR code to see our new Student Life pages on the web.

www.fayschool.org | 21

Campus Scrapbook

Above: Sixth graders Kian Behjat and Evan Kola traverse the quad on the day after Hurricane Sandy.

Above: Laura Drepanos ’16 works on a self-portrait inspired by the work of artist Julian Opie in Billy Claire’s art class.

Caroline Fearey ’16 celebrates the survival of her egg after the sixth graders dropped their carefully packed ovoids off the balcony of the Dining Room Building.

Below: Ninth graders enjoy a light moment on the ropes course during their fall retreat to Camp Merrowvista.

22 | Fay Magazine 2012

First grader Alexander Wilkinson with teacher Sharon Spratt.

Music meets technology: third graders work with beats and rests with a SMARTBoard activity in Philip Montgomery’s music class.

CAMPUS SCRAPBOOK

Amanda Kikonyogo tries her hand at archery on the fifth grade fall retreat to Camp Merrowvista.

Pre-K students Sophia Silva and Eleni Haseotes take a break from preparing a delicious imaginary meal of sticks and leaves during recess.

Third graders take advantage of a beautiful day to do some observational sketches during Jane McGinty’s art class.

Upper School teacher Marina Whall coordinates stuPre-K students celebrated the fall with an in-depth look at apples, which included taste tests, observational drawings, and dents in the afternoon fitness sport option, as they ride the bikes given to the School by the Class of 2012. graphing activities charting their favorite kinds of apples.

Kindergarten students Aidan Oare and Owen Harrington show off their cube structures.

Need your daily dose of Fay in pictures? Follow us on Twitter @fayschool and “Like” us on Facebook at “Fay School–Southborough.”

Head of School Rob Gustavson and Director of Advancement Marie Beam at the Seoul alumni brunch.

Present at the event (in alphabetical order) were Duk Woo Kim ‘97, Ji Hong Kim ‘98, Jay Kwok '99, Min Ah Kwon ‘04, Yoon So Lee ‘05, Yuree Noh ‘03, Eunjoo Park ‘03, Hyun Shin Park ‘91, Sung-Ju Song ‘95, Ga-Eun Sung ‘96, Rae-Eun Sung ‘94, and Sol Hee Yu ‘05. www.fayschool.org | 23

Sports Spotlight Fay Athletics: The Program for Grades 5 & 6

T

his fall saw the launch of Fay’s new athletics program for fifth and sixth graders. The program features three components: instruction, intramural games, and interscholastic competition. Students choose a sport each term, and during each week, the bulk of practices focus on instruction and intramural play. Throughout the season there is interscholastic competition once every week or two against well-matched opponents from peer schools.

Director of Athletics Rob Feingold says that the 5/6 athletics program has been a success, with noteworthy and measurable improvement by the players on every team. The students have thrived on the focus and attention from coaches as they develop their skills during practices and in games, and the developmentally appropriate program has enabled all athletes to progress at their own pace.

5/6 field hockey showed increasing success at every game, ending the season with an undefeated 4-0-1 record.

A highlight was the team’s dominating 5-0 win against

Dover-Sherborn. Every player on the team was integral in moving the ball up the field, and their solid teamwork and improved skills were evident in each and every play.

Coach Will Sargent reports that the 5/6 boys soccer team exceeded expectations and gave 110% on the field this fall. Throughout the season, the boys focused on specific skills, including keeping possession and supporting the player with the ball, stretching the field of play, and making the back post run to attack the goal.

As of this writing, the 5/6 girls soccer team is 2-2 and have also shown improvement with every game: after losing their first two games to Milton Academy 5-0 and Tenacre 3-0, they beat Shady Hill 2-1 and Meadowbrook 8-0.

And the 5/6 football team also has much to be proud of. Coach Tyler Auer notes that the team’s third game—a hard-fought contest against Fenn—was emblematic of the group’s dedication and spirit. “As this group of students grows into the core of the football program,” he said, “there is certainly more success to be found in years to come.”

SPORTS SPOTLIGHT

Coach Spotlight: Nell Reynolds P ’15, ’17, ’19

Nell Reynolds wears many hats at Fay. She’s the parent of three Fay students (Emma, grade three; Andrea, grade five; and Peter, grade seven), executive vice president of the Parents’ Association, and co-chair of the 2013 Gala. Last year, she coached junior varsity field hockey and lacrosse, and this year she is coaching Fay’s first-ever field hockey team for grades five and six.

Nell is an experienced teacher and coach—she has her master’s degree in English education and taught English at Newton Country Day School—and athletics has long been one of her passions. She played

field hockey and lacrosse for Dartmouth, and she has loved sharing her expertise with Fay students and getting to know them in a new context.

“The 5/6 athletics program is phenomenal because it allows the students to be themselves,” she says.

“They’re not trying to impress the older students, so they can focus on building their skills. They have an incredible level of excitement and enthusiasm, and you can tap into that energy and bring them to the next level.”

Sports Spotlight Fay’s athletic teams had a strong fall season—and with 8 sports offered and 19 teams for students in grades five through nine, there were opportunities for athletes to excel at every level.

VARSITY FIELD HOCKEY posted a winning fall season, losing only five of sixteen games played. Ninth grade captains Morgan Smith (forward) and Abbie Klein (goalie) served as the backbone of the team's offense and defense. The squad went undefeated at the Junior Prep School Field Hockey Round-Robin at Pomfret School on September 16: they tied Rumsey Hall and Pomfret and posted back-to-back, 3-0 wins over Burrillville School and Pine Point School. The team's superior level of stick skills, conditioning, and commitment has propelled them to one of the best field hockey seasons in recent years.

GIRLS VARSITY SOCCER also had a superb season, posting a record as of this writing of 9-2-1, and with 52 goals scored and only 10 goals allowed. Coach Emily McCauley describes the girls as “truly the consummate team who won in a commanding fashion.” Twelve of this year’s seventeen players were returning team members from last year, and of those twelve, five played their third season on the varsity team.

26 | Fay Magazine 2012

VARSITY VOLLEYBALL has earned a 5-1 record to date, even after graduating many ninth grade starters last year. Several players stepped up as leaders and showed dramatic improvements while also demonstrating sportsmanship, hard work, and camaraderie.

BOYS VARSITY SOCCER, captained by Biggy Nandabhiwat ’13, played valiantly throughout the season. The team featured a new crop of athletes, as Fay had graduated all but two varsity players from last season. After winning their first game against Groton, the team faced a string of skilled opponents; a season highlight was a terrific match against a strong Fessenden squad, where Fay narrowly lost 3-2 after going up 1-0. All season, the team benefited from the inspired play of standouts Biggy, Miguel Gonzalez ’13, Alex Terry ’13, and goalie Patrick Daly ’14.

VARSITY FOOTBALL also enjoyed a strong season of growth.

As of this writing, the team has a 2-4 record, with wins against Fenn School and Worcester Academy and strong leadership from ninth graders Ryan Gibbons, Tiquan Ewell, and Evans Riviere.

And Fay’s CROSS COUNTRY TEAM celebrated an exciting second straight win at the Larz Anderson Invitational at Park School in Brookline. Undefeated Matt Thalmann ’14 edged out a Meadowbrook runner to claim his first championship title and finished with a time of 13:42, a 5:58 pace over the 2.3 mile course and 39 seconds faster than his time last year. Shivam Sharma ’15 crossed the finish line in third place overall and was the first seventh grader in 13:52, a mere 10 seconds behind Matt. Christian Schoen ’14 was next for Fay, finishing in sixth place overall with a time of 14:17, a full minute faster than his 2011 race. With Fay's top six runners among the first 14 finishers, the team’s score of 28 points easily outpaced Park School, who finished with 89 points.

SPORTS SPOTLIGHT

www.fayschool.org | 27

A Vision for Fay School’s Future: The Strategic Plan

A

t Fay, excellence is not a destination, but an ongoing practice. An excellent school is constantly evolving.

It’s a place where every year is better than the last; where faculty continuously expand their knowledge of the craft of excellent teaching; where students grow up in a supportive and structured environment that nurtures learning, creativity, and character development; and where the infrastructure and business model of the school provide a foundation for enduring institutional success.

resulting in a new strategic plan for the next five years.

This process was a good example of “design thinking” in action.

The team undertook a structured and iterative approach to creative problem solving. They defined the specific problems they wanted to address, proposed potential approaches and solutions, sought feedback and made revisions, and determined where to concentrate time, effort, and resources in order to maximize the opportunity to effect positive changes.

On the cusp of the 150th anniversary of Fay’s founding, our community is the beneficiary of a powerful expectation of excellence; it’s an expectation we have inherited from our past, and a legacy we are determined to uphold in the years ahead.

The strategic plan for Fay is based on the principle that when children spend an extended amount of time in an environment where people consistently expect them to do their best, they begin to hold themselves to high standards and develop intrinsic motivation.

It’s with these thoughts in mind that Rob Gustavson and the administrative team have approached the process of developing new strategic initiatives for the School. Throughout the past year, Rob has led the team in identifying critical issues facing the School, translating these issues into specific goals, and developing initiatives and strategies for achieving them. In collaboration with the Board of Trustees, the team prioritized these initiatives,

Over time, the habit of excellence becomes so deeply ingrained that it becomes a mindset—not just for our students, but for our entire institution. With this in mind, Fay’s strategic plan focuses on three key elements that will determine the School’s continuing strength and stability: extraordinary people, an exemplary program, and an exceptional place.

28 | Fay Magazine 2012

STRATEGIC PLAN

Over time, the habit of excellence becomes so deeply ingrained that it becomes a mindset—not just for our students, but for our entire institution.

Extraordinary People: A commitment to building a faculty and student community of self-motivated, optimistic, persistent, and diversely talented children and adults who are committed to excellence in their daily work GOALS • Attract and retain excellent teachers - Maintain a commitment to professional excellence - Support ethnic and cultural diversity within our faculty - Sustain a competitive benefits and compensation package for faculty - Nurture continued faculty professional development • Enroll outstanding, well-matched students - Enhance racial, ethnic, cultural, and socioeconomic diversity in all grades through recruitment and increased commitment to financial aid

- Maintain an optimal balance of domestic and international students in our boarding program

- Continue to diversify our student population by broadening our geographical reach for local day students as well as international boarders

It takes outstanding teachers to design and carry out meaningful, effective learning experiences for our students. Since the quality of Fay’s teachers defines the quality of our program, there can be no higher priority for our school community than ensuring Fay’s ability to attract and retain excellent instructors.

Competition among schools for the best teaching candidates is intense—especially among boarding schools that seek teachers who can make an impact both in and out of the classroom. We must ensure the high quality of our faculty and help Fay to remain a “school of choice” for talented teaching professionals through a continued commitment to professional excellence; ongoing programs to support ethnic and cultural diversity within our faculty; competitive benefits and compensation packages for faculty; and professional development programs that help our teachers continually grow and improve.

In addition to extraordinary faculty, staff, and administrators, Fay seeks to cultivate an extraordinary student body. To that end, we strive to enhance racial, ethnic, cultural, and socioeconomic diversity in all grades. We also seek to enroll and retain the strongest candidates at each grade level, regardless of their ability to pay Fay’s tuition. Achieving these goals will require us to broaden our student recruitment efforts and increase our funding for financial aid.

While we are pleased with the geographic diversity of our international boarding population (with students from 21 different countries), we want to diversify our international population even further, reaching out to new regions and enrolling students from more countries throughout the world. We also want to broaden our geographic reach to increase the number of towns from which Fay draws day students.

An Exemplary Program: A dedication to designing and

implementing a broad, balanced program that excels in meeting essential, traditional standards while incorporating innovative and creative teaching practices GOALS • Ensure ongoing curriculum development and innovation - Encourage innovative teaching methods rooted in best practices - Conduct regular curriculum reviews - Use emerging technologies thoughtfully in the classroom and embed essential technology skills throughout the program

• Foster development of the whole child - Develop an integrated athletics program - Broaden opportunities for participation in visual and performing arts - Support character development through expansion of service learning and Wellness programs

- Expand the residential life experience with meaningful programs - Enhance the effectiveness of cultural immersion for international students Promoting and supporting innovative teaching methods is at the core of an exemplary program. We want our teachers to consider new teaching approaches that are based on the latest research about effective learning and are also rooted in current best practices.

We must also embrace innovations that make teaching and learning more effective, utilizing emerging technologies thoughtfully in the classroom.

At Fay, we strive to develop students’ potential as athletes, as visual and performing artists, and as positive contributors to their communities and the larger world. A key initiative in the coming years will be to work with division heads, coaches, and teachers to develop athletic programs that are integrated throughout all grades and share a consistent philosophy. We will also take steps to broaden opportunities for meaningful participation and personal development in the visual and performing arts, with initiatives such as an expanded drama program.

Since the earliest days of the School, character development has been a core component of a Fay education. We see opportunities to deepen our commitment to ethical and spiritual education through expansion of our Wellness program into the Lower and Primary Schools and development of a school-wide service learning program.

120 boarding students call Fay School “home,” and for these students, we rededicate ourselves to offering a residential life program that teaches living skills and provides opportunities for students to develop self-reliance. We will find ways to enhance the depth and effectiveness of cultural immersion for our international students. And we are eager to implement ideas to make ninth grade a true “capstone year,” with special programs, privileges, and leadership experiences.

STRATEGIC PLAN

An Exceptional Place: A duty to provide a physical and cultural

environment that supports excellence in teaching, learning, and the pursuit of Fay’s historic core values GOALS

• Provide an environment that supports excellent programs and enhances quality of life - Make sure the campus continues to be safe, secure, and accessible to all - Ensure that all classrooms are optimal environments for teaching and learning - Modify and upgrade existing facilities and campus infrastructure - Address efficiency and aesthetics of pedestrian and vehicle circulation on campus • Ensure financial sustainability - Maintain a responsible long-term business model - Increase the School’s unrestricted endowment - Establish an enduring philanthropic culture We are committed to providing an environment that supports excellent programs, and we must continue to ensure that every classroom provides an optimal environment for teaching and learning.

Today’s students and families are beneficiaries of major investments in new facilities over the past five years, and now we seek to make the best use of all our campus facilities. As Fay’s program has evolved, some spaces that were once used heavily are now less utilized.

We see numerous opportunities to modify existing facilities to meet the emerging needs of our academic, arts, and athletics programs. As we look toward the future, we also must plan for ongoing upgrades to our technology and mechanical systems and look for ways to maximize the use of our campus year-round.

We believe that each of these initiatives will improve our school environment and enhance our program while also strengthening the long-term financial sustainability of the School. It’s clear that Fay must constantly readjust its business model to respond to demographic trends, changes in the American and world economies, and the constantly shifting competitive landscape of independent elementary and middle school education.

We must not only devise a responsible long-term business model, but also re-examine it regularly and adapt it as necessary, if we are to remain a strong and stable school.

One key to our long-term success will be building our endowment, which must grow significantly if we are to slow the pace of tuition increases, assure enough financial aid for outstanding students whose families can’t afford our tuition, and continue to offer attractive compensation to our most essential resource, our teachers.

We believe there is an opportunity to make significant strides toward growing our endowment by developing a stronger culture of philanthropy in the Fay community.

Many families who come to Fay have the means to make meaningful, significant gifts to the Annual Fund and to our endowment, and we need all members of the larger Fay community to understand the importance of philanthropy to ensuring continued excellence. We hope that even more families will make Fay their top philanthropic priority as they see the impact that their gifts can make and are inspired to make a difference.

You will hear more about these strategic priorities and initiatives in the coming months. We look forward to sharing more details with you as we embark together on this important work.

This colorful work of art is one example of the art produced by Fay students. Their artwork provides the visual theme for this year’s Report of Giving.

CLASS NOTES 1936 FAIR GOODALE writes, “We have no startling news except that we moved from South Carolina to Massachusetts this past September. This move puts us close to many family members who live in New England, most within an hour’s drive of our new house. Our health is reasonable, and I continue to work on a sequel to my memoir, The Absolute Truth, and other Uncertainties.”

1941 We received this news from KENNON JAYNE: “My most recent contact with Fay was a visit from Advancement Officer Stephen Gray earlier this year. It was much appreciated and thoughtful to have Stephen call on me—a nice way for Fay to reach out to alumni.

My only news is I'm still alive and

32 | Fay Magazine 2012

kicking at age 86! Out of my class of '41, it was probably a dozen hearty souls then, there may be only a few left. I do communicate with frequently with ARTHUR WILLIAMS of Stowe, Vermont. I have four sons who help me with excessive medical expenses so I am very fortunate. And my wife, Sabra, still loves me! Aside from a broken ankle, and now going through cataract surgery, all is well. I live in Connecticut, but when I do go to Massachusetts I will stop in at Fay. I certainly have good memories of my one year at Fay and even have a picture of Mr. Dwyer, our coach, standing with our '41 football team hanging on a wall. Mr. Fay, senior, was headmaster back in my days. He certainly was a proper gentleman!” And from MICHAEL COE: “My new book, Royal Cities of the Ancient Maya, has just been published by the Vendome Press, New York. Forget my text, buy it

for the wonderful photographs by Barry Brukoff. I'm currently working on an update of The True History of Chocolate, which I co-authored with my late wife Sophie. And the seventh edition of Mexico: From the Olmecs to the Aztecs, co-authored with Rex Koontz, is now in press. Apart from all of this, I still lead cultural tours in various parts of the world for Far Horizons, Inc. While I'm not writing or guiding, I fly fish in various local and exotic places—I leave in two weeks for Tanzania in search of tigerfish.”

A new book from Michael Coe ‘41.

CLASS NOTES

1949

1952

1962

In June, The North Carolina Poetry Society announced that TONY ABBOTT was the co-recipient of the annual Brockman-Campbell Award for best book of poetry by a North Carolinian for his book If Words Could Save Us. Award judge Norbert Krapf, Professor Emeritus of English at Long Island University and a past Poet Laureate of Indiana, wrote, “In If Words Could Save Us, Anthony S. Abbott distills a lifetime of experience into a lyrical language that brings us close to human salvation. The scope of his concerns is wide; the depth of his feeling, great…he makes us believers and communicants in the shared kingdom of poetry.” Abbott is the author of six books of poetry, including the Pulitzer Prize-nominated The Girl in the Yellow Raincoat. His first novel, Leaving Maggie Hope, was published in 2003 and received the Novello Literary Award and ForeWord Magazine’s Gold Award for literary fiction. Its sequel, The Three Great Secret Things, was published in 2007.

KEN MARSHALL reports that he is still working full-time practicing plastic and reconstruction surgery in the Boston area and still doing volunteer surgery each year in Guatemala.

ANDREW ABBOTT checked in with news on his latest work. He is the Gustavus F. and Ann M. Swift Distinguished Service Professor in the Department of Sociology and the College at the University of Chicago. He earned his bachelor’s degree at Harvard and his Ph.D. at the University of Chicago, and then he taught for thirteen years at Rutgers University before returning to Chicago. Andrew has written on the foundations of social science methodology and the evolution of the social sciences and the academic system. He is the author of five books and seventy articles and has pioneered algorithmic analysis of social sequence data. Among the many projects in which he is currently involved, he is working on a general work of social theory entitled The Social Process as well as a book on the future of knowledge.

1953 MICHAEL BRODY writes, “Judith and I are about to celebrate our 50th anniversary. We are enjoying the move to Palm City, Florida. We have the best of all possible geographic situations with our residence in Thomaston, Maine for the summer and our winter residence in Florida. In Maine, we volunteer at the local festivals, and I volunteer at Owls Head Transportation Museum. In Florida, I volunteer at Harbor Branch Oceanographic, Ocean Research Conservation Association, and the local museum. To keep busy, I serve on the boards of several organizations.”

1966

1956 From JOHN BOYD: “Our exciting news is that we are expecting our tenth grandchild (Elizabeth) in February. Hope all is going well at Fay!”

1957 DAVID RASSIN has this news: “I continue to enjoy traveling and photography in retirement. I just got back from a trip to the Amazon and the Galapagos with my wife, Glennda, and grandson, Hunter, who enjoyed swimming and walking among the sea lions. The blue footed boobies were everywhere.”

An image from David Rassin ’57, who just returned from a trip to the Amazon and Galapagos.

Tony Abbott ‘49.

BOB GANNETT writes, “The last 18 months have seen me go through aortic valve replacement surgery (successful!), the arrival of our first grandchild, Kayley Michelle Gannett, and the marriage of our daughter Jessie...all is well!”

1967 STEVE LEWANDOWSKI checked in with an update: “It is hard to believe 45 years have passed since graduating Fay. I am looking forward to visiting Fay for my 50th! After Fay I attended St. John's Military Academy in Delafield, Wisconsin. Today, I serve as the elected president of the Alumni Association, representing over 4500 alumni throughout the world. After St. John's, I attended Marquette University in Milwaukee Wisconsin, where I met my beautiful wife, Joanne. We have been married 37 years and have two children, Steve Jr., and Kerry Rose. Steve works for a

www.fayschool.org | 33

CLASS NOTES

to rival colleges, Trinity and Wesleyan.

We shared a lot of memories of my parents, of Cathy Logan, and of many of the Fay faculty who impacted our lives during our tenures at Fay. Andy and his wife have established K-12 schools modeled after Fay and Exeter in the Philippines. I hope one day my husband and I will be able to visit.”

1976

Jeffrey Jay ’73 in Bora Bora.

communications center, providing 911 service to three police and ten fire departments, and Kerry teaches at Larmont School for the severely mentally and physically handicapped.

My wife, Joanne, has been teaching special education for the past 27 years and is looking forward to retiring in two years. After a 25-year career working for the Glidden Paint Company's Commercial Paints Division, I wanted to fulfill a lifelong dream of running my own business. Over the years I have invested in real estate, so it seemed the logical thing to do to start my own real estate business. My office has offered appraising services as well as buying and selling for the past 18 years. I, too, am looking forward to retiring. Joanne and I plan to travel throughout the United States and have no plans to settle down any time soon.

There is too much to see and do!”

American Federation of Arts in New York City, I am now an independent art advisor to museums and individuals. Married to Sarah S. King, an arts editor, we have two children, Harry and Marina. Harry is in his second year of college, and Marina is a senior at the Hewitt School in New York and applying to colleges for next year. I keep in touch with my classmate, CHRISTOPHER HUMES, who resides in Ocala, Florida, and I recall my time at Fay fondly.”

1969

ALICE HARLOW RONCONI checked in with this update: “I recently enjoyed having dinner with ANDY LOCSIN ’77 in Las Vegas. Besides having Fay School in common, we are both alumni of Exeter and then continued on

We’ve heard from GEORGE KING, who has this update: “I am still very much involved in the visual arts. After directing the Georgia O'Keeffe Museum in Santa Fe and the

34 | Fay Magazine 2012

NAT WALSH writes that he is still living in St. Louis with his wife Stacy and their two children, Connor, age 15, and Madison, age 13. Nat owns and operates title agencies in Missouri and Illinois as well as several loft apartment buildings in St. Louis and Kansas City.

Connor is the starting goalie for DeSmet Jesuit High and has started looking for colleges where he can continue his hockey career. Madison plays both select soccer and volleyball and has her eye on TCU for college, following in her mother’s footsteps.

1977

1973 From JEFFREY JAY: “My wife Mary Ellen and I went to Bora Bora in September. We returned energized to help Mitt Romney get elected. We were at his national headquarters for the vice presidential debate on October 11.”

1975

Mike and Chris Wyatt atop Mount Kilimanjaro this past August.

CLASS NOTES

Eric Drotch ’86 Awarded Fulbright Scholarship The United States Department of State and the J. William Fulbright Foreign Scholarship Board announced this spring that Eric Drotch ’86 has been awarded a Distinguished Fulbright Awards in Teaching grant to conduct research in Israel. Mr. Drotch is one of approximately 20 U.S. citizens who are traveling abroad through the Distinguished Fulbright Awards in Teaching Program in 2012-2013.

must serve in the army after graduating from high school, Drotch said, he is focusing his studies on “what is happening in high school classrooms that allows aspiring artists to sustain their interests in art while simultaneously going through the rigors of compulsory military service. Israeli artists have been rising in prominence over the past decade or so, and it seems to me that something is happening in their

formative years that stays with them while they put their creative careers on hold for several years.”

To pursue his research, Eric will be affiliated with the Bezalel Academy of Arts & Design and the Israel Arts & Science Academy in Jerusalem, and he will visit other schools and art organizations throughout the country.

After attending Fay, Eric earned a B.A. from Skidmore College, a PostBaccalaureate Certificate in Studio Art from Brandeis University, and an M.F.A. from the University of Pennsylvania. He currently teaches visual arts and oversees the Mariboe Art Gallery at Peddie School in Hightstown, New Jersey.

Eric will be in Israel from March through June of 2013. He plans to take an intensive look at art education in Israel and how student artists are affected by their military service.

Because most Israeli young people

Fulbright Scholar Eric Drotch ’86.

1985

lege to serve in this role. My husband and I continue to enjoy watching our two children, now ages 9 and 7, discover, explore and grow. They attend a school that reminds me of Fay.”

DANA LAWRENCE FORRAR writes, “Still playing music for a living and headlined at GABBA fest at Cox/Capital Theater on October 26.”

1988

1987 CLAIRE FIDDIAN-GREEN has this news: “In June 2011, I left the non-profit world to join the Indiana Charter School Board, a new statewide charter school commission, as the founding Executive Director. It has been a priviThe family of Kristen Atenasio Melnick ’88.

KRISTEN ATENASIO MELNICK shared news of her move away from the Connecticut shoreline and back out to the woods, “the best place for four growing boys to be! The kids have adjusted well and love their new schools. I still can't believe that I have

www.fayschool.org | 35

Class of 1988: Save the Date!

25th Reunion • May 3 and 4, 2013

88!

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36 | Fay Magazine 2012

CLASS NOTES

a high schooler! I am doing some consulting and continue to run my small hand-painted gift business from home.

I am three years on the good side of cancer now and remain vigilant about maintaining my health. We still enjoy camping, biking, hiking, scouting, and of course weekends on the Cape! I guess a girl can’t really stray far from her roots.. Through Facebook, I have reconnected with several old friends and would love to hear from others!”

1989 SARAH WASHBURN writes, “Saw my Fay classmate, SHEEBA KOSHY THOMAS, at our 20th reunion at St. Paul's School, Concord, NH on June 2.”

1993 From BEN CURTIS: “I got married on June 3 to Whitney Davis, St. Mark’s Class of 1996. I am working for NASCAR Productions the SPEED Channel on various racing shows as a

Members of the Class of 1998 at the wedding of Kevin and Jessica O’Conor: Adam Benson, Matthew Godoff, Kevin O'Conor, Jonathan Nichols, and Allison Godoff.

graphics producer. Most of the year I am working on the NASCAR Camping World Truck Series and Monster Energy Supercross. We moved down to Charlotte, North Carolia, at the beginning of 2012 to be closer to the center of the NASCAR world.”

1998 An update from SARAH LONG COHEN: “Keeping busy with work at my husband's law firm in downtown Annapolis, Maryland and chasing around a 1.5 year old! We're expecting our second son in the beginning of 2013.”

2001 LEWIS MORTON has this news: “I recently married Claire Comeau-Morton on April 20, 2012. We have a beautiful baby boy who just turned one. We live in southern Massachusetts and enjoy watching our son grow. I began my master’s degree this fall in physical education with a concentration in applied kinesiology.”

2000

Ben Curtis ’93 with his wife, Whitney Davis.

Fay now boasts a Navy Seal among its alumni. MATT BECK '00 (son of Mike Beck, former faculty member) just graduated from Navy Seal Training. He is a lieutenant in the Navy and graduate of the Naval Academy. Matt grew up at Fay, first living in a Steward Dorm apartment with his family and then moving

www.fayschool.org | 37

CLASS NOTES

University of Notre Dame! I was also recently elected into the Rex and Alice A. Martin Foundation.”

2005 CAMERON AND GRAYLAN STONE spent this past summer as co-captains of the Nantucket lifeguards; they have entered their senior years at the University of New Hampshire, where Cameron is majoring in cinematography and fine arts and Graylan is majoring in communications. TORY STONE is completing her senior year at Boston University, where she is double major in English and history; she spent this past summer as an intern with The Epiphany School in Boston.

Liesel Wittmer Verderame ’00 with husband Thomas Verderame.

to Reinke House when his father was promoted to Director of External Relations. Matt is also married to a Fay alumna, MARISA ATHAS '02.

He is stationed in Coronado, CA. LIESEL WITTMER VERDERAME writes, “Just wanted to send a happy update that I was married this summer to Thomas Verderame, who I met my senior year at Bucknell University. The wedding was on August 4 in Wayne, Pennsylvania, and my brother DAVID WITTMER ’97 was also a groomsman. Tom and I now live in Berwyn, Pennsylvania, and I'm currently teaching private music lessons in the Main Line suburbs of Philadelphia.”

2002 News from ALBERTO TURINCIO SMITH: “I’m in my fourth year working for PUMA México, and I’ve been appointed PR and Media Marketing Manager for the Mexican corporate offices. I miss every one of my Fay friends, former classmates, and teachers, and I hope I can go visit next year.”

38 | Fay Magazine 2012

2007 MICHAEL MCLAUGHLIN started at Boston College this past fall.

2008 OMO OROBATOR writes, “I am having a great time at Carnegie Mellon and just completed my freshman year. I am actively involved in the Treblemakers, a new a cappella group

Shawn Joseph Klose and Alexis Martin ‘04.

2003 BRITTANY STONE writes, “I am a style consultant for Trunk Club, an online men's outfitters in downtown Chicago, where I enjoy the vibrant music scene and Midwestern hospitality!”

2004 ALEXIS MARTIN has this news: “I got engaged in Costa Rica on January 13, 2012 to Shawn Joseph Klose. We got married this September 1, 2012 at the Basilica of the Sacred Heart at the

Keep in Touch!

Send your news and photos to Erin Ash Sullivan, Director of Communications, at esullivan@fayschool.org.

Getting Out the Vote: Stolle Singleton ’03 Runs for State Office

U

p at 4:30 a.m. to meet with voters at the Honeydew Donuts in Franklin. Over to the train station by 6:00 a.m. to introduce herself to commuters. Meet with interns at 10:00 a.m. to discuss marketing strategy. The rest of the day: knock on doors, shake hands, and talk to neighbors about how to cast their votes for state representative.

Not a typical day for most 24 year-olds, but this was the summer schedule for Stolle Singleton ’03, who ran in the Republican primary for state representative in the 10th Norfolk District in September.

Stolle is no stranger to busy schedules and has always embraced new challenges. After graduating from Fay, she attended Rivers for secondary school and then graduated from Franklin and Marshall College with a double major in government and special studies, which encompassed economics, psychology, and environmental studies. An excerpt of her senior thesis on the Iranian nuclear weapons program was published as an article in USA Today’s Magazine of the American Scene. While in college, she interned with Scott Brown (a state senator at the time) and worked on his Senate campaign during her holiday break. And she somehow also managed to make time for athletics, captaining F&M’s field hockey team and playing on the lacrosse team, which won two national championships during her tenure.

After graduating from college, Stolle put her passion for public service into action and spent the next two years as a policy advisor for Senator Brown. It was during this time, she says, that she got the hands-on experience that made her feel ready to take on the challenge of running for state representative. “I wrote legislation that was signed into law and learned so much about the legislative process,” she says. “It’s not as smooth and easy as it seems: there are a lot of roadblocks, working across the aisle, and making compromises.”

Earlier this year, the longtime representative of Stolle’s home district announced that he would be stepping down after 18 years of service. The district—mostly nonpartisan, with many unenrolled voters—was an open field. Stolle, who had been considering going to the London School of Economics, had conversations with Representative Brad Jones (the

Massachusetts House Minority Leader) and Representative Vinny deMacedo that convinced her that a successful run for the State House was a viable possibility.

“I got so excited about the idea that I could use my legislative experience to give back and represent the district where I grew up,” she says.

Stolle’s primary areas of focus in her campaign were restoring the health of the local economy, welfare reform (she helped draft EBT reform legislation, part of which was signed into law by Governor Patrick this past July), and government accountability.

Stolle’s campaign was ultimately not successful, but she garnered almost 31% of the vote in the primary election and was proud not only of her campaign’s success in highlighting issues about which she cares deeply, but also in getting members of her generation interested in and excited about political activism.

Stolle, who attended Fay from third through ninth grade, credits her experiences at Fay with providing the strong foundation that has enabled her to set—and reach!—so many of her goals.

“The great thing about Fay,” she says, “was that it made me a well balanced student. I had the opportunity to explore new interests and challenge myself at everything.”

www.fayschool.org | 39

Paddle to the Sea…The Mystery Continues In our last installment of “The Mysterious Overdue Library Book,” we reported on the anonymous return of Holling Clancy Holling’s Paddle to the Sea, a picture book that was returned to the Fay library after having missed its due date by a mere 40 years. Now, another clue: ROSS GERRY ’73 writes: “I remember fondly Mrs. Bennett reading that book to us as the very first class of First Formers in 66-67! I'm guessing one of my classmates must have been the sender of the package? Our group consisted of myself, BEN ARONSON, CRAIG HUFF, TIM PLATT, SKIP DREGALO, AND DICKY UPJOHN. Was there a postmark?”

that I helped form. As a Treblemaker, I have been involved in various community service projects in the Pittsburgh area.” ALASTAIR HEWITT has this news: “I participated in the Semester at Sea program last spring semester. This summer, I took classes at Columbia University while pursuing an internship in the creative department at the ad agency Droga 5. I left in October for the yearlong NOLS Patagonia program.

I hope things are going well!”

2009 ANASTASIA USACHEVA has this update: “I completed my IB (International Baccalaureate) at the end

of May and am awaiting my results in July. This fall, I took an intensive language course at the Karl Duisberg Center to improve my German to be able to go to a university in Germany.”

We received word the JEFF DESKO graduated from St. John's High School (Shrewsbury) this past June and is now attending Syracuse University Falk School of Sports Management. He is also a member of the Syracuse men’s lacrosse team. PATRICK “JAIDEN” SHAY graduated early in 2012 from Algonquin Regional High School. His band, Attraction to Tragedy, is presently recording an EP of original songs in Westfield, Massachusetts, and performed around New England this fall.

2011

Patrick Shay ’09, member of the band Attraction to Tragedy.

40 | Fay Magazine 2012

ITO OROBATOR writes, “I just completed my sophomore year here at St. George’s with fellow Fay alumna NORAH HOGAN. I was a member of the junior varsity ice hockey team and had a great season. In athletics, I beat out 23 other contestants to win the New England Division in competition in the high jump. I am enjoying being a dorm prefect for the freshman girls at St. George’s this year. I am also looking forward to going to the Student Diversity Leadership Conference in Houston, Texas this December.” OLIVIA FLEMING wrote in to tell us that she bumped into

IMANOL MUJICA ’09 in Mexico City while visiting a friend from Lawrenceville.

2012 New from DIEGO POO: “I have been in Mexico now for five months, and it is really hard to leave Fay behind after two years. I can tell that it has served me well because now I am more independent, but the truth is that I really miss everything! I have been studying at my old school and everything is great! I have kept in touch with AMY TOURNAS and with others as well. I am thinking of going abroad again, probably near the Boston area. I hope to visit everyone there soon, and best of luck this year!”

THE FAY SCHOOL ANNUAL FUND • 2012-2013 “Happiness lies in the joy of achievement and the thrill of creative effort.”

-Franklin Delano Roosevelt GIVE ONLINE AT WWW.FAYSCHOOL.ORG/GIVING

THIS YEAR’S SCHOOL-WIDE THEME: BE CREATIVE! Creativity is the ultimate 21st- century skill. It’s the key ingredient to becoming a critical thinker, an innovative problem solver, a persuasive writer.

Creativity isn’t just an ideal at Fay. It’s a habit put into practice every day in classrooms, in the art studio, in the theater, and on the playing fields, where teachers build foundational skills and foster the creative spark that helps every child reach his or her full potential.

THANK YOU !

OUR GOALS: $1.43 MILLION. 100% PARTICIPATION. Your gift is essential. Active participation demonstrates our community’s strength and shared commitment to our students. Every gift makes a difference, making possible a rich educational experience that fosters creativity.

Remember, your participation is what matters most.

THANK YOU !

THANK YOU !

THE GAP: $7,145 FAY BY THE NUMBERS: That’s the difference between average tuition and the actual cost of educating each student at Fay.

WHERE DOES MY GIFT GO?

Fay is a gift-supported institution—and your gifts make our programs possible. To make a Fay education more affordable, the School sets tuition well below actual costs.

Just a few of Fay’s many features made possible by your support:

That’s why we rely on the support of every member of our community. The Annual Fund covers 7% of Fay’s total expenses each year and is critical to the operating budget.

Your gift will fund all aspects of the daily work of teaching and learning at Fay, with 66% directly supporting faculty salaries and benefits.

Courses offered in the Upper School 83 Teachers participating in professional development in 2011-12 76 Percentage of faculty with advanced degrees 73 Networked computers for faculty, staff, and students 435 Number of iPads purchased for ninth grade pilot program 58 Science labs on campus 7 Languages offered 4 Acres of Fay’s athletic campus 36 Athletic offerings in the Upper School 20 Seats in Fay’s Harris Theater 350 Books in Fay’s library 18,000 Secondary school placement rate 100%

In Memoriam DEAN BOYLAN ’41 July 21, 2012 Dean M. Boylan of Needham, Massachusetts, formerly of Winthrop, Milton, North Scituate, and Jupiter, Florida, died at home July 21, 2012 peacefully with his family.

Mr. Boylan graduated from Babson College in 1950 and in the same year joined his father at Boston Sand & Gravel Company, where he became president in 1956. He grew Boston Sand throughout New England and built the company that became known as the "First and Finest." In 1960, he was one of the ten founding owners of the Boston Patriots. He was also a part owner of the Boston Beacons. Mr. Boylan served as Chairman of the Massachusetts Concrete & Aggregate Producers Association. He was also a member of Woodland Golf Club, Wollaston Golf Club, Hatherly Country Club, and La Gorce Country Club. Mr. Boylan was the beloved husband of the late Kathleen O'Shea Boylan and devoted father of Jeanne-Marie Boylan of Boston and Dean M. Boylan, Jr. of Andover. He was the proud grandfather of Colleen Elizabeth Cooper of Canton, Georgia; Dean Francis Boylan of Boston; and Anna Kathleen Boylan of Woodstock, Georgia. He was the dear friend of Janice Barry of Milton, and he was predeceased by his brother, Daniel J. Boylan Jr. ’39, and his sister, Deane McCauley Boylan.

LEO MASELLI ’62 September 7, 2012 Leo J. Maselli, II passed away age the age of 64 in Daytona Beach, Florida, with his family by his side. Leo was born in Framingham, Massachusetts, and grew up in Southborough.

After graduating from Fay, he attended St. Mark's School and graduated from Algonquin Regional High School. He also attended the University of Massachusetts and was a member of Tau Kappa Epsilon Fraternity. Leo was in the U. S. Army and served in Vietnam from 1968 to 1969. He was honorably discharged in 1970. Leo enjoyed working and playing on computers and was an avid reader. He was a parishioner at St. Anne's Church in Southborough. Leo is survived by his mother Regina Northrup of Hudson, Massachusetts; his son, Jeffrey Maselli of Marlborough, Massachusetts; his daughter, Leigh Maselli, and her husband Jon Andonian of Billerica, Massachusetts; his sister, Lisa Maselli, of Northborough, Massachusetts; and his niece, Amanda Maselli ’94, and her husband Peter Beisler of Nashua, New Hampshire.

42 | Fay Magazine 2012

AUDREY S. GARDNER P’76, former faculty October 19, 2012 Audrey Gardner died October 19, 2012 after a long illness.

She was born in 1928 in Glens Falls, New York, to Dennis and Mabel Sullivan.

Audrey graduated from St Mary's Academy in Glens Falls, New York, in 1948. She spent four years at the Boston School of the Museum of Fine Arts, followed by a year of graduate studies at Tufts University. Audrey started her long career in arts education with a teaching position in Lake Luzerne, New York.

It was there she met her future husband, Bruce. They married in 1953. After teaching at Fay, Audrey taught at Hebron Academy in Hebron, Maine.

When they had retired from teaching, Audrey and Bruce moved to Contoocook, New Hampshire and opened an antique shop called "Antiques & Findings." Audrey was active in the Hopkinton Historical Society and in the Contoocook Riverway Association.

Audrey is survived by her devoted husband of 59 years, Bruce Gardner; her son Duncan F. Gardner of Keaau, Hawaii; her daughter Beth Gardner McCabe ’76 of Contoocook; and by her granddaughter, Elise McCabe of Manchester, New Hampshire.

Why We Give: Q&A with Andy and Katie Long, P’22 If you want to know about life at Fay, take a few minutes to talk with faculty members Andy and Katie Long.

They’ve got it covered.

Andy is in his 16th year at Fay; Katie is in her 12th year.

They met on campus when Katie came to Fay in 2001, married in 2005, and have two daughters: Hannah, five, and Ellie, two.

Between them, they have a hand in almost every aspect of life at Fay. Katie teaches math in the Upper School and drama in Lower School, and she

directs the Upper School drama productions. Andy teaches fourth and sixth grade science and coordinates a school-wide sustainability and recycling program. Andy served as Director of Residential Life for many years; today both Katie and Andy are dorm parents, providing care and guidance for the seventh grade girls who live with them in the Village Dorm.

And last year, they added another role to the list—Fay parent—when their daughter Hannah joined Fay’s Class of 2022 as a Pre-K student.

How has your role changed over the years?

KATIE: I’ve always taught math and run the drama program in the Upper School, but this year we’ve expanded by incorporating drama classes into the Lower School. Students now meet for classes that include improv activities and cooperative games. The goal is for students to build confidence and develop public speaking skills while learning the technical and artistic elements of drama.

ANDY: This marks the first year that I’ve taught science in the Lower School, after working as a teacher and administrator in the Upper School. I love working with younger students, and I love the curriculum —there are many handson projects that focus on innovation and problem solving and that immerse students in the engineering design process.

I’m especially excited about our sixth grade robotics unit.

What is it like being a parent and a dorm parent?

KATIE: It’s an overwhelmingly positive experience. We love that our daughters grow up around Fay students, and we find that the boarders enjoy spending

time with their Fay “siblings.” Our children get to meet students from all over the world and we are able to experience a real family feeling in the dorms. It’s one of the reasons we decided to enroll Hannah at Fay.

Why do you give to the Annual Fund?

ANDY: The residential life part of our

ANDY: Because we are immersed in so

jobs is important to us because of the value we place in building and sustaining community. There are very real connections here among the adults, the students, and the families. We feel supported by our colleagues and by the School.

KATIE: When we give, it’s our way of saying that we believe in in this place, and that we support Fay’s mission. many parts of school life, we know firsthand how important the Annual Fund is in making possible all the things we do with students. I’m committed to doing anything I can to help the School be more effective today and in the long run.

NON-PROFIT ORGANIZATION US POSTAGE PAID SOUTHBOROUGH, MA PERMIT NO. 4

FAY

Fall 2012

MAGAZINE

48 Main Street Southborough, MA 01772 Tel: 508.485.0100 and 800.933.2925 Fax: 508.481.7872 www.fayschool.org

If you receive duplicate copies of Fay Magazine, or a copy for your son or daughter who has established a separate permanent address, please let us know at 508.490.8207, or email slevine@fayschool.org.

In this issue: Our Schoolwide Theme: Be Creative!

Brandon Bush ’88 on Creativity and a Life in Music Innovation in the Classroom: Ninth Grade iPads