Belmont Day Magazine 2020–2021

2020 | 2021

magazine

Endure

& Inspire

magazine

2020 | 2021 Head of School Brendan Largay Editor, Director of Communications and Marketing Koreen McQuilton Graphic Design Good Design, LLC gooddesignusa.com Writer Cheryl Bardoe Photography Tom Kates Photography Jim Walker

Comment?

We’d love to hear what you think.

Please write to Koreen McQuilton, Editor Belmont Day School 55 Day School Lane | Belmont, MA 02478 or email communications@belmontday.org

©SHUTTERSTOCK.COM/VEJA

Send alumni news to: Nina See Belmont Day School 55 Day School Lane | Belmont, MA 02478 or email bdsalumni@belmontday.org

ON THE COVER Lower school superheroes rise to the challenge of learning and growth.

Founded in 1927, Belmont Day School is a bold, remarkable, inspiring community of learners and leaders in pre-kindergarten through eighth grade.

mission

Inspire and challenge.

At Belmont Day School, we foster intellectual curiosity, honor differences, and empower meaningful contribution with excellence, respect, honesty, responsibility, caring, and joy.

4

14

Whether on or off campus, we will always find joy in learning and growing together.

Living History: Eighth Graders Document the Pandemic

Success Offsite: Learners & Leaders Endure

Spring 2020: A COVID-19 Time Capsule

20

Community Guides Strategic Vision Values, Priorities, and Outcomes

contents

50

2019–2020 Belmont Day Annual Report Recognizing the Generosity of Our Community

2 | From the Head of School 24 | Lower School 28 | Middle School 30 | Diversity, Equity & Inclusion 34 | Arts Spotlight

36 | Athletics 40 | Alumni in Action 42 | Class Notes 46 | Presenting the Class of 2020 49 | Why I Give

B E L M O N T DAY

magazine | 1

FROM THE HEAD OF SCHOOL

Challenges Reinforce Our Mission Brendan Largay On the first days of school this year, it was hard to tell who was most excited for the return to campus—students, teachers, or parents. In some ways, the six months when we weren’t on campus together felt like an eternity. In other ways, the time flew by as everyone was continuously expanding awareness, adjusting to new circumstances, and planning ahead—as best we could—for the next phase of a global pandemic.

This magazine is a time capsule of a historic moment that our children will remember for the rest of their lives. Within these pages, you will find glimpses of the 2019–20 school year that transpired pre-COVID-19 and before the rise of a national civil rights movement. You will also find articles that document how our community is rising to these occasions. Amid a constantly changing world, our students will look back on this as the year when everything changed—well, almost everything.

One constant we can rely on is the culture of care at our school. Our six core values— excellence, respect, honesty, responsibility, caring, and joy—have been the essence of a Belmont Day education since our founding more than 90 years ago, and they will continue to guide us for decades to come. We incorporated these values into our new mission statement, along with language to prioritize our

2 | 2020–2021

commitment to diversity, equity, and inclusion.

The presence of these words is felt throughout our learning community, whether we are onsite or offsite. Our mission is:

Inspire and challenge.

At Belmont Day School, we foster intellectual curiosity, honor differences, and empower meaningful contribution with excellence, respect, honesty, responsibility, caring, and joy.

FROM THE HEAD OF SCHOOL

Since last spring, almost every aspect of our curriculum, facilities, and operations have been revisited with an eye toward how it enables us to fulfill this mission during the COVID-19 era.

While fully recognizing the challenges that the pandemic imposes, we choose to focus on what we can do to build the next generation of learners and leaders. Our faculty and staff are remarkable when it comes to innovating and finding ways to engage our students in intellectual and social-emotional growth.

As we returned to campus this fall, with so many uncertainties still ahead, I could not

be more proud of our school community. Every day our faculty go above and beyond in their commitment to our students. We are tremendously grateful to parents for their patience, their understanding, and their willingness to partner with us. And our students continue to inspire us with their resilience, compassion, and curiosity.

As a community, we will weather this next phase together. We will find joy in being together in whatever ways are possible. And we will take heart in knowing that we are giving our children a strong foundation for their future.

constant “weOne can rely on

is the culture of care at our school. Our six core values have been the essence of a Belmont Day education since our founding more than 90 years ago, and they will continue to guide us for decades to come.

”

B E L M O N T DAY

magazine | 3

Success Offsite

4 | 2020–2021

ILLUSTRATION ©SHUTTERSTOCK.COM/MARISH

Learners & Leaders

endure

Assistant Head of School and Director of Curriculum and Instruction Deborah Brissenden, in collaboration with Belmont Day faculty

COVID-19 uprooted one of our most basic educational

tools—the act of bringing teachers and students together in a classroom. And yet, through the skill of our faculty, the richness of our curriculum, and the strength of our community, Belmont Day guided students to success. In doing so, we demonstrated that whether on or off campus, we will always find joy in learning and growing together.

By the time Belmont Day closed our campus on March 11, 2020, our school had already been preparing for such a scenario for weeks. Following the news from afar, our senior leadership team had proactively reached out through national and international networks to explore best practices and technologies for offsite learning. Not knowing how long we would be offsite, faculty had prepared two weeks of curriculum. We then paused classes for two days to give teachers time to consolidate the lessons learned from this pilot launch and retool syllabi to continue through the spring term.

B E L M O N T DAY

magazine | 5

Lower School Head Minna Ham describes the shift from onsite to offsite learning as similar to the difference between driving a car versus a semi-truck. “Teachers had the same fundamental goal,” she explains, “but the equipment had changed so much that nothing was automatic anymore.”

In converting to a digital classroom, faculty resolved countless questions: What was a productive balance between synchronous and asynchronous learning?

What concepts were most fundamental?

What teaching techniques would engage students through the filter of distance and a screen? How could teachers ensure equitable experiences for 300 students across 200 diverse home environments?

With abiding empathy and confidence in our mission, Belmont Day anchored offsite learning by prioritizing the needs of three key stakeholders: students, parents, and faculty. Never was the home-school connection more pivotal in educational success. “We understood the confusion students felt as their home and school worlds collided,” Minna says, “and we recognized that we also needed to support parents.” Throughout offsite learning, Belmont Day emphasized open communication with parents through virtual information sessions, newsletters,

6 | 2020–2021

understood the “We confusion students

felt as their home and school worlds collided, and we recognized that we also needed to support parents.

”

direct contact from teachers, and focused websites for each grade.

“Listening played an important role in determining what was effective and sustainable,” says Middle School Head Liz Gray. “We synthesized a lot of feedback to learn quickly from all vantage points.” As Belmont Day’s offsite program unfolded, faculty discovered new strategies to deepen student learning, rolled out forums to support social-emotional learning, and reenvisioned important spring celebrations to resonate in the virtual platform. “This was a historic moment with a tremendously steep learning curve,” Liz says. “We are proud of how our school community responded to this challenge with tremendous creativity and a commitment to bringing learning and joy into students’ lives every day.”

Success Offsite

Lower School: Academics Come Home Within the lower school,

each grade found its own age-appropriate balance for synchronous and asynchronous learning. Pre-kindergarten classes began by joining fellow students and teachers in small “lunch bunches” to grow accustomed to the virtual platform.

“We played games and sang songs,” says teacher Kate Oznick. “Through those, we modeled taking turns in conversation, which is a crucial skill for young students.”

As the students then moved to live classes, they had built experience with being on-screen. As was true in other grades, Kate and fellow teacher Alice Henry delivered learning supply kits to students’ homes to ensure equity. A highlight of the spring was leading students through the process of crafting their own superhero costumes. “It was wonderful to see their work take shape,” Kate says. “Their superhero names changed almost daily and their imaginary powers included flying, living in water, speed, and invisibility.”

As on campus, teachers met with students as whole classes, in small groups, and individually for instruction. In addition to reading groups, second graders met in smaller groups for math and writing instruction, and sometimes for morning meetings. “Gathering in smaller groups

maximized students’ opportunities to interact and share what excited them,” says teacher Sunny Lee. To further support social-emotional learning, teachers also expanded the list of words they often discuss to motivate and inspire students.

Since September, the class had already been discussing what it means to be flexible and persevere. They now added gratitude, compassion, and resilience to their word banks as they explored ways to thank frontline workers responding to the pandemic.

Each grade consolidated information about scheduling and assignments in one location for students and parents. This is where second graders posted the final research, art, and videos for their interdisciplinary studies of endangered species.

Faculty also stayed in touch with parents

through class newsletters, email, and conferences. Parents often reached out to inquire how teachers motivated students, or explained specific concepts in the classroom. “We appreciated the feedback from parents,” Nancy says. “This process only works through a partnership.”

Fifth grade students started each morning with a friendly teacher email, addressed to students and copied to parents, that set the tone for the day.

“We used that space for fun, social topics,” says grade five teacher Emma Nairn. “It was important to humanize our communication and emphasize a feeling of connection.” Emma also experimented with all the tools of the virtual classroom to personalize education for her students.

During math class, she invited students to post their answers to challenges just for her review before facilitating class discussion. “That allowed students who may have been shy about sharing to feel confident in their contribution to the larger group,” she explains. Emma particularly appreciated Belmont Day’s collaborative culture during this time. “Everyone was inventing what they were doing,” she says. “My colleagues were eager to share what was succeeding as we reimagined how our classrooms would look online.”

B E L M O N T DAY

magazine | 7

A Complete Day Middle School: in the Virtual World Middle school students

logged in each day for a cohesive schedule that emphasized synchronous learning.

Latin teacher Nicole Buck implemented several community-based activities by inviting students to work in small groups and pairs. She also leaned into the virtual platform: making use of videos, virtual tours, and apps to help explore such topics as ancient mosaics. “This unit challenged a common assumption that things built in the past were of lesser quality than things built now,” she says. “Students gained an appreciation for the craftsmanship of the ancients and their lasting impact on us.”

Similarly, science teacher Leal Carter adapted her hands-on curriculum to focus on experiments students could conduct at home. With a focus on chemistry, she offered eighth graders a list of experiments that use common ingredients from the kitchen pantry. Students posted their findings by video as they examined a variety of chemical reactions by boiling water, and making their own lava lamps or invisible ink. “This was an avenue for students to

8 | 2020–2021

notice the presence of science in their everyday lives,” Leal says. “Students were also excited that they got to choose their experiments, which made the learning feel very personal.”

The unique conditions of so many people nationwide being home also brought unexpected opportunities. Leal invited international award-winning wildlife photographer Sally Eagle for a virtual class visit. For decades, Sally and her husband, Dan Mead, have traveled the globe documenting human impact on ecosystems. This event synthesized core ideas the students had been learning about ecology, biodiversity, climate change, and sustainability. “It was like taking a trip to different countries and ecosystems,” Leal says. “Hearing Sally’s experiences made a strong impression on students and emphasized the opportunities for positive impact.”

Each middle schooler’s day began with advisory. In addition to problem-solving around the logistics of offsite learning, faculty used this time strategically to reinforce community bonds through discussion

topics, games, and fun challenges. Eighth grade advisories even engaged in friendly competition with at-home scavenger hunts and Zoom dance-offs. The students also sculpted Belmont Day’s mascot out of rice cereal, watermelon, or other foods.

“Advisory was a steadfast way to connect with each other,” says science teacher Kaleen Moriarty. Middle school students also met online to socialize in affinity groups and clubs focused on common interests, such as knitting, dancing, or playing games such as Dungeons and Dragons.

During two afternoons each week, Kaleen offered virtual office hours, where about a dozen students gathered regularly to complete homework in various subjects.

Some students brought math questions, while others brought books to read aloud.

Kaleen could group the students in virtual rooms as needed. “The students found working alongside each other motivating,” Kaleen says. “In addition to them getting their homework done, it was fun.”

Success Offsite

Artists inResidence In the lower school,

specials faculty posted suggested activities that families could explore at their convenience using materials commonly found at home. In addition, about 25 students, divided into smaller groups, continued to meet virtually for lower school chorus.

“This experience helped students practice listening closely,” says teacher Yui Kitamura. “Being in the digital environment forces students to listen more critically.”

Yui taught students a song called Give Us Hope and sent students prerecorded tracks they could sing along with to record solos.

She then synchronized and wove all the solos together into a video that was released on Belmont Day’s social media and to the Belmont Media Center, which operates local cable channels. Yui also offered virtual

jam sessions, with separate times for grades two to five and for grades six to eight, in which small groups of students gathered to have fun making music together.

Middle school students continued to meet in their specials classes, with faculty adapting projects for learning at home. In Kathy Jo Solomon’s drawing and architecture classes, students examined the work of other artists for inspiration, just as they would have done on campus. Then students often completed their projects offline and used synchronous class time to share work and discuss their process. “Students really looked forward to that creative time off screen,” Kathy Jo says. “Self-expression and being creative are always important, and developing those skills in art blends into other areas of life.”

SCAN to watch

the lower school students perform Give Us Hope.

Students really “looked forward to that creative time off screen.

”

Learning Support Goes Remote

Distance learning is particularly challenging for students who already struggle with organization and executive functions.

Being on campus provides a built-in structure for being in the right place at the right time, prompts for turning in assignments, and myriad informal interactions with faculty who serve as helpful reminders throughout the day. The loss of all this was immediately felt by students, teachers, and parents. Belmont Day’s learning specialists Ellie Brennan and Sally Harriss worked with students to set up documents that tracked assignments and project milestones in all of their core subjects. “Those documents became a critical tool for students,” Sally says. “They felt a lot of pride in using them to work more independently.”

Our learning specialists also took advantage of the flexibility that came with remote learning schedules to meet with students more often, or for longer times, as needed. Sally also scheduled regular times when middle school students could work alongside peers. “Students appreciated another opportunity to be social, and it was helpful to see that other students faced similar struggles,” Sally says.

B E L M O N T DAY

magazine | 9

Field Day Virtually Unparalleled

Spirited. Cooperative. Epic. That is how faculty described student performances at Field Day in June. During two days, students completed six challenges and posted 750 videos, which garnered 23,108 views and hundreds of video shout-outs from cross-graded partners, friends, and coaches. “If there was a top ten list for today’s performances, we’d have to make it a top 750 list,” says physical education (PE) teacher Alex Tzelnic.

“This is perhaps the greatest performance in Field Day history.”

Students undertook each activity with creativity and enthusiasm.

Among other events, they donned as much blue and gold as possible and completed record numbers of jumping jacks while singing Belmont Day’s school song. They recorded their feet dancing the first 30 seconds of the 1980’s hit song Footloose. Plus, they recruited dogs, cats, turtles, fish—and a few stuffed and robotic animals—to demonstrate their coolest pet tricks.

“This was a great way to cap off the year,” says athletics director John O’Neill. “Our students brought so much joy and energy. Also, seeing students demonstrate their sport-specific skills in the favorite sport challenge made me really excited to work with our athletes back on campus.”

Reimagining

Culminating Events

At Belmont Day, spring is chock

full of community events that celebrate the culmination of student learning. With innovation and enthusiasm, faculty brought these events to fruition in the virtual realm.

Fourth grade social studies teacher Lana Holman laid the groundwork for a virtual Greek Festival throughout the term. With storytelling being an important theme for fourth grade, students shared their own recorded stories and posted positive feedback for others’ videos through a community bulletin board. Lana also redesigned the curriculum to offer students a choice between three themes: Philosophy School, Mapping History, or Hands-on History. “This increased student engagement because it meant smaller groups for

10 | 2020–2021

synchronous sessions,” she explains. “It also gave students input into their remote learning experience—with some students wanting lots of conversation, while others preferred activities that were more hands-on, or involved less screen time.”

Student projects from all groups became part of a comprehensive grade website entitled “In the Hallway.” The Greek Festival then became a spin-off website, with photos, videos, and news articles from Olympic Publishers. The students were excited to develop their own website and realized that their experience was not less than that of other classes, but just different.

“Students felt proud seeing the archive of their year’s work,” Lana says. “The parent of one fourth grader told me that older

Success Offsite

SCAN to watch a video project from Freedom Night.

siblings, who had experienced the Greek Festival in person, wished they had videos of their presentations.”

A website was also the home base for the sixth grade’s Freedom Week. Each year students in Dean Spencer’s social studies class develop a project of their own, on a topic of their choosing that relates to civil and human rights. This year’s projects included a quilt documenting key moments in the U.S. Civil Rights movement, a presentation about the historic practice of binding women’s feet in China, a research paper about the nonviolent movement led by Gandhi in India, and a collection of original song lyrics about civil rights events in Birmingham, Alabama. “Choice is an incredibly powerful tool that works well with remote learning because it offers opportunities for asynchronous work,” Dean says. Visitors could peruse student projects at their convenience or attend a series of virtual open houses, each highlighting separate groups of students, during Freedom Week. Each of the five sessions drew an impressive 80–100 attendees. “Our students showed tremendous flexibility in this process,” Dean says. “And they were rewarded with a very strong response from our community and more opportunity to enjoy each other’s projects.”

Similarly, our Capstone program also went virtual this spring. After months of researching, writing, and working diligently,

Choice is an “ incredibly powerful

tool that works well with remote learning because it offers opportunities for asynchronous work.

”

students had just finished their projects when campus closed. They were ready to share their expertise in this eighth grade rite of passage and worked in the virtual realm to prepare slide shows and scripts.

To avoid technical difficulties, students prerecorded their presentations. Faculty also delivered the boutonnieres for students to wear in advance. When the moment of each event finally arrived, faculty introduced students, viewers watched the recorded presentations, and then students answered questions from the audience.

More than 100 viewers attended each session, with family and friends logging in nationwide and even internationally. When viewers unmuted their microphones at the end, students were treated to a mosaic of applause. “Challenge brings opportunity,” says French teacher and Capstone advisor Jen Friborg. “We used technology to bring our community together and celebrate students’ work. Students felt a genuine sense of triumph for their accomplishment.”

SCAN to watch

the Capstone presentations.

B E L M O N T DAY

magazine | 11

Honoring the Whole Child In all of our pivoting and

planning, Belmont Day intentionally kept the social-emotional needs of students and families at the center of our program. In addition to hosting events that outlined our virtual program, we offered parent forums to discuss the challenges of blending school and home. School Psychologist Leesa Mercedes, School Nurse Liz LaRocque, and Director of Equity and Inclusion Carlos Hoyt answered parent questions and offered valued expertise about child development and how to help children cope during this stressful time. A key idea for implementing our program overall was recognizing that students and families would have a diverse range of experiences during this time. Circumstances for families and individuals may even be different from day to day. “This is a time to be gentle with ourselves and learn how to balance,” says Carlos. “If we can’t take care of ourselves, then we can’t take care of others.”

We also offered age-appropriate materials for pre-kindergarten through grade five, plus forums that students could attend to discuss topics such as what a virus is, why campus was closed, and how students were feeling. In middle school, such conversations were incorporated into advisory and classes. Social studies and English classes also offered students opportunities to keep journals about their thoughts and feelings specific to this moment in history.

As classes and other activities moved online, so did many other aspects of community that bind us together.

Throughout the spring, our faculty and staff offered fun ways to connect online— whether it was watching a cooking demonstration of a favorite dish from the dining hall or hearing Head of School Brendan Largay read Alice in Wonderland aloud in video installments. After school teachers offered a steady stream of activities, videos, and outreach to students.

Spring season coaches also kept in touch with student athletes.

Our community also showed its strength and resilience in finding creative ways to maintain our beloved traditions.

Field Day was as spirited in the virtual realm as it ever was on campus. We celebrated Moving Up Day online as a whole community, with each child’s name announced. Then the groups were put into breakout rooms with the next year’s teacher. We celebrated the last day of school with a whole-school car parade, and graduation was just as

meaningful with each eighth grader receiving their diploma in their home, with loving family on-screen. And just like that, as it does every June, the school year drew to a close. As we stepped back to take stock and begin planning for the fall, we recognized that the spring was just the beginning of education in the COVID-19 era. Despite the challenges ahead, we take comfort in knowing that Belmont Day remains strong as a school and as a community.

is a time “This to be gentle

with ourselves and learn how to balance. If we can’t take care of ourselves, then we can’t take care of others.

”

Success Offsite

Fall 2020: Returning to Campus

Exactly 187 days after students left campus, they returned to launch the 2020–21 school year. During that time, a lot of work transpired. Nearly every space on campus—including the Erskine Library, the IMPACT Lab, the woodshop, and the art studios—was reconfigured to support classroom cohorts of ¼ to ½ of a grade level to allow for a cohesive social experience while physical distancing. Adjustments were made for faculty to bring specials subjects to students in their cohorts. Similarly, lunch is being delivered to students in their classrooms this year. HVAC systems were maximized and air-filtering fans added. Traffic patterns in hallways have been rearranged, and tents have been erected outside to support time outdoors. Arrangements have been made to support clubs, athletics, and arts. We added a second nurse, plus ten additional teachers to support students onsite, as well as Belmont Day students who choose to learn off campus for the full year. Systems are in place to test all students, faculty, and staff weekly. Contingency plans have been developed for what happens if a Belmont Day community member becomes ill, or if conditions worsen in the larger Boston metro area. Faculty completed professional development around distance learning and redesigned curriculum so that we can pivot seamlessly if needed.

In short, every aspect of our operations, every inch of our facilities, and every thread of our curricular and cocurricular programs have been re-created to best serve student learning and safety during this time. What have not changed are the strength and values of the Belmont Day community. With a shared sense of responsibility, our students and families have committed to wearing masks, completing self-assessments daily before school, and learning the wide variety of new procedures. We are so grateful to faculty, staff, students, and parents for their dedication to doing what it takes for us to spend as much time as possible learning together on campus.

B E L M O N T DAY

magazine | 13

SPRING 2020: A COVID-19 TIME CAPSULE

How will people decades from now be able to understand what this past spring was like?

Historians and museums nationwide are encouraging people to document their everyday lives to record these extraordinary times for posterity.

In social studies, Belmont Day teaches students to consider themselves active participants in history with the power to shape their world.

Last spring our eighth graders were invited to view themselves as primary sources for future historians. Excerpts from their journals are enclosed, along with literary works and news of events shaped by this time.

MARCH " by "Corona Eclipse

1

Rosie Schrag ’2

I do a lot of dreaming because corona makes me bored so I sleep.

“A few days ago, I woke up at 3 a.m. to leave for Wyoming where there aren’t many people . . . Now I’ve had my first week of online classes. All my friends in Massachusetts are isolated in their homes. We call each other every day and do work together or just talk . . . Today I biked 13 miles round trip to Subway. We were not allowed to go in Subway but rather have the guy take our order in front of the door. We weren’t even allowed to use the bathroom. In Massachusetts, I have family friends who say they literally cannot buy toilet paper anywhere . . . I watched Chris Cuomo speak a few days ago about how the country needs to come together despite everyone’s differences and stay strong as a whole. If I were in a position of leadership, I would do exactly what Chris Cuomo did on that national platform and tell everyone to come together as a country . . .”

—Sleeping Haiku

by Michael Timmins ’20

Sharing Comfort Foods

Seventh grade students Ben Rowe and Noah Kokinos and innovation teacher Kurt Robinson put their hearts, smarts, and 3D printers to great use by collectively printing more than 100 face shields to donate for use by local medical professionals fighting the spread of the coronavirus.

B E L M O N T DAY

magazine | 15

MAC & CHEESE ©SHUTTERSTOCK.COM/P MAXWELL PHOTOGRAPHY

Producing PPE in a Pinch

When Belmont Day closed its campus, our kitchen team promptly delivered the remaining perishables to Food Link Inc., in Arlington, which distributed the resources to local shelters and senior housing communities. The team then created a series of videos to help Belmont Day students enjoy some of their lunchtime favorites while sheltering at home.

Chef Tara Lightbody demonstrated how to prepare fried rice, Ellen Brandt baked carrot and zucchini muffins, and Vladimir Hucko made butternut squash soup and baked haddock. Cooking with Vlad attracted more than 95 views for the school’s recipe for macaroni and cheese, served with maple-flavored ham. What’s the secret to a creamy cheese sauce that is delicious and nutritious?

Butternut squash!

After School at Home

Cross-graded partners brighten a gloomy day!

Emily, first grader, and sister Veronica, fourth grader, checked in with their partners on virtual lunch dates.

“Right now, we plan to go back to campus by May 4, although everyone knows that won’t happen. My dad’s friend is a lung doctor who is working on COVID-19 right now and he says that there is almost no chance that schools will be back before summer. This is my tenth year at BDS and for ten years I have been so excited for the spring of eighth grade because that is how we close out our lives there. I have always told myself not to take this year for granted because it would be over before I knew it even began, but it ended too fast and I wasn’t ready . . . Of course there had to be a pandemic right now at literally the worst time possible.”

16 | 2020–2021

"A Trick of the Light" by Aviva Pearlmutter-Bearson ’21

MARSHMALLOWS ©SHUTTERSTOCK.COM/HEINZTEH

Even when learning moved off campus, Belmont Day’s after school team knew that students would want to unwind and relax when school time had ended for the day. So, they launched a website chock full of activities to promote fun that enhances skills, spurs creativity, and builds community. Through videos, photos, and written messages, after school teachers presented ideas for building forts, marshmallow towers, and paper cities. They read stories, made art from recycled materials, introduced intriguing math games, and suggested active play to keep students moving. “We capitalized on our teachers’ inherent talents,” says program administrator Joe Jean-Mary. “Our staff approached remote learning as a growth opportunity rather than a limitation.”

Each teacher also wrote four short notes each week—a total of 157 letters—to students who usually attend after school programs. Students were delighted to receive mail. “We heard from many parents about how much the letters meant to their children,” says program director Blair Fross. “The parents appreciated that our teachers know each student as a unique individual.”

“Being out of school is becoming weirdly normal. I do think it’s great hanging out with my family so much. (I don’t just love my family, I like them. I can have an interesting conversation with all of them. I can’t describe how great that is.) . . . I will just do my best not to contribute to the crisis by staying in, and making this as easy as possible for everyone. Then again, people are always suffering, whether I’m happy or sad, and most of them aren’t even slightly affected by me or my emotions. Be strong and resilient. I am trying. And I think I’m doing okay . . . Today is shaping up to be a relatively good day: playing Skribble.io and online Boggle with some friends. Boggle was really fun.

A friend shared his screen, and we all worked together to find words. By the end, we were all guessing.”

“As we sit inside, alone, I hope we get to know each other. Spend hours on the phone, laugh over stories we now have time to share, learn to love each other all over again. I hope we release our tight grip on reality and start to dream sometimes. I hope that as we sit, calmly, in our heads, we stop fighting to get out. I wish we’d spend time overturning every pebble and climb a few mountains, and get to know each other better. Realize we’ve been doing some things wrong and that ‘normal’ doesn’t have to be what we want to go back to. We can learn to open our eyes to some things and close them to others. To have an extra minute to lie in bed, indulge in simple pleasures that didn’t use to be simple. Listen to our heartbeat, just because we’re curious. Blink our eyes, and look around our homes until we spot something new. I’ll read this book again—I’d forgotten I still had this. I hope we’ll take a moment to look around and realize it isn’t all bad. We can treat ourselves to a pocket of peace, and wait out our storms.”

Good Books for a Good Cause

Where’s your favorite reading nook? Curled up on the couch? In a hammock? Anywhere, as long as your dog is with you? Our second graders sent in photos of their spots as they got lost in the pages during this year’s Read for Seeds fundraiser. Students begin this project by exploring the issue of food insecurity. They also learned about the work of Gaining Ground, a nonprofit organic farm that donates all of its produce to fighting hunger in the Boston area. Students then gathered pledges from sponsors, and the more pages they read, the more they earned for their cause. Hosting our community reading sessions online made it possible for even more faculty, staff, parents, and other supporters to attend: A total of 54 people logged in to a virtual classroom to show off their cozy reading corners and spend time reading together. Students generated a total of $2,270.87 to support Gaining Ground.

B E L M O N T DAY

magazine | 17

JUNE Last Day All-School Celebration!

A car parade through campus marked the last of the 2019–20 school year on June 5.

Masks may have covered our smiles, but nothing could hide the joy of being together.

"Dreamscape Outside My Window 1 & 2" by Elena Ferrari ’20

18 | 2020–2021

Virus

By Camille DeStefano ’20 We should never give up Though we’re alone and isolated We can fight this virus It’s as strong as a brick wall, but it will let up Soon we will be back at school with friends And going about our lives as we usually do We will have all forgotten about this Virus Like words on a page It will go fluttering away Not even caring that it killed so many people in one day Not even caring that it changed people’s lives Forever Together we can do this Even if we aren’t together in a way we usually would be This virus will make us feel more grateful For our friends and family We will be more connected as a nation Even when we’re isolated from the world Note: This poem can be read forward and backward.

by Ripley Bright ’21 Helen: Hello, everyone! Do you remember 2020, the year when COVID-19 ravaged Earth? Tonight, my co-host Tom and I will recap the event’s impact on our society.

Tom: Thank you so much, Helen! The first topic is online stores. Previous to 2020, billions of stores located across the globe housed food, clothes, jewelry, toys, furniture, art, information, bikes, and so much more.

Helen: Citizens of Earth congregated to engage in their favorite pastime: shopping. But after COVID-19 prevented most from leaving their homes, online shopping became the new normal. Now, with the evergrowing population, the spaces that once housed stores are now lived in by humans. Is this change good or bad?

You decide!

Tom: Second, the handshake.

This was one of the most popular greetings used by humans.

Helen: Handshakes served as both a greeting and a good-bye.

Tom: However, the handshake slowly became a thing of the past after COVID-19 prevented all forms of physical interaction.

Helen: Our final topic for tonight is online work. Most jobs met together in office buildings to complete their tasks. But after 2020, almost half of the population’s jobs resorted to online work! Today, few people leave their homes to head to work.

A Graduation to Remember

Celebrating this year’s eighth graders began weeks before graduation. Throughout the spring, Associate Director of Communications and Marketing Jim Walker traveled the Boston area to photograph an outdoor portrait of each student. These images were shared with our community, alongside fun facts honoring each student’s Belmont Day journey. In addition, a web page dedicated to the Class of 2020 hosted heartfelt video tributes from teachers honoring students.

Finally, the virtual graduation ceremony unfolded, complete with musical performances and with eighth graders Miranda Harlow, Davin Roy, and Elena Ferrari chosen as speakers to represent their class. As Head of School Brendan Largay shared his traditional “bellwether” dedication to each student, the screen camera shifted to show beaming graduates, surrounded by family and holding up their Belmont Day diplomas.

Everyone agreed that this was an unusual year. And yet, our community discovered that more was found than lost in this online moment. Davin observed that although the campus closed in March, “Belmont Day isn’t just a place. It’s the atmosphere associated with it that makes it truly special.” Elena summed up the spirit of the day by saying that at Belmont Day, “each and every one of us has found an abundance of courage to learn, grow, and become better people. In the next chapter of our lives, we’ll drop as seeds and start anew. I have confidence that the courage to continue will stay with us.”

(See page 46 for more about our graduates.)

Tom: Thank you so much for tuning in!

B E L M O N T DAY

magazine | 19

Mission Excellence Community Strength The Strategic Plan for BELMONT DAY SCHOOL

20 | 2020–2021

Community Guides Strategic Vision Belmont Day is announcing a new Strategic Plan that outlines organizational priorities for the next 5 to 10 years. “The previous plan brought us the Barn and an expanded middle school enrollment,” explains trustee Kristen Lewis, who cochaired the strategic planning committee. “This Strategic Plan takes everything we have just built strongly into the future, making sure that the school is as successful as it can be in every area.”

The priorities and outcome measures for the plan were determined and voted on by the board of trustees in January 2020, before the pandemic forced the school to pivot to more immediate needs. Excellence, community, and financial strength—the hallmarks of Belmont Day—have been on clear display since, though perhaps not in the same way or along the same timeline as we had originally designed for the strategic plan.

“We must keep looking to the future because Belmont Day is always growing and evolving,” says trustee Tom Hancock, who also cochaired the committee. “That gives the school a vital energy that fulfills its promise.”

The Strategic Plan is the result of an in-depth process that synthesized data from parent focus groups, faculty input, individual interviews, existing surveys, school placement information, and financial reports. “It was wonderful to hear so many voices,” Kristen says. “People are excited about where we are and the

opportunity to engage in creative thinking to support our school.” This work also follows the recent introduction of Belmont Day’s mission statement, which served as a guidepost for defining the plan’s three areas of focus: excellence, community, and financial strength. “A commitment to these principles is already at the foundation of Belmont Day’s success,” Tom says.

“We wanted to highlight these elements to look at them holistically and in-depth.”

Excellence is one of Belmont Day’s six core values. The Strategic Plan uses this lens to review every aspect of the school, including curriculum and socialemotional development, as well as honoring difference, innovation, and faculty development. “Our goal is always to support a great school experience that is both academic and supports the whole child,” Tom says.

Community has always been at the heart of the Belmont Day experience, and highlighting it in the Strategic Plan will ensure that it stays that way. Belmont Day families bring a broad range of backgrounds and perspectives from throughout metro Boston, and the needs and wants of students and families are continuously changing. When Kristen’s son began at Belmont Day 13 years ago, only a few families dropped off children before the school day began. The Early Birds program is now in high demand, as are our after school and enrichment programs. These

days, families desire more parent education programs to support their children in a rapidly changing world. In addition, as the middle school has expanded, Belmont Day now has more families who enter in sixth grade. The Community priority of the Strategic Plan outlines an approach to examining such needs and promoting strong communication with parents. “We want to fully understand what is important to our families,” Kristen says, “and make sure that all students and families feel embraced and part of our community.”

A strong financial footing is also vital to sustaining Belmont Day, allowing us to continue investing in our assets—students, faculty and staff, and infrastructure. The shifting economic landscape makes a focus on financial strength more important now than ever.

“Belmont Day is most fortunate that we have real expertise at the board level and also great leadership within the school, to guide us on this front,” Kristen says.

The events of 2020 demonstrate how the many partnerships among trustees, administrators, faculty, staff, parents, and students pay off. “Our recent investments in physical facilities have given us lots of space to use this year,” Tom says. “And our investments in community give people a lot of trust in each other. Feeling close is very helpful when we have to implement new directions to benefit our community.”

B E L M O N T DAY

magazine | 21

Strategic Plan:

Our Priorities for the Future Excellence Explicitly define a pre-k to grade eight program that fulfills Belmont Day School’s mission; communicate it with all stakeholders > Establish scope and sequence for three prongs of our mission: foster intellectual curiosity, honor differences, and empower meaningful contribution > Continue focus on the whole child—ensuring a balance of academics, athletics, visual and performing arts, and social-emotional development > Explore the structure of the school-week schedule and the prospect of full-day Fridays to achieve program objectives Implement the defined program vision, incorporating ongoing innovation and improvement > Evaluate current program efforts against program vision; identify and address gaps > Ensure the program is clearly understood by faculty and families alike Articulate and demonstrate “excellence” as a core value at Belmont Day > Review and align appropriate benchmarks and metrics of student progress > Articulate grade-level progress, goals, and outcomes from one grade to the next > Make student progress transparent with families through clear and consistent communication Support faculty excellence throughout the pre-k to grade eight Belmont Day School experience > Fully implement the teacher evaluation program (GOAL) to support professional growth for all faculty > Direct professional development to support program priorities > Expand the Associate Teaching Program > Establish and implement metrics for faculty diversity, equity, and inclusion

22 | 2020–2021

Community Better understand the changing

Belmont Day School community

> Document, understand, and regularly

communicate the changing Belmont Day School community profile > Evaluate the results of the community survey (students, parents, faculty) about the sense of belonging Enhance efforts to build connections across the school community > Increase access and build relationships for families within and across grade levels > Ensure seamless integration of new students and families at all entry points > Equip faculty, students, and families with the skills necessary to foster an inclusive, diverse, and equitable community Implement best practices in

communication with families

> Evaluate the format and frequency

of communications to be the most efficient and effective > Ensure that communications tie activities to the overall program and the pre-k to grade eight journey > Set clear communication expectations with both families and faculty Evaluate and implement programming beyond the school day to ensure alignment with the Belmont Day School program and fit with family needs > Review Early Bird offerings and cost structure > Review After School offerings and cost structure > Review Enrichment programming offerings and cost structure

Financial Strength Redesign the lower school enrollment strategy to achieve enrollment growth targets > Reevaluate market patterns relative to 2015 “Q Work” and Q1 enrollment bands > Make programming adjustments and building enhancements to accommodate change Further strengthen the

balance sheet

> Consider use of endowment to pay down debt

Launch a capital campaign in 2021; this will shift to 2022 Utilize the 10-year financial model to inform financial sustainability > Evaluate financial aid targets relative to both enrollment needs and financial constraints > Assess annual fund needs to support the budget; develop a strategy to achieve the goal Actively pursue ancillary

programming revenue opportunities that are mission consistent

LOW E R S C H O O L

Harnessing the

Power of Process Minna Ham

Lower School Head At Belmont Day, we embrace learning as a process and recognize the importance of students understanding and sharing that process. This philosophy is integrated throughout our curriculum. Thus, third graders at the State Fair report insights they have gained into their own learning, as well as fascinating facts they have discovered about various states. When fourth graders present to peers and parents at the Greek Festival, they showcase skills that represent months of work.

This past spring demonstrated the power of this educational approach. Even when campus was closed and students accessed the Belmont Day community virtually from homes throughout metro Boston, our teachers focused on the importance of process over product. As described in this issue’s cover story, lower school teachers made creative use of technology to empower students to articulate what, how, and why they were learning. In every grade, our faculty thought outside the box about how to virtually gather the audience to celebrate and honor that learning.

In reflecting back, what I am most proud of is the resilience shown by Belmont Day faculty, staff, students, and parents.

Together, we brought a spirit of innovation to the challenge of remote learning, while honing in on the traditions and values that are most important to our school community. As educators, we encourage children to bring all of their skills, experiences, and optimism to cope with various challenges.

The global pandemic requires all of us to do just that, as does the ongoing and urgent need to improve equity in our society.

The resilience, innovation, and empathy already demonstrated by the Belmont Day community will continue to sustain us as we navigate whatever comes next in the 2020–21 school year and beyond.

PUNYA CK.COM/SIAM SOM

LAPTOP ©SHUTTERSTO

school teachers made “Lower creative use of technology to empower students to articulate what, how, and why they were learning.

”

LOW E R S C H O O L

Name That

Reader

Each week kindergartners get three clues to try and guess the identity of the Mystery Reader for story time. “We want students to understand that our school is made up of many different people contributing in a variety of ways,” explains kindergarten teacher Betty Pryor. The series begins each fall with a discussion of what it means to be a “community helper” within the classroom, within the school, and beyond campus.

In the past, students took onsite “field trips” to also explore the school building as they traveled to Mystery Readers’ work spaces. Last spring, the program was easily adapted for remote learning, with readers joining the virtual classroom. Last

year’s guests included Assistant Head of School Deborah Brissenden and Director of Finance Fred Colson. Students thank readers with homemade cards that they have traditionally delivered themselves.

“Our faculty and staff enjoy this project as much as the students,” Betty says. “They like sharing their love of literature with our young students and demonstrating what it means to be part of a larger community.”

Paintings and Poetry Anchor

Study of Great Migration The work of artist Jacob Lawrence and poet Langston Hughes inspired fifth graders’ study of the largest migration within U.S. history. From 1916–70, six million African Americans relocated from the South to cities in the Midwest, Northeast, and West.

Teacher Julia Juster introduced this unit to explore why people move through and to places. “Fifth graders are ready to consider the complexity of which stories are told

and how,” Julia says. “Through poetry and painting, the students added layers to their understanding of American migration, and learned about the history that shapes their communities and families.”

Students investigated such questions as: What is home? Why do people leave a place? What is their journey like? How do they reestablish themselves in a new place? Who or what is American, and who decides? Each student then chose a Hughes poem to illustrate with an original painting, emulating Lawrence’s artistic style. The completed art is now displayed in the story room of the Erskine Library. “Students understood that this story is often underrepresented,” Julia says. “They felt a strong sense of pride and responsibility to amplify history.”

B E L M O N T DAY

magazine | 25

Parents Get a Window Into Pre-k Class

A new model for parent visiting days offered parents deeper insight into our early childhood curriculum. Although past parent visit days were school-wide, last year we welcomed parents onto campus for grade-specific events. Thus last winter, parents joined the pre-kindergarten class for a walk in the woods adjacent to our campus. The young students, who explored the woods as a class regularly while on campus, were excited to lead their parents through the trails and favorite nature

Skits Explore

Social Justice

When a biography of Jackie Robinson inspired a third grade reading group, teacher Leigh Twarog collaborated with Dr. Carlos Hoyt, director of equity and inclusion, to further explore social justice themes through children’s literature. Carlos first presented Dr. Seuss’s tale of Sneetches who

26 | 2020–2021

are overly focused on the stars that are— or are not—on their bellies. “We discussed what it means for something superficial to define who one is and also that someone is always exploiting our tendency to define ‘in’ and ‘out’ groups,” Carlos explains. He next read Frank Tashlin’s The Bear That Wasn’t,

about a bear who is told by everyone that he is only a person in a fur suit. “We talked about the bear’s noble effort to self-advocate, even when no one else stands up for him,” Carlos says.

Recognizing the significance of these themes, students wanted to share what they were studying with their community. So, they worked as teams to develop and present skits that portrayed a crucial moment from each story. The third graders were especially excited to perform their skits for the rest of their grade, alongside faculty and parents, in the middle school kiva. “The students really understood that identity doesn’t make people good or bad,” Carlos says. “What’s important is the choices we make, and when people are struggling, we should do what we can to help, knowing that any of us may come to struggle at any time.”

LOW E R S C H O O L

play spaces. Afterward, students went to specialist classes and parents debriefed with classroom teachers. “Parents really appreciated seeing how playing and learning in nature provides children with the opportunity to take positive risks,” says teacher Kate Oznick. “This format brought to life the philosophy that guides our curriculum because parents could see how we integrate literacy, math, and science components.”

Story-scape Sets the

Scene

Fourth graders became the architects of their own stage when they helped design and paint a classroom mural to be the backdrop of their year-long exploration of the power of story. Art teacher Kathy Jo Solomon helped students design a timeless scene, with a road winding through a landscape, just like plots twist in stories.

“We wanted a stage that you could use to tell any kind of story,” explains fourth grade teacher Lana Holman. Storytelling is an important theme in fourth grade, with students exploring narratives from Ancient Egypt, Ancient Greece, fairy tales, and other sources. “There is much community building and trust as students get to know each other through the stories they tell.”

B E L M O N T DAY

magazine | 27

MIDDLE SCHOOL Modeling Resilience and

Growth Mindset Liz Gray

Middle School Head

”

ERSTOCK.C OM/EVZ

©SHUTT

28 | 2020–2021

they seek to understand the impact of both a pandemic and a major civil rights movement.

As we return for the 2020–21 school year, we are forward-looking. We are excited that this year brings our largest graduating class yet—the realization of the middle school enrollment growth we have been working toward. We are excited to launch another school year, knowing that despite the challenges ahead, each day brings a new promise to live our Belmont Day values of excellence, respect, honesty, responsibility, caring, and joy.

our methods for building community.

When we are on campus, the myriad of small interactions that occur when passing in the kiva or seeing each other in Coolidge Hall provide structure to students’ days that easily can be taken for granted.

TABLET

This year has given us an extraordinary opportunity to reflect on the practice of teaching. By our own actions, adults set a tone for children, and I have been so impressed with how Belmont Day faculty and staff are leading by example. Together with parents, we are showing our students how to work together, even under difficult conditions, and the value of viewing each moment as an opportunity to grow.

Delivering a rigorous, studentcentered education through remote learning has challenged us to revisit all of our educational strategies. In the process, our teachers have honed in on what is most essential in our curriculum, while also expanding our modes of engagement.

In addition, we have thought deeply about the best use of precious time together and the best application of asynchronous learning. The lessons learned, along with tools such as video tutorials and apps for exchanging ideas, will be folded into our teaching repertoire.

Teaching remotely also broadened our methods for building community. When we are on campus, the myriad of small interactions that occur when passing in the kiva or seeing each other in Coolidge Hall provide structure to students’ days that easily can be taken for granted. So, when students were not on campus, our faculty developed new ways of connecting and cultivating social-emotional learning. The strength of these bonds empowers students in all aspects of life, and particularly now as

remotely “Teaching also broadened

MIDDLE SCHOOL

Capstone Shines in New Studio Week Time, focus, and support all come together in Studio Week, a new element in the Capstone journey. For a full five days in February, eighth graders had classes in the early morning, and then devoted themselves to bringing Capstone projects to fruition with full access to peers, teachers, and the resources of Belmont Day’s Barn.

“Motivation during the week was high,” says Capstone coordinator Jennifer Friborg. “You could really feel the pride when students exhibited their prototypes to wrap up the week.”

Xander Lightbody ’20 spent the week in the IMPACT Lab building an indoor farm with automatic lighting and watering systems that involved programming and moisture sensors. “Having the whole day let me test and troubleshoot my project

with all the supplies and tools right there,” he says. “When something wasn’t working, I had time to think it through. I could also ask Mr. Robinson for ideas.”

Piper Morris ’20 worked in the art studios, where she used tape to create two “people.” She later used these as teaching tools to introduce fifth graders to basic concepts relating to gene therapy. Studio Week meant that friends were available for Piper to wrap segments of arms, legs, or torsos with tape, which were then carefully cut free and assembled into a full body.

“I liked working alongside my peers,” Piper says. “It was cool to see what others were doing, and all the work they did to make projects come together.”

Harvesting

Friends and Fun Fall traditionally welcomes sixth graders back with an overnight trip to the Farm School in central Massachusetts. On this three-day trip, students pick berries, mend chicken coops, care for animals, hike, and play outdoor games as they build a new sense of themselves and each other as middle schoolers.

“The students have a lot of responsibility and also a lot of choice in their activities,” explains science teacher Kaleen Moriarty. “So, this trip kicks off middle school with a strong sense of independence.”

Each year also brings a unique set of highlights— perhaps a clear night for stargazing or cuddly kittens.

“Whether they are new to Belmont Day or have been here for years, students get to know each other in a powerful way,” Kaleen says.

B E L M O N T DAY

magazine | 29

Community-wide Collaboration

to Honor Differences Dr. Carlos Hoyt

Director of Equity and Inclusion At Belmont Day, I am grateful to work with educators who hold instruction and enrichment relating to social identity, social bias, and social justice as having importance and value on par with every other area of our educational program. Throughout my first year in this school community, I have been impressed by the generosity and collaborative spirit of our faculty, students, and parents. This is vital because the work of seeing through socially constructed barriers to embrace and honor differences cannot be done by any one person.

Explicit practice is the best way to counteract implicit bias. With this in mind, Belmont Day undertook a variety of initiatives to refine and develop systems for how we approach the building of social skills and the exploration of identity, culture, values, and justice. We created a Diversity Equity Inclusion (DEI) Ally Pact that invites everyone in the Belmont Day community into constructive conversation. We developed a cohesive policy of educational best practices to guide the use of curricular materials that include oppressive language in social studies and English classes. We also

30 | 2020–2021

have begun developing the scope and sequence of a DEI curriculum that will help Belmont Day students explore the dynamic interaction of many facets of social identity. This work was supported with five professional development workshops and a DEI resource site for faculty. In June, Head of School Brendan Largay and I presented at a conference of the Association of Independent Schools in New England on the topic of interrupting implicit bias in hiring and retaining faculty and staff.

We look forward to continuing these and other activities. What an opportunity, responsibility, and joy it is to be in community, working together to cultivate a strong sense of humanity in each other and in the next generation.

feel empowered among a sea “ofKids peers who are asking questions and

exchanging ideas. They instinctively feel that their ideas and actions matter.

”

—Dr. Carlos Hoyt

D I V E R S I T Y, E Q U I T Y & I N C LU S I O N

Belmont Day

Hosts Diversity Conference About 300 middle school students from 50 independent schools came to Belmont Day last November for the Middle School Diversity, Equity, and Inclusion Conference organized by the Association of Independent Schools in New England.

Keynote speakers included Kwame Alexander, a New York Times best-selling author of more than 32 books, including the Newbery award-winning middle grade novel The Crossover; and Schuyler Bailar, a swimmer and Harvard graduate who is the first known transgender man to compete as a man in any NCAA D1 program.

Although about 15 Belmont Day students usually attend this annual conference, this was our first opportunity to host the event. Belmont Day students

were active in developing the conference theme—Diversity Without Divisiveness— along with a poster and t-shirt for participants. Students, parents, and faculty all played a role in helping to facilitate the logistics of the event. Many Belmont Day faculty also presented workshops, with such topics as “Exploring Allyship Through Improv,” “LatinX Identity,” and “Science vs.

Society: The Dilemma of Race.”

“This conference affirms how important it is to acknowledge social identity and justice at all ages,” says Dr. Carlos Hoyt, director of equity and inclusion.

“Kids feel empowered among a sea of peers who are asking questions and exchanging ideas. They instinctively feel that their ideas and actions matter.”

B E L M O N T DAY

magazine | 31

Answering Student Questions About

Social Justice In June, a panel of Belmont Day faculty answered questions that students had about the death of George Floyd, police brutality, and the civil rights movement that has come to the foreground nationwide. Excerpts are below.

Q: What is systemic racism?

A: Dr. Carlos Hoyt, Director of Equity and Inclusion

A “system” is a set pattern for doing something. Families may have systems for chores; Belmont Day has systems so that students know what to expect at school each day. Our society has systems for justice, for health care, and for all kinds of things. “Racism” is a belief that people can be divided into races with different qualities that make some people better than others. Systemic racism is when racism is built into the systems of what we do. Our country, sadly, has had systemic racism from its founding. That doesn’t mean, however, that is what our country wants to be now. So, it’s important that we look at everything we do and figure out: Is this a function of racism? If so, then how can we change that system? Once we are aware of it, we can resist it. That’s the positive part.

Q: Why does change take so long?

A: Minna Ham, Lower School Head

Changing how people think takes education, action, and time. We encourage students to keep asking questions, keep talking, and keep listening. When you hear something, ask: Whose story is it?

Is there another side to that story?

Whose voice is missing? That so many people are a part of the conversations,

including children as young as the students at Belmont Day, is wonderful because that is how change happens.

Q: What can I do?

A: Dean Spencer, Middle School Social Studies Teacher

When we have information and recognize the patterns that are excluding people and that are not treating people as truly valuable, then we can’t just sit on the side.

If we think it’s wrong, then we must take action to stop it.

A: Joe Jean-Mary, Summer, After School, and Enrichment Programs Administrator

It’s important to be an upstander. Now, more than ever, we need individuals to speak up for those who feel silenced and that their voices don’t matter. When we see something that we know deep in our hearts is not right, it’s important to find the courage to say, ‘Hey, what’s going on here?’ It takes only one person to make a big difference. We see the younger generation speaking up and you are part of the younger generation.

SCAN to watch the full conversation.

32 | 2020–2021

D I V E R S I T Y, E Q U I T Y & I N C LU S I O N

Belmont Day Ally Pact To facilitate conversation around different perspectives, Dr. Carlos Hoyt drafted and worked with faculty input to refine our Diversity-Equity-Inclusion Ally Pact. The following framework has been posted in all of our classrooms.

I know I have blind spots—the inability to see what I’m doing might be harmful to someone.

I know I have tough spots—the natural resistance to input that suggests my behavior conflicts with my intention.

I know I have blank spots—a lack of knowledge about crucial differences in social advantages and disadvantages between myself and others.

I know I have work to do—I promise to do the work I need to do to see my biases, spare you my defensiveness, and educate myself to be the most effective teacher/professional/ colleague/friend I can be.

I hope you will always feel entitled to let me know if my blind, tough, or blank spots ever cause you to feel anything less than respected, included, and well-served by me. I promise to always do my best to receive your notice of my mistakes with humility and gratitude.

t Ar s

In the

Studio Anne Armstrong Arts Coordinator and Visual Arts Teacher

S P OT L I G H T

Art isn’t just for the studio. It happens everywhere as a reflection of and a reflection on our everyday lives. The unforeseen predicament that led to remote learning last spring was a chance to really live this value—even if you are at your kitchen table and have only paper towels to work with, you are still able to create art! Restructuring the learning that we had planned for our studio spaces was a challenge; it was exciting and transformative as well. The opportunities to think anew about structures, themes, and the key elements within our disciplines varied, based on the media and modes of our disciplines. The constant was how our faculty rose to the occasion, always keeping our eyes on what was best—what made the most sense—for our students, given the new landscape of our learning and teaching.

Performing With

Pride

In February about 100 students performed in Belmont Day’s first showcase of our talented orchestra, wind, guitar, and world drumming ensembles. In addition to Belmont Day’s music curriculum, students can choose to join these groups, which meet before or after school. “These students are committed to making music with their peers,” says music teacher Yui Kitamura. Rehearsing as an ensemble requires students to listen closely to each other, watch for nonverbal cues, and tune into musical dynamics. “The performance celebrated their work because it brings these processes together in a culminating moment,” Yui says.

34 | 2020–2021

Whether on or off campus teachers focus on developing the artist within each child. We teach students to look closely at the world around them. We study the work of previous artists and view art in a context.

We ask students: What inspires you? What will you create in response to it? How will you share your vision with others? Finally, we encourage students to embrace the idea that creative expression has no single “right” answer.

At Belmont Day, we cherish creating opportunities in multiple disciplines— visual arts, music, theater arts, woodworking, and digital arts—for young artists to channel their experiences and create their art.

Sew Much Creativity

Elective Leads to International Prize

Innovation teacher Kurt Robinson piloted Belmont Day’s first intensive arts elective, in which seventh and eighth graders choose one class that meets four times per week, rather than two electives that meet twice per week.

The Global Goals class focused on a challenge offered by the micro:bit Educational Foundation to inspire students to invent technology-based solutions to address environmental issues. “Students were excited to design things that could have positive effects in the real world,” Kurt says. “Their work embodied what the IMPACT Lab is all about. They imagined and created prototypes, tested and tinkered with them, and adapted their ideas to strengthen their impact and transform their creative visions into reality.”

Students from around the world submitted their projects for review and, in March, Lynn Lewis ’20 was awarded the top honor in North America! Lynn created an all-weather box, which could be mounted in a forest, that housed a micro:bit, a microphone, a camera, and a Raspberry Pi. When triggered by loud noises, the device would snap photos that would be immediately posted to a social media account, helping park rangers to more easily track illegal logging and raising awareness about the issue. “This class helped me think about everything with a real-world lens,” Lynn says. “When I realized that coding had so many applications to solving problems, it became much more meaningful to me.”

Beginning in kindergarten, Belmont Day students are introduced to fiber arts as an artistic medium that weaves together engineering, design, problem-solving, and personal expression. In fourth grade, students explore geometric and pictorial styles in American quilting traditions and create their own quilts. Students plan their designs on paper, transfer the shapes to fabric for cutting, and pin together layers of fabric and batting. Working in pairs at the sewing machine— with one child stitching while the other acts as a safety spotter—students appliqué their shapes to a base. “Children love working in this medium,” says art teacher Kathy Jo Solomon. “It builds a lot of confidence because it combines so many skills.”

Seventh and eighth graders recently applied their skills in the Fashion Design arts elective.

Students began by piecing together a bowl made from fabric pentagons. Each student then dyed their own fabric to use in making a pair of pants with an elastic waist. For the grand finale, students created an article of clothing that was completely their own choice and design. “At first, students just focus on the task of sewing,” Kathy Jo explains.

“By the final project, they are implementing the whole process. There is problem-solving and room to express themselves at every step.”

B E L M O N T DAY

magazine | 35

B E L M O N T DAY On the Field John O’Neill

Athletics Director During the past year, Belmont Day students have demonstrated that school spirit, team ethic, and commitment to a goal will prevail, whether the Blue and Gold are on campus or not.

On one blustery day last fall, 18 of our 23 cross-country runners recorded their personal bests on Belmont Day’s home course. The team went on to celebrate their second consecutive undefeated season with a trio of top three finishers at the state championships. Winter brought a program-record of nine eighth grade players to boys’ varsity basketball and strong camaraderie that propelled the team to another winning season. Amid other sports highlights, we also launched Intramural Games and Adventure, which lets athletes sample a range of activities.

During Mud Week in early March, we were thrilled to welcome back two alumni to talk about continuing their athletic careers

36 | 2020–2021

into college. Adam DeFranc ’13 plays on the men’s basketball team at Skidmore College while Samantha Friborg ’14 runs cross-country and track and field at Yale University. Then the abrupt cancellation of our spring season disappointed everyone.

And yet, our students continued to cultivate healthy bodies and minds and showed their school spirit by connecting virtually with coaches and each other.

I am grateful for the undaunted community and creativity of the Belmont Day teams. Every year our faculty coaches bring a wealth of sport-specific expertise and educational experience to support our student athletes. We have another unusual year ahead of us, with many unknowns particularly relating to athletics. What we do know, however, is that Belmont Day will continue to help students find joy in movement and develop healthy habits.

By doing so, we promote an environment where every student athlete is appreciated, supported, and challenged.

B E L M O N T DAY AT H L E T I C S

Expanding

Fitness Fun

Belmont Day athletics added yet another offering last year, coached by Abbey Nyland in the winter and Alex Tzelnic in the spring. The Intramural Games and Adventures curriculum provides an alternative athletic experience in which middle school students can try out new activities and expand their options for active lifestyles. Last year’s program included indoor rock climbing and parkour at Brooklyn Boulders in Somerville, playing squash on the courts at Harvard University, and using the erg machines at Community Rowing in Newton.

B E L M O N T DAY

magazine | 37

Meet the Coaches Abbey Nyland

Came to Belmont Day in 2018; Coaches field hockey, girls’ lacrosse

Q: What led you to become a coach and teacher?

As a kid, I thought my PE teachers were the coolest people who ever walked on the earth. They taught me how to be a teammate and inspired me to take on challenges. My first job in high school was teaching downhill skiing to four-year-olds. I loved helping them feel comfortable in their equipment and confident in themselves. I’ve been coaching ever since and have been teaching PE now for more than 10 years.

Q: What makes the PE program at Belmont Day stand out?

a kid, I thought my “PEAsteachers were the

coolest people who ever walked on the earth.

”

—Abbey Nyland 38 | 2020–2021

Having a co-teaching system gives us a lot of flexibility in how we work with students. We can work as a whole grade or divide students into smaller groups based on what skills they are building.

We are also fortunate with our campus facilities—two beautiful gym spaces, plus two outdoor fields, tennis courts, and hiking trails. Incorporating this variety of options into our curriculum helps us give students ownership over their health and well-being.

Q: What are the hallmarks of Belmont Day interscholastic athletics?

We teach students to fully embrace our school values on the field.

By really emphasizing the feeling of sportsmanship, we teach them to believe in themselves and how to cheer each other on.

These are skills they will take with them for the rest of their lives.

B E L M O N T DAY AT H L E T I C S

Eric Ridoré

Came to Belmont Day in 2016; Coaches JV flag football, wrestling, ultimate frisbee

Q: What led you to become a coach and teacher?

I’ve always liked athletics. I played tennis and basketball in high school, followed by Division II rugby in college. When I started teaching in Belmont Day’s After School program, I incorporated a lot of athletic activities. Gradually, I’ve also become more involved in teaching PE and coaching our middle school teams. I love seeing students’ creativity at work. Athletics is a great place to de-stress. The students are so free and open that you get to see them express themselves.

Q: What are some special athletic events at Belmont Day?

Alex Tzelnic

Came to Belmont Day in 2019; Coaches JV girls’ soccer, volleyball

Q: What led you to become a coach and teacher?

After studying philosophy in college, I got a certificate to teach English as a second language and traveled to Saigon, Vietnam, to work with students ages 3 to 12. I found teaching really rewarding, so when I came home, I looked for opportunities to combine it with my lifelong love of athletics. I’ve been teaching PE for 12 years now. I also have a background in Buddhist studies and write about the intersection of mindfulness and education.

Q: How do you incorporate mindfulness into your teaching and coaching?

At the end of each season, we have a game where eighth graders play against faculty. In the fall it’s soccer, in the winter it’s basketball, and in the spring, it’s ultimate frisbee. These games make for great memories. Everyone is having fun, and the games are competitive.

The students really come for us. It’s a good opportunity for them to see their coaches go after it and hustle and find our place on a team.

We teach students that their primary goal in PE is to be mindful to take care of themselves, their teammates, and their equipment.

Obviously, students won’t succeed every time they try to score a goal or pass a ball. So, we instill that what is most important is how they take the shot and how they treat their teammates. Over time, encouraging students to have fun while trying is more effective than just focusing on the end result.

Q: What makes Belmont Day’s interscholastic teams so successful?

Q: What is unique about Belmont Day’s middle school interscholastic program?

We focus on cooperation and competition. We want students to compete at their highest level and teach them to find their own balance. On a team, you can get only so far by yourself.

You have to cooperate with others, and when you see someone on your team trying their hardest, that’s inspiring.

Belmont Day’s coaches are skilled at what they do and in building teams, so they bring a high quality of instruction to serve athletes at every level. Some of our players have made a particular sport a priority, while others have never tried it before. Either way, seeing the growth from the beginning to the end of a season is impressive.

B E L M O N T DAY

magazine | 39

A LU M N I I N AC T I O N

Associate Teachers

Carry Belmont Day Values Forward Each year, Belmont Day graduates a cohort of new teachers eager to move on to their next schools. Now in its twenty-ninth year, our Associate Teacher Program has helped to shape and inspire 210 alumni.

Each of our graduates earns a master of education degree from Lesley University and a Massachusetts teacher’s certification while working and learning in Belmont Day classrooms. Ours is one of only a few schools serving elementary and middle school students that Lesley collaborates with to provide an intense 10-month residency alongside coursework. “Our faculty become like adjunct professors,” says Heather Woodcock, director of the Associate Teacher Program. “It’s so beneficial to learn from master teachers who are in the classroom.”

Hallie Burak, who graduated from the program in 2006, agrees that it is invaluable to both discuss psychological theory and then test it in the classroom. “Having that direct experience and the feedback from your mentor teacher lets you reflect on the educational practice in deeper ways,” she says. Hallie taught as an English teacher for seven years before becoming Assistant Principal at Dr. Robert G. O’Donnell Middle School in Stoughton. She recalls her year at Belmont Day as warm and nurturing and credits her mentor teachers, former faculty Lois Storace and Donnell Thompson, with giving her foundational strategies for classroom management and connecting with students. “Belmont Day has a culture of lifelong learning and of teachers putting students first,” she says. Hallie now promotes a similar approach through her work as an administrator. “This program created who I am as an educator,” she says.

40 | 2020–2021

“Building community and empowering teachers to serve students is a key piece of my role as a school leader.”

The classic practicum that most aspiring teachers complete—being a “student-teacher”—usually involves shadowing in two classrooms for up to six weeks each and teaching a discrete number of lessons. By contrast, associate teachers join the Belmont Day community beginning with opening faculty meetings and stay through June, observing the rhythms of a full academic year. Associates devote themselves to one classroom for the first half of the year and another for the second half of the year. They spend four days of each week in the classroom, with Fridays reserved for graduate-level coursework, plus hands-on visual and performing arts workshops taught

by Belmont Day faculty to promote the arts as integral to the student learning experience.

Most important, they get a lot of teaching time and learn how to develop curriculum

A LU M N I I N AC T I O N

Belmont Day has a culture of lifelong “learning and of teachers putting

students first. This program created who I am as an educator. —Hallie Burak

”

that is engaging and student-centered.

“Associates view themselves as teachers and learners,” Heather says. “We see them transform. As the year goes on, they realize that the more they know about their students, the better they will be able to teach.”

Molly Horan, a 2018 program graduate, recalls the excitement of being able to teach from her very first day as an associate. She had already been an assistant teacher for

two years but joined the program because she needed a master’s degree to become a lead teacher. “I wanted a hands-on experience,” Molly says, “because the only way to get better at teaching is to do it.” Since graduating, Molly has taught fifth and sixth grade math and science at Nashoba Brooks School and this year is teaching fifth grade in Acton Public Schools. While in the program, Molly appreciated the ongoing feedback of her mentor teachers Dean Spencer, Kaleen Moriarty, and Mary Norman. She also valued Heather’s expertise in teaching the Friday sessions and in leading the overall program. “Heather brings many resources and perspective,” Molly says.

“She encourages us to stretch out of our comfort zone and grow in our teaching.”

On average, Belmont Day hosts six associate teachers each year, although

that may expand as the program grows in correlation with our middle school expansion. For the past two years, an associate teacher from Belmont Day has received the June T. Fox Scholarship Award by Lesley University for excellence in teaching and leadership potential. Associate teachers benefit Belmont Day students because they bring new ideas and energy to enrich classrooms. “Our faculty recognize that teaching is a process of collaboration, so they are open to how new ideas might benefit our students.” Heather says. “Associate teachers also add to the caring adults in our students’ lives. They are role models and another opportunity for our students to build connection.”

Completing such an intense teaching residency is a distinct asset in the job market. Erin Pak, who graduated from the program in 2020, is now teaching fourth grade in Acton Public Schools. “Because I had this full year of experience,” she says, “I have a portfolio of lesson plans and could speak authentically to experiences in classroom management.” Even with the complexity of this school year, Erin is excited to launch her career. Already, she has built experience in the onsite classroom and with adapting to virtual learning.

“Because I was plugged in as another teacher in the room, I was able to try it out alongside other teachers across the country,” she says.

After completing their residencies, associate teachers choose to teach and ultimately lead in both public and independent schools throughout metro Boston and around the nation. Belmont Day has recently launched an alumni network and newsletter to keep in touch with former associate teachers. Heather says, “We are proud of Belmont Day’s contribution to inspiring and nurturing new teachers.”

B E L M O N T DAY

magazine | 41

class As we continue to expand the class notes section of this magazine, we are looking for class representatives to help oversee the collection of news and updates from former classmates and friends. If you are interested in serving as a class representative, please contact Director of Alumni Relations Nina See at nsee@belmontday.org.

1950s MARY (DEUTSCH) EDSALL ’55 | I have worked as a researcher and editor for my husband, Thomas B. Edsall, ever since we got married in 1965.

He is a journalist who worked for the Washington Post for 25 years and who currently writes a weekly opinion column for the op-ed pages of the New York Times. We have a grown daughter, Alexandra (Lexa) and two grandchildren who all live in Philadelphia. Tom and I live in

Washington, D.C., right across the street from the Supreme Court, and would like to hear from any Belmont Day classmates. Mary.D.Edsall@gmail.com

VIKI BOK ’76

1970s HAYDEE VICTORIA SUESCUM ’73 | I was Invited to exhibit solo at the McNay Museum of Art in San Antonio, Texas in the Butt Paperwork Gallery, exhibit titled “Folk Pop: Victoria Suescum’s Tienditas.”

Also, my artwork was reproduced in the 2020 book by Diana Molina titled “Icons and Symbols of the Borderland: Art from the US-Mexico Crossroads,”

HAYDEE VICTORIA SU

42 | 2020–2021

notes

ESCUM ’73

CHARLES PINCK ’76, speaking at an OSS Society event in fall 2019.

which accompanies an exhibit of the same name that has so far travelled to Brownsville (Museum of Art, UTRGV Rusteberg Gallery,) San Antonio (Centro de Artes,) and Austin (Mexicarte.) The exhibit will continue to travel in 2021.

VIKI BOK ’76 | I continue to run my grant-writing business, and occasionally see other local BDS alums, like Greg Fried ’76 and Adam Frost ’76. And I connect often with Vicky Suescum ’73, most recently by doing livestream yoga together on Zoom!

Photo includes my husband and two sons, on the occasion of my older son’s virtual college

graduation this past May, celebrated in our backyard.

CHARLES PINCK ’76, President of the Office of Strategic Services (OSS) Society, recently produced a short film about D-Day, titled “Operation Overlord: OSS and the Battle for France.” The OSS was a wartime intelligence agency of the United States during World War II, and a predecessor to the CIA. The film tells the story of allied special forces whose daring exploits changed the course of World War II. The film won a pair of awards—Best Mini Movie Historical Documentary, and Best Filmmaker Mini Movie—at the 2019 Palm Beach International Film Festival.

C L ASS N OT E S

2000s KINGS is a powerful short film that follows rookie African American police officer Brandon Billips, played by STEVE WILSON ’01, on his first night after being sworn into the Oakland California Police Department. Before long, he’s faced with difficult choices as his veteran partner starts to abuse the power of his badge, putting his life, and the lives of others, in danger. The film was released in 2019, but has gained attention recently due to its topical, compelling theme.

MIKAELA DALTON ’08, CHANEY DALTON ’15, BRONTE DALTON ’12, EVERETT DALTON ’19 | Julie Dalton reports that her children are doing well—Mikaela ’08 is living in Denver; Bronte ’12 is living in Seattle; Chaney ’15 is a sophomore at Tufts University, and Everett ’19 is a sophomore at Concord Academy.

KYLA WESLEY WILLIAMS ’05

KYLA WESLEY WILLIAMS ’05 married Marcus Williams August 22, 2020.

JAMES BRISSENDEN ’07 was married September 4, 2020. James and Olivia celebrated with a close group of family and friends in Rye, New Hampshire.

STEVE WILSON ’01

Waiting for the Night Song Julie Carrick Dalton P ’08 ’12 ’15 ’19 Waiting for the Night Song is a contemporary novel about two women who must return home to reconcile a traumatic childhood secret. This story about friendship, secrets, and betrayal is set against the backdrop of a changing climate.

It is a love song to the wild places of New England, a call to fight for what we believe in, and a reminder that the truth will always rise.

Perfect for fans of Where the Crawdads Sing by Delia Owens or Barbara Kingsolver novels.

Belmont Day School played a big part in the creation of this book. It took 13 years to write and sell Waiting for the Night Song. As a mom of four BDS grads, I often found it difficult to carve out time to write. I used to show up to the BDS pickup line an hour early and sit in my car and write—the school parking lot became my writing retreat. When I finally pulled a draft together, Katie Willis P ’16 ’19 was the very first person to read and give feedback on my manuscript; former second grade teacher Tina Fox also kindly agreed to be an early reader.

Sherrill Bounnell P ’15 also read and offered feedback, and Lise Gordon P ’10 ’12, copy edited my entire manuscript to help me polish it up before submitting it to literary agents. I never could have written the book without the guidance of Eve Bridburg P ’15, the founder and director of GrubStreet, a writer’s organization in Boston. She has been an enormous support and mentor. So many BDS folx had a hand in this book!

JAMES BRISSENDEN ’07 and Olivia

Insider fun fact: There was a very wise middle school teacher with an activist mindset in early drafts of my book—so, obviously, I named him Mr. Spencer. Sadly, Mr. Spencer’s entire subplot got cut from the book before publication.

But who knows, maybe he will show up in another book someday. I’m a huge Mr. Spencer fan!

Waiting for the Night Song comes out in January 2021. For those interested, I encourage preordering directly from Belmont Books, which has been incredibly supportive of me. Preorders provide an indication of early interest, and it ensures that the publisher will keep up with production. In addition to writing in the BDS parking lot, I also spent countless hours writing in Black Bear Café at Belmont Books. I love supporting local businesses!

JAMES and Olivia with James’ mother Deborah Brissenden, assistant head of school and director of curriculum and instruction at BDS.

More information about Julie: As a journalist, Julie Carrick Dalton has published more than a thousand articles in The Boston Globe, BusinessWeek, The Hollywood Reporter, and other publications. She contributes to “Dead Darlings,” “The Writer Unboxed,” and GrubStreet’s writer’s blogs. She also owns and operates a 100-acre organic farm in rural New Hampshire, the backdrop for this novel.

B E L M O N T DAY

magazine | 43

EMILY TAN ’11, second from right

ARNAV PRASAD ’14, second from left community and teamwork— and that’s certainly what BDS has done an excellent job in emphasizing and instilling in its extended family of students, faculty, parents, and alumni.”

NINA BUNN ’16, second from left

AMOS DAMROTH ’09 and ELIAS JARZOMBEK ’09 are members of the musical trio, Obstacle.

The group is a three-piece instrumental project at the intersection of experimental electronic and guitar/bass-driven improvisational music. Be sure to check out Obstacle, including its latest release Subset, on Spotify.

2010s EMILY TAN ’11 completed her Fulbright Scholarship at the MARCS Institute for Brain, Behaviour and Development at Western Sydney University in March 2020. During her time in Australia, Emily’s research explored the role that singing— in particular, lullabies—plays in how humans acquire language.

Reflecting on her time in Australia, Emily notes “I have been blessed with friendships shaped by shared curiosity,

44 | 2020–2021

adventure, and the vicissitudes of life. I will be thinking of these people and this whole experience for many years to come.”

The athletics department was thrilled to welcome back ADAM DeFRANC ’13 and SAMANTHA FRIBORG ’14 for the second installment in the Mud Week Speaker Series. DeFranc is currently a member of the men’s basketball team at Skidmore College, while Friborg is running cross-country and track and field at Yale University.

ARNAV PRASAD ’14 was recognized at the MIT Sloan Sports Analytics Conference, an annual gathering in Boston for some of the nation’s top data analysts. In just his first visit to the conference, Arnav was presented with an award for winning the student division of the conference’s ESPN hackathon. “I think one thing that makes sports so captivating is its emphasis on

NINA BUNN ’16 graduated in May from The Cambridge School of Weston. During her time at CSW, she participated in Dance Concert every year.

The annual event gives dance students the opportunity to choreograph and perform original works. Nina was one of 16 choreographers and more than 40 student-dancers to perform in the show. Nina is a freshman at Carleton College.

DANYA DUBROW-COMPAINE ’16 was awarded a Nora Saltonstall Scholarship for study in Paris this fall. A graduate of The Winsor School in May 2020, Danya is taking a gap year and is excited to kick things off at The Sorbonne in Paris during her fall semester. She follows a long line of Winsor women granted this prestigious scholarship.

A senior at the Commonwealth School, MAOZ BIZAN ’17 has partnered with the Royal Veterinary College in London, England, to investigate the

effect the pandemic restrictions are having on the relationships people have with their pets, as well as the behavior of pets and their quality of life. The study is looking at the impact of control measures on pets and their people in the Boston area including Arlington, Belmont, Cambridge, Lexington, and Watertown. The study will help inform veterinary behaviorists and pet owners about stressors that affect pets and how to manage them.

PLEASE EMAIL US . . . . . . so we can return the favor and keep you up-to-date on all things BDS. Share your news—your classmates will be glad you did!

Contact Nina See, Director of Alumni Relations, at nsee@belmontday.org.

Follow us @bdsalumniandfriends

C L ASS N OT E S

Pictured clockwise, beginning at the top left: AVIVA PEARLMUTTER-BEARSON ’21, social studies teacher DEAN SPENCER, MARGO DANAHY ’17, and CAMERON COLBERT ’21.

MARGO DANAHY ’17 is a senior at Belmont High School, serving as a member of the student senate and the Greater Boston Regional Student Advisory Council representative. Margo is also a member of the Belmont High School Quiz Show Team, and one of her team’s qualifying rounds aired on PBS in April 2020.

The questions ranged from geography to history to pop culture, and showcased the quick-thinking of these talented high school students. In an exciting matchup with Salem Academy that went right down to the wire, it was Margo and her BHS classmates that claimed victory and moved on to the

Middle school faculty Elisabeth Klock and Mary Ellen Coyne-Gordon with JULIA CLAYTON ’20 and her brothers JAYSON ’15 and JORDAN ’18.

next round. The Belmont High School team made it to the final round, facing off against Boston Latin School, which prevailed.

In June, Margo joined a Zoom discussion with members of the BDS climate group where she shared her own climate activism.

Middle school faculty Elisabeth Klock and Mary Ellen Coyne-Gordon got a treat when delivering graduation goodies to JULIA CLAYTON ’20—her brothers JAYSON ’15 and JORDAN ’18 came out to say hello.

In Memoriam FRANK W. “BUD” GARDNER ’62, passed away on January 23, 2020, in Winter Springs, Florida. He was 69. After graduating from Belmont Day, Bud went on to the Belmont Hill School. The family moved to suburban Philadelphia, where Bud graduated from The Haverford School in 1968. He obtained a BA from Hamilton College, and his MBA from Syracuse University. Bud enjoyed a successful career in executive search and consulting, eventually opening his own business in south Florida. He is survived by his wife, Linda Brann Gardner.

JEAN POTTER GP ’13 ’16 ’17 ’19 beloved grandmother of Daniel Kim ’13, William Kim ’16, Alexander Kim ’17, and Isabella Kim ’19 passed away July 3, 2020 at the age of 89.

The school community holds fond memories of Jean from her many visits to campus on Grandparents’ and Special Friends’ Visiting Day.

Jean was known for her extraordinary kindness, patience, warmth, generosity, and love of children. She cared deeply about social justice issues, progressive politics, historic preservation, and the welfare of those around her. Jean attended Occidental College, where she studied philosophy and education and met her former husband, Ralph Potter. Before moving to the Boston area in 1958, she spent three formative years as a missionary in Appalachia. Jean

lived in Arlington from 1965 to the end of her life, except for one year split between Bethesda, Maryland and Paris, France.

As director of the Arlington Heights Nursery School from 1971–2005, Jean contributed to the growth and well-being of thousands of children and mentored generations of teachers and parents. She brought a deep understanding of child development to the creation of a warm, welcoming environment where children thrived. She was a pioneer of inclusion of children with special needs long before this was common practice or mandated by law. After earning a master’s degree in education from Harvard University in her fifties, she was a respected teacher of early childhood education at Middlesex Community College for many years.

Jean attended the Memorial Church in Cambridge for more than five decades. Over the years, she served on the board of directors of the Arlington Historical Society, the Middlesex Canal Association, the League of Woman Voters, Arlington Heights Nursery School, and the Boston Association for the Education of Young Children Directors’ Conference Committee. In the 1970’s, she and other directors created the Arlington Early Childhood Association, a professional group that still meets monthly. She was a founding member and longtime stalwart of the original Arlington Food Co-op and devoted member of Arlington Civil Rights and Fair Housing groups. She volunteered in her children’s schools, hosted METCO and exchange students, and was a Girl Scout leader and a Cub Scout Den Mother.

B E L M O N T DAY

magazine | 45

CONGRATS! Presenting the Class of 2020!

Scott Abbott

Jack Abruzzi

Elizabeth Amaratunga

Noah Burd

Julia Clayton

Camille DeStefano

Elena Ferrari

Owen Finnerty

Quinn Foley

Kiki Friedbauer

Maya Gregor

Miranda Harlow

Owen Khanna

Lauren Kopperl

Lynn Lewis

Xander Lightbody

Ashley Luo

Michelle Mejia Levy

Piper Morris

Aaniya Riddick

Davin Roy

Miles Sandoski

Orion Schrag

Evan Seymour

Cole Sparks

Anni Taylor

Michael Timmins

Theo von Gottberg

Theo Wallach

Below are excerpts from graduation speeches: “I remember coming home from school in the fall of my first year and telling my mom, ‘I feel like my teachers understand me better in three months than teachers at my old school ever did.’ I’ve been told many times what a sweet story this is, and I’d have to agree. Not only is it a testament to the incredible teachers here, but also it shows the power of our community at Belmont Day. Only three months into my first year, I’d already experienced how truly tight-knit we are. I’d marveled at how everybody not only knew everyone else but also made a point to say hi to me in the hallway even if I didn’t know them yet.” —Miranda Harlow “We arrived at BDS as a seed. We were in pre-k, ready to grow, so much opportunity and so much to come in one tiny package. As we were slowly tucked into the nurturing soil of our teachers and friends, we sprouted tiny roots, underground, and started to anchor ourselves to what would eventually become a second home. We painted crazy swirls in art class and ran around and laughed and got to know who would grow beside us in the next 10 years. We looked up to the immense height of the eighth graders, tall trees that stretched into the sky. We never imagined what it would feel like to be them someday . . . Eighth grade and I think we’re fully grown trees. This year, we are a forest, formidable and wonderful. Each and every one of us has found an abundance of courage to continue learning, growing, and becoming better people. In the next chapter of our lives, we’ll drop a seed and start anew, but I have confidence that the courage to continue will stay with us. It feels so strange to say that my journey at BDS is over.” —Elena Ferrari “The most remarkable part of our school is the people—the community of students, teachers, coaches, and families. As I think about my time here, I imagine Belmont Day as a combination of all of those people, someone who has taught me many valuable lessons, and I’d like to share three of the most important lessons with you today.

Belmont Day, or let’s call him B.D. for now, is a person of good heart. He’s one of the kindest people I’ve ever met. Of course, most people who know B.D. think he is kind, somewhat overprotective, honest, incredibly trustworthy, and an everlasting friend that you know you can count on. He taught me how to be a great friend . . . Belmont Day has been a school that has made such a profound impact on my life. My life is influenced by the things you all have been able to teach me, which I’ve done my best to take to heart and live by. Belmont Day has been my home, my rock. You’ve taken care of me, accepted me and my family, and in this school are the kindest and most genuine people I know.” —Davin Roy

Class of 2020 Secondary Schools Arlington High School Beaver Country Day School Belmont High School Belmont Hill School Boston Latin School Brimmer and May School Cambridge Rindge and Latin School Cambridge School of Weston Concord Academy Dexter Southfield School Holderness School Lexington Christian Academy Middlesex School Milton Academy Newton North High School Noble and Greenough School Pingree School Rivers School Taft School

SCAN to watch the full graduation and speeches.

This group shot is the Class of 2020’s fall school photo, taken in October 2019.

B E L M O N T DAY

magazine | 47

Where are they now?

Members of the Class of 2016 are attending the following colleges and universities

48 | 2020–2021

California College of the Arts Carleton College Colby College (2) Drew University Endicott College (2) Harvard University George Washington University New York University Skidmore College Stockbridge School of Agriculture at UMass Amherst Tufts University University of Miami University of Vermont

WHY I GIVE Commitment and Leadership

Build Community It’s been an incredible “opportunity to have

impact on an institution that is always putting the needs of children first.

”

Outside of being with her family and working, Brit Dewey has invested more time during the past ten years in supporting Belmont Day than engaged in any other activity. “It’s been an incredible opportunity to have impact on an institution that is always putting the needs of children first,” says Brit, an administrator at Harvard Business School who is now in her tenth year as a Belmont Day trustee.

Brit and her husband, Phil Tinmouth, first came to Belmont Day when their son, Julian ’19, entered pre-kindergarten. When the family considered schools all around metro Boston, Belmont Day stood out. “The attention and care between the teachers and students were palpable,” Brit recalls. The positive relationships, critical thinking, and self-advocacy skills Julian built here set him up to thrive as a boarding student at the highly regarded Thacher School, in California. “Belmont Day taught Julian to look at problems from a lot of angles,” Phil says. “He understands that complex issues are more interesting and meaningful to explore.” That was evident in Julian’s Capstone project, in which he rode the MBTA independently and examined demographics, pricing, capital, and many other factors that influence public transit.

Daughter Erica ’21 also joined Belmont Day in prekindergarten and is now in eighth grade. Erica has especially enjoyed having cross-graded partners. “Every year those connections beyond her class, with students of different ages, have been very meaningful,” Phil says. “Now she likes being that older student mentor.” During the years, Erica has explored a variety of interests both inside and outside the classroom, including science, Latin, tennis, field hockey, guitar, singing, and representing the school as an admissions ambassador.

“She has had the chance to explore many personal interests,” Brit says, “which serves her well as she is looking ahead and thinking about high school.”

Brit Dewey (right) with husband Phil, Erica ’21, Julian ’19 Tinmouth

Over the years, the family has valued the many possibilities for parents to be involved at Belmont Day. “You want your kids to see you working alongside faculty and staff, to make the school strong,” Phil says. “It’s a great community to be a part of and to consider how you can lend your talents and time to making it even better for those who come after you.” This year Phil, who works in the biotech industry, is serving as a grade parent. “Our most important goal is to facilitate communication and events so that everyone—including new families—feel a part of the community,” he explains.

In her role as a trustee, Brit is especially proud of three pivotal initiatives: cochairing the search that brought in Head of School Brendan Largay, serving as board chair during the capital campaign that resulted in the Barn, and currently working on an advisory group relating to this fall’s campus reentry plan. “This year has really shown the value of the Belmont Day opportunity for our children,” Brit says. “Nationwide, this is a moment to double down on our commitment to educators who are doing everything they can to prepare our children for the 21st century. There has never been a time when supporting schools has had more meaning.”

SCAN to show your support and

make a gift today to the Belmont Day Annual Fund.

B E L M O N T DAY

magazine | 49

2019–2020

Annual Report See this year’s Annual Report on the Publications page of our website.

50 | 2020–2021

inspired

learners & leaders Second Annual March Madness Challenge

Our students learn early on that pursuit of excellence can also be fun.

A LU M N I , M A R K YO U R C A L E N DA R S !

For the month of March 2021, you and your fellow alumni will compete to see which class can drum up the highest participation for the Belmont Day Annual Fund. The challenge is entirely participation based, so every gift of every size makes a difference. For more information, visit www.belmontday.org/give/alumni-giving.

An elementary & middle school | pre-k to grade 8 617-484-3078 | www.belmontday.org

55 Day School Lane Belmont, MA 02478 Address Service Requested

Visit our website for the latest news.

www.belmontday.org Or check out the Belmont Day Scoop, delivered weekly to your inbox!