Fall/Winter Bulletin 2019

Fall/Winter Bulletin 2019

Exploring Leadership

B OARD O F TRUSTE E S 2018–2019 Jason Robart PRESIDENT

Kiki Shilling VICE PRESIDENT

Jacqueline Deysher Marchand ’01 SECRETARY

Vincent Lorusso TREASURER René Russo GOVERNANCE CHAIR

Danielle Heard HEAD OF SCHOOL

Jeff Bruce Annie Drapeau Anne Elton Jay Fritz Kate Moriarty Graham ’98 Lindsey Gund Rick Hardy Stephen Lanzendorf Tom Mazza Kyle Rusconi Josh Solomon Adam Sureau Beth Thut Irene Todd Charlotte Whitmore Alice Flint, TRUSTEE EMERITUS John Moriarty, TRUSTEE EMERITUS

C ORE VALUE S INTEGRIT Y

We act with honesty, sound judgment, and strong character to build a culture of trust.

COLLABORATION

We build partnerships, foster teamwork, and encourage camaraderie.

INCLUSIVIT Y

We celebrate and affirm all aspects of individual identity and global diversity.

EMPATHY

We seek to understand the feelings of others, value multiple perspectives, build meaningful connections, and inspire ethical action.

RESILIENCE

We value persistence and pursue excellence through continuous learning and growth.

TOP: Grade 8 students on their trip to Chewonki.

ABOVE AND COVER: Grade 2 visited Gaining Ground in October where they cleared out herb beds, shelled and sorted beans, harvested carrots, and picked brussel sprouts to provide food for people in need.

200 Strawberry Hill Road Concord, Massachusetts 01742 978.369.4591 nashobabrooks.org

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FALL/WINTER BULLETIN 2019

Danielle Heard Head of School

C O N T EN T S

Colette Porter Executive Director of Marketing and Communications Quincey Katz Assistant Director of Marketing and Communications Carole Allen-Scannell Development Nicole Chan & Jennifer Lenox Craig Annual Giving & Major Gifts

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From the Head of School

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A Closer Look at Leadership Through the Lens of our Core Values

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Girls’ Schools Inspire and Empower Emerging Leaders

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Spotlight on our Fall Teams

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Regina Nixon At the Helm of the Middle School

Julian Feshbach-Meriney Marketing Intern

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Fall/Winter Community News

Nicolaus Czarnecki Photography Kirsta Davey Photography Carly Gillis Photography Nashoba Brooks School Archives Photography

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Talking About Transliteracy A Panel Discussion

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Fall Snapshots

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Back to Campus Alumni Reunion

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Alumni Leaders

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Transliteracy at Work

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Fall Landscapes

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Winter Weekend 2019

Adam Van der Sluis & Amy Sagalyn Alumni Relations Jacqueline Waters Editorial Consultant

MIS SION Nashoba Brooks School educates children for a life of continuous learning, accomplishment, and leadership in a diverse and changing world. The School nurtures students’ growth and character, while fostering the development of each child’s personal excellence in academics, athletics, and the arts. © 2019 Nashoba Brooks School

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TO HONOR THE LIFE and legacy of Dr. Martin Luther King Jr., Grade 7 students collaborated on a mural project in his memory. Each student received a sheet of paper that contained just a small piece of the larger mural and the colors needed for that piece. Students used markers and colored pencils to fill in their section. They were encouraged to be creative. At first, the students were surprised at how challenging it was to understand what each individual piece represented. But, gradually, they learned to trust the process as it unfolded.

Together, we can make something great when every student does her part.

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“True leaders understand that leadership is not about them but about those they serve. It is not about exalting themselves but about lifting others up.”

- Sheri L. Dew My inbox fills daily with articles, emails, and blog posts about leadership. Too many of these resources espouse the fixed characteristics of an individual (“She is very charismatic.”) or the output of work (“The company has shown strong profit gains.”) as one-dimensional definitions of leadership, but there is more to the leadership equation. At Nashoba Brooks School, we recognize that true leadership requires the qualities of character reflected in our core values of integrity, collaboration, inclusivity, empathy, and resilience in conjunction with action in service to others. It is this combination that makes our students and alumni stand out among their peers.

The Fall/Winter issue of the Bulletin focuses on leadership in its many forms, as celebrated in our mission and our commitment to preparing students for a “life of continuous learning, accomplishment, and leadership in a diverse and changing world.”

Our cover story explores leadership from multiple vantage points, recognizing that it is not always about the individual who sits in an elected position or who has the loudest voice. At Nashoba Brooks, each individual is called upon to lead by action and example, as we work together to build a strong and inclusive community. Whether on the stage or the playing fields, in the classrooms or in our daily interactions with each other, every student learns to serve and to lead.

To prepare our students for leadership in a diverse and changing world, we know that the education we provide must be dynamic and nimble. In 2017, Dell Inc. published a report that projected that 85% of jobs in 2030 do not yet exist. Our students are preparing for a future which has not yet been imagined. With this in mind, we selected transliteracy—the concept that students today must be fluent and flexible in a variety of forms of literacy, and able to move swiftly and seamlessly among them—as our theme for the year. In this issue, you will find highlights of our transliteracy

work, including a Parents’ Association panel that focused on employee reflections and our summer reading of The Rise by Sarah Lewis. It has been exciting to see transliteracy in action in our classrooms and curriculum throughout the year.

Our graduates continue to leverage the leadership skills learned at Nashoba Brooks well beyond their time here. We are proud to share highlights from their work, their accomplishments, and their positive impact on their communities. We hope that you, too, will be inspired as you read our alumni spotlights.

Also in this issue, Regina Nixon reflects upon life and leadership at the helm of the Middle School. Though new to this role, she is a familiar face to many in the Nashoba Brooks community, having worn many hats on campus from admission to technology integration. She is a model of continuous learning, and we know that you will enjoy reading about her vision and the depth of knowledge and experience that she brings to this role.

I am grateful each day for everyone in this community—our parents, employees, alumni, and especially our students—for the energy, passion, creativity, and leadership that you bring to Nashoba Brooks School. A Middle School student recently shared, “leadership is an opportunity to be empowered to help others and advocate for them.” This ideal has been at the core of our Nashoba Brooks curriculum and in the hearts of our students for generations as they learn, lead, and serve.

With appreciation,

Danielle Heard Head of School FALL/ WI N T ER 2019 | 3

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A CLOSER LOOK AT

LEADERSHIP THROUGH THE LENS OF OUR CORE VALUES

by Jacqueline Waters

Nashoba Brooks School is brimming with students who want to change the world. Our job, as educators, is to inspire them to change it—to encourage imagination, to build confidence, to listen thoughtfully, and to lead effectively. As J.K. Rowling said, “we carry all the power we need inside ourselves.” So how do we help students unlock their power?

We give them opportunities to lead.

There are a myriad of lenses through which we can view leadership at Nashoba Brooks School, but first, we need to define it. When we asked teachers, employees, and students for a definition of leadership, we heard the same five words over and over again: integrity, collaboration, inclusivity, empathy, and resilience. Not only are these our School’s core values, but they are also essential leadership qualities. Leaders act with honesty and foster teamwork. They embrace diversity and inclusivity as essential components of learning, and seek to understand the feelings and perspectives of others. They value persistence.

Through these values, we contemplate critical questions to guide our actions and inform our teaching and learning: How do we model and cultivate leadership skills? What opportunities for leadership development can we create in our community? How do we encourage and empower students to lead—both while they are here and after they graduate?

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INTEGRITY “At Nashoba Brooks, leadership is a mindset,” says Jane O’Connor, assistant head of Lower School.

“It’s not about the office held or the big job; it’s the small moments.”

Small moments, such as when Middle School girls walk Lower School students from Early Birds to their classrooms in the morning.

Or when they offer to help a new preschooler struggling to separate from her parents at drop-off by opening a book. “You can go now,” the young girl tells her mother.

“I want the big girls to read to me.” Students are engaged in quietly leading by example—the first to arrive for practice and the last to leave, the ones who pick up after others without being asked, who greet teachers and show appreciation to the food service employees. Their actions demonstrate integrity.

“Silent leaders are sometimes the most powerful,” notes Jenny Rutherford, Grades 2-3 math specialist and Lower School reading teacher. Rutherford recognizes what so many teachers at Nashoba Brooks reiterate: leadership is not the loudest voice. As the old adage goes, actions speak louder than words. In the Lower School, teachers ask students to think about their actions as a way of learning about leadership. “How are you being a good friend?” we ask our youngest students. “How are we making visitors feel welcome?” In second grade, the concept is framed in terms of being an upstander verses a bystander. By third grade, leadership is viewed through the lens of Everyday Heroes when students discuss how true leaders serve and care for others.

EMPATHY & INCLUSIVITY Service learning has always been an important part of our School 6 | NA SHOB A BROOK S S CH OOL BU LLE T I N

program. As team leader and Grade 5 teacher Kristen Sheehan explains, Grade 5 students meet with Kindergarten partners once per week throughout the year and promote the annual Cradles to Crayons event. They collect and sort gently-used items donated within the greater Concord area to provide children with the essentials to feel safe, warm, and valued. In winter, Grade 5 students volunteer at the organization. They then teach the Kindergarten students about Cradles to Crayons and work with them to package hats and mittens.

The partnership is a chance for Grade 5 students to be mentors and role models.

RESILIENCE “A collaborative learning model builds good leaders,” says Susan Lewis, Grades 6-7 science teacher. “Relational skills are so important. Students need to learn how to take feedback and incorporate the ideas of others.”

She wants each girl to develop her voice and her confidence.

One way Lewis promotes this is through presentation projects where students teach each other.

She also works on “reframing their mindset,” from a “fixed” to a “growth” framework as outlined by Carol Dweck in Mindset (2007), a summer reading book for Nashoba Brooks in 2012. The goal is to “build skills in all students so that they are resilient, bold, creative, and collaborative,” says Lewis. “In engineering, having things fail is often the best way to move forward because it promotes creativity.”

Jenny Rutherford echoes Lewis’ argument. She reminds Lower School students that “Leaders are not afraid to make mistakes.”

Rutherford believes that “being comfortable in discomfort” pushes us all outside the box. A willingness

to do so comes from creating a safe space. She encourages students to take risks and give others a chance. In her classes, students talk through answers to collaborative math problems and have the opportunity to lead and teach, so one learns from the other.

According to drama teacher Hannah Flint '97, one of the essential questions that shapes her curriculum is: “How can students be in charge of what they create?” In allowing students ownership of the creative process, she acknowledges that the finished pieces—such as the mime skits and set designs—may not be fully polished; however, the process is more important than the final product. When the students own the process, they feel empowered.

Many of the Middle School music classroom projects are also student-led, explains Christel Michaud. Students create their own melody to accompany a children’s book made in art class.

They also teach a composition they have created.

“It’s a shift in pedagogy,” she says. “Students are teaching other students.” For example, Grade 6 students learn West African dancing from Ghana and are asked to shape a variation of the dance and teach it to one another. Members of the Nashoba Notes a cappella group rotate as section leaders; each leader is charged with the task of teaching her section of their piece that day.

“In a cooperative classroom,” explains Paul Benzaquin, “students take turns as facilitators.”

Benzaquin, who teaches Lower School music and coordinates various music ensembles, notes that Grade 3 and Grade 8 students emcee School assemblies. “They are student-directed, not teacher-led.” Once a month, during these assemblies, three Lower School and three Middle School students receive Brooks Bear Awards. Students nominate other students for these awards, which honor those who exhibit core values through small acts of leadership.

While some students learn to engage the audience by leading assemblies, others learn to improvise in jazz band. “They are adolescents creating in front of people, trusting in the community, with confidence, because it is a safe space to explore,” says Benzaquin, and “students take this confidence with them to their next schools and future endeavors.”

“It’s hard to swim through and go against the tide,” remarks Elaine Rabb, Grades 7-8 English teacher. “Confidence is key. Students at Nashoba Brooks find and claim their voices.” And they are encouraged to use them, not just here, but after graduation. As facilitator of the Student Diversity Committee, she lets students’ interests drive the direction of the group and encourages the girls to use their voices to educate the community. “Last year, we focused on women’s empowerment.”

In Michelle Perrault’s Preschool classroom, two students per week participate in Friday Reflection—an opportunity to highlight their work and share their process with peers. During this weekly presentation format, teachers celebrate each child’s varied approach and promote our core values.

Middle School students in Grades 6-8 are asked to think about the School's core values as they cast their votes in leadership elections. Each ballot asks voters to evaluate every candidate’s demonstrated commitment to the core values.

COLLABORATION Through student-centered and collaborative classes, service programs, ensembles, athletics, dramatic performances, and many other clubs and School activities, Nashoba Brooks students actively engage in opportunities to lead by example and learn essential leadership skills. “We are empowering girls and launching leaders,” exclaims Regina Nixon, assistant head of Middle School. Nixon is earning her Ph.D. in Educational Leadership and is focused on fostering community, helping students find their voices, building confidence, and practicing empathy.

As Liz Joyce, school counselor, reminds us, “The School’s five core values are a social contract for all. They provide clear expectations for students to meet. Most importantly, they offer a guideline for students to develop their own core values and moral compass.”

Students leave Nashoba Brooks School knowing they have the power within to imagine better, and to be better.

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GIRLS’ SCHOOLS INSPIRE AND EMPOWER EMERGING LEADERS NCGS RELEASES NEW STUDY RESULTS AS A MEMBER OF The National Coalition of Girls’ Schools (NCGS), Nashoba Brooks School was excited to see the release of a new study confirming what we see everyday—girls’ schools inspire and empower girls to achieve their full potential as learners and leaders.

In January, the Higher Education Research Institute (HERI) at the University of California-Los Angeles (UCLA) released the results of a study that shows statistically significant advantages for girls’ school graduates as they enter colleges and universities.

Commissioned by the National Coalition of Girls’ Schools, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University was prepared by principal investigator Dr. Tiffani Riggers-Piehl, assistant professor of higher education at the University of Missouri-Kansas City (UMKC), in collaboration with HERI. This new data analysis is 8 | N A SHOB A BROOK S S C H OOL BU LLE T I N

an update of a 2009 report, also published by HERI, that was originally conducted by Dr. Linda Sax of UCLA in association with Dr. Riggers-Piehl.

These two major peer-reviewed studies assess the self-confidence, academic achievement, political engagement, and aspirations of girls’ school graduates to their peers who attended coeducational schools.

Utilizing data drawn from the Freshman Survey conducted by HERI, the 2009 and the 2019 reports both used multilevel modeling to separate the effect of an all-girls education from other influences including socio-economic differences, race/ethnicity, parent education, and the characteristics of the high schools attended. Dr. Riggers-Piehl and her colleagues note that the data reveals “a consistent portrait of girls’ school graduates who are more engaged academically and socially than their coeducated peers,” which aligns with findings in the 2009 study led by Dr. Linda Sax.

The 2019 study identified several key areas in which all-girls’ schools are better preparing students for success in college and beyond. Based on the reported data, the researchers concluded that when compared to their female peers at coed schools, girls’ school graduates: ■ Have stronger academic skills ■ Are more academically engaged ■ Demonstrate higher science self-confidence ■ Display higher levels of cultural competency ■ Express stronger community involvement ■ Exhibit increased political engagement The research report identifies over 80 statistically significant differences that favor graduates of all-girls’ schools when compared to female graduates of coedschools. Among the many findings, the study highlights that girls’ schools alumnae are more likely than their coeducated peers to say they frequently seek alternative solutions to a problem, and more frequently explore topics on their own, even when not required. Girls’ school graduates report frequently supporting their arguments with logic at rates significantly higher than coed school female graduates. The study also finds that graduates of girls’ school are more likely to report that they are “very confident” or “absolutely confident” in their understanding of scientific concepts and their ability to explain the results of a study and use technical science skills such as tools, instruments, and techniques.

It is no surprise to us—at Nashoba Brooks—that when asked about their ability to work and live in a diverse society, alumnae from all-girls’ schools are more likely to have the goal of helping promote racial understanding and value improving their understanding

of other countries and cultures in comparison with their coeducated peers. Girls’ school alumnae are also more likely to note their ability to work cooperatively with diverse people as a strength. We see these concepts at work in our students’ active engagement in Harkness discussions during class, participation in Youth In Philanthropy, the record numbers of participants in our Diversity Committee and Sexuality and Gender Alliance groups, and the topics they choose for the C-SPAN documentaries and 20% Time independent projects. Our students dig deeply into complex issues.

Just as we see Nashoba Brooks Middle School students leaning into both formal and informal leadership roles to do their part in building a strong and inclusive community, Dr. Riggers-Piehl’s 2019 study finds that girls’ school graduates overall, are more likely to have a goal of participating in community action programs and are more likely to think it is “very important” or “essential” to become involved in environmentally minded programs.

Women who attended all-girls’ schools are more likely than coeducated graduates to plan to vote in elections and to publicly communicate their opinion about a cause. Considering their political engagement, graduates from all-girls’ schools are more likely to think it is “very important” to have the goal of keeping up-to-date with political affairs.

It is clear from the longitudinal research that students in the Middle School at Nashoba Brooks are in good company with their peers from girls’ schools throughout the country. They are thoughtful, engaged, capable, and confident young people, determined to have a positive and meaningful impact in the world.

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SPOTLIGHT ON OUR FALL TEAMS VARSITY SOCCER The Nashoba Brooks varsity soccer team had an exceptional fall season. Led by captains S. Burke '19 and A. Monahan '19, this talented and spirited team worked hard and played with grit and determination to achieve an impressive record of seven wins, one loss, and three ties in their 11-game season. The team had some nail-biting games, coming from behind with minutes remaining on multiple occasions to win or tie. These players represented the School with perseverance, teamwork, positivity, and good sportsmanship throughout the season.

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JUNIOR VARSITY SOCCER The junior varsity soccer team had a winning fall season marked by hard work and sportsmanship. Led by captains H. Carey '20 and A. Nagtegaal '20, the team made progress throughout the season––pushing each other to improve during each practice and game. This enjoyable season was filled with spirited energy and teamwork, and they are all looking forward to next season!

CROSS-COUNTRY RUNNING The Nashoba Brooks cross-country running team finished a great season this fall. Led by captains, A. Sharma '19 and A. Wieland '19, the team of nine runners worked hard each week to become stronger and more efficient, with each girl achieving her personal best. The final race of the season was the Roxbury Latin Jamboree with A. Sharma taking second place and A. Wieland finishing sixth, each running her best race of the season on a grueling course. Though they will miss their graduating teammates, they are looking forward to next year with returning and new team members.

VARSITY FIELD HOCKEY The Nashoba Brooks field hockey team had a winning season, with five wins, three ties, and one loss. Each player worked hard to enhance her skills while learning more about the depth of the game and structure of making technical plays. Captains E. Sohn '20, C. Petracek '19, and A. Gregory '20 were strong leaders. The players will miss the graduating Grade 8 students and hope they will cherish the memories of this season.

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REGINA NIXON: AT THE HELM OF THE MIDDLE SCHOOL Assistant Head of Middle School Regina Nixon shares a 360° look at life and leadership with Colette Porter.

COLETTE: Let’s take a walk back. Tell me about Regina Nixon. Where does your story begin?

REGINA: First, foremost, and always, I am a teacher, I am an educator. It is what drives me, what motivates me, what governs me. I do what I do because of the kids. That’s how I got started. I received a scholarship to the Teaching Fellows Program at East Carolina University and taught for a few years in North Carolina.

Then I got my master’s degree in instructional technology and began exploring how technology can be used as an innovative tool. It was perfect to come to Nashoba Brooks because I was in this new journey of life and thinking about curriculum in a different way...and I arrived at a school that was willing to think outside of the box in terms of educating this generation.

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COLETTE: You are now pursuing your doctorate in educational leadership and policy studies at the University of Pennsylvania.

REGINA: Yes. I always knew I wanted to get another degree and pursue leadership.

With my dissertation, my research is focused on the pedagogical approaches to racial and gender identity development in adolescence, specifically. There is something powerful in that because at Nashoba Brooks we don’t just teach math, we teach children. We don’t just teach social studies, we don’t just teach English—we do all of those things, but most importantly we teach children.

COLETTE: How has the graduate program inspired you?

REGINA: At Penn, you are placed in these cohorts with about 25 people. I leave so rejuvenated because I am learning and having very intellectual and sometimes crazy conversations that stretch my thinking. That is why I really love this program.

COLETTE: You have worked in many different capacities at Nashoba Brooks School, from technology to admission to being a trusted partner to the head of school. Tell me about your roles and what you got out of them.

REGINA: I am so indebted to Nashoba Brooks for giving me the opportunity to step into different areas. There have been things that I have been given in each role, and it has been amazing to see the differing perspectives.

The one role that stretched me in a way that I am forever grateful for is the admission role because, again, I’m a teacher, and that role is very business-oriented. I went in thinking “Am I going to love this?” But it is about people. It is about welcoming your community. I put my all into every role that I’ve been in, especially relationship building. That certainly is an aspect of my leadership style. It is so important to get to know someone and to just have the conversation of “How are you?” before you go into “What is our agenda?” While it does lengthen a lot of meetings, it will pay off in the long run.

COLETTE: Family is really important to you.

You have such a wonderful network around you, as well as the community at Nashoba Brooks. It’s like you have two homes.

REGINA: I feel like Nashoba Brooks is a second home for me. But yes, family is everything, which is also how I govern myself in this new role. I tell the girls all the time that I want them to see me not just as the assistant head. I want them to see me as a trusted adult so that they feel comfortable coming and talking to me. It’s important to me that when I speak to every student, I speak to each one by name... that I greet them and I say “Hi, Colette.” It’s important to me that people feel like they are seen, they are known, and they are loved.

COLETTE: How does Regina define leadership at Nashoba Brooks School?

REGINA: I am going to have to borrow my counterpart’s words here. Jane O’Connor said leadership is a mindset. It’s not just a job, it’s a mindset. That is so beautifully said because I do think that leadership at Nashoba Brooks is in everyone and everything. We don’t see it as “you run for student council, you’re a leader” or “you’re on this team, you’re a leader.” It is really in how you govern, how you carry yourself, and how you put forth your best effort in everything you do. That is leadership.

COLETTE: Who is one leader you admire and why?

REGINA: The first person who comes to mind is my mother, of course. She is my everything and just happens to be the greatest human being on earth. It is interesting because I’m wondering would my mom identify herself as a leader? But yes, she would. My mom is a minister, she has to lead people in spiritual growth, but I think my mom also operates as a relational person like me. My mom believes that you treat people with kindness. She has shown me that my entire life, and she continues to show me that.

COLETTE: What is your vision for the all-girls’ Middle School?

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It’s important to me that when I speak to every student, I speak to each one by name...

It’s important to me that people feel like they are seen, they are known, and they are loved.

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REGINA: This sounds very simplified, but I really just want there to be happy girls and happy teachers. Anytime you have people that really feel good about things, they’re going to produce and engage in processes that are [both] innovative and thoughtful. When you have those things, that’s when you have the brilliant instruction, projects, and curriculum for our girls to engage.

COLETTE: You and Jane O’Connor have a wonderful professional—and what seems like— personal friendship. Do you inspire each other?

REGINA: Jane and I are honest with each other. We recognize our strengths and our challenges and that helps us complement each other and work well together. When Jane first came here I was the director of educational technology and innovation. We put in a lot of time to think differently about how we want to advance this School, and we spent a lot of time outside of school hours. Whether at a restaurant, on a couch, at a dining room table or on campus, we really work and put in the time. That has paid off for us in this role we’re in right now as counterparts.

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- Regina Nixon

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COLETTE: We talk a lot about empowering girls and launching leaders. Do you have any insights about girls today and what we do at Nashoba Brooks to empower these future leaders?

REGINA: Girls today are growing up in such a beautiful generation where there’s a growing culture to challenge the norm. At the same time, they are faced with something that we weren’t necessarily faced with. Technology has given our girls a chance to see everything and post everything, so we’re having to help them develop skills that are new to even us. This level of media literacy skills that we have to teach our girls is so critical.

To speak to your last question of what vision I have for the School, I want people to really understand what it means to be an educator in the 21st century. That is a lifelong mission of mine. It is not just about the subject, it’s about who that child is. It’s about tapping into all of those little pieces of who they are and helping them tackle anything in life. Instilling life skills.

Making sure that they are resilient and making sure they know what integrity means.

STUDENT VOICES: ON LEADERSHIP FOR ME, BEING A LEADER HAS BEEN AN EVOLUTIONARY PROCESS. BEFORE NASHOBA I WAS A FOLLOWER. THIS YEAR MY LEADERSHIP HAS SHOWN IN A VARIETY OF WAYS.

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Leadership is standing up for yourself and others without turning your back.

It is encouraging others to do what’s best.

EVERY DAY IN EVERY CLASS WE MUST BE LEADERS.

I always thought leadership had to be something big...now I realize sometimes the best kinds of leadership are small, like comforting a friend. I try to do little acts of leadership everyday.

I BECAME A BETTER LEADER WHEN I WAS PAIRED WITH MY LITTLE SISTERS. THEY LOOK UP TO US AND IT IS ON US TO BE GOOD ROLE MODELS FOR THEM AND FOR ALL OF THE YOUNGER KIDS.

BEING IN EIGHTH GRADE MEANS THAT THE REST OF THE SCHOOL IS CONSTANTLY LOOKING UP TO US AND SEEING WHAT WE DO. EVEN IF YOU DON’T HAVE AN OFFICIAL ROLE, YOU ARE STILL A LEADER.

I took a risk, got elected, and really did learn from the experience while running for co-president. I think that the supportive environment when it came to applying/running really helped me gather up my courage.

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Danielle Heard and Grant Lichtman

Gaining Ground

FALL/WINTER

COMMUNITY NEWS The Future of K-12 Education with Grant Lichtman TUESDAY, OCTOBER 2, 2018

INTERNATIONALLY RECOGNIZED thought leader in education Grant Lichtman visited campus to share insights into today’s evolving K-12 landscape, addressing how parents and educators can support our students to best prepare for the future.

Lichtman explored key questions facing schools today— why should we change; what will that change look like; how will we change; and are our schools on a trajectory to intersect with a future that is vastly less knowable than it ever has been in the past?

Grant pointed out that technology is changing faster than the pace of learning. Innovative schools are making adjustments that are helping them weather these shifts through creativity, risk-taking, and seeking insights from beyond the classroom walls. The audience engaged in discussion of how parents can best support their children to prepare them for a future that is not yet known. .

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Grade 2 Visits Gaining Ground TUESDAY, OCTOBER 23, 2018

IN OCTOBER, GRADE 2 students took a field trip to Gaining Ground, a non-profit organic farm in Concord that grows vegetables and fruit, with the help of community volunteers, for people in need.

Our student volunteers took on leadership roles and had a great time picking brussel sprouts, clearing out herb beds, shelling and sorting beans, and harvesting carrots. Gaining Ground donates all of their produce to meal programs and food pantries in the area.

“We could not do what we do without the help of our volunteers and community partners like Nashoba Brooks School,” says Amy Capofreddi, Executive Director of Gaining Ground and former member of the Nashoba Brooks School development team.

Nashoba Brooks classes have been visiting Gaining Ground for two decades and they recently expanded their partnership by connecting with Open Table, allowing students to see where some of the produce goes after it is donated by Gaining Ground.

Volunteers at the Cradles to Crayons event

Cradles to Crayons SUNDAY, OCTOBER 28, 2018

IN AN EVENT ORGANIZED and promoted by Nashoba Brooks School Grade 5 students, Middle School students participated in the annual Cradles to Crayons Collect and Sort in October, which provided much-needed items to more than 450 children in the Boston area.

There was an outpouring of donations from the MetroWest area as well as the Nashoba Brooks School community.

Volunteers from Concord and surrounding towns, including our Nashoba Brooks Grade 5 students, crafted greeting cards and sorted donations as part of the event.

Kelsey Soto, the event organizer, visited the fifth graders in October, teaching them about Cradles to Crayons and the impact that the School community can have on local children. This February, Grade 5 went to the Cradles to Crayons Giving Factory to lend another helping hand.

“Volunteering with Cradles to Crayons gives fifth graders experience in service learning: reaching out, learning the joy that comes from helping others, gaining awareness of the world, and seeing ourselves as problem solvers," says Grade 5 homeroom teacher Kristen Sheehan.

Kindergarten Night Magic

An Evening Under the Stars: Kindergarten Night Magic THURSDAY, NOVEMBER 8, 2018

AS A CULMINATION TO THEIR INTEGRATED classroom unit on nighttime, Kindergarten students and their families gathered at Nashoba Brooks School for Kindergarten Night Magic, a beloved School tradition and an important part of the Kindergarten curriculum.

After an early sunset in November, students, parents, and teachers took part in a wide variety of night-themed activities, including stargazing, campfire sing-a-longs, and roasting marshmallows.

For six weeks leading up to Night Magic, students learned about night workers, nocturnal animals, and why the day is light while the night is dark. The event provided an opportunity for students and teachers to share what they learned with their families, while enjoying a memorable evening at School under the stars.

“Night Magic is a wonderful example of curriculum integration here at Nashoba Brooks,” said Kindergarten teacher Caroline Ashley. “The event incorporated the work we do in our classrooms with music, science, library, art, and physical education.”

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Varsity Soccer

Morning of Service

FALL/WINTER

COMMUNITY NEWS Nashoba Brooks School Varsity Soccer Team Closes a Nearly Undefeated Season

Nashoba Brooks School Celebrates Morning of Service

MONDAY, NOVEMBER 11, 2018

DURING THIS YEAR’S Morning of Service, Nashoba Brooks School students and employees demonstrated their appreciation of the School and the broader community with projects focused on thankfulness, helpfulness, empathy, and service to others.

THE NASHOBA BROOKS SCHOOL varsity soccer team closed out a successful season with a final record of 7 wins, 1 loss, and 3 tie games in their 11-game season.

Team captains, S. Burke '19 and A. Monahan '19, led by coaches Andrés Méndez-Peñate and Rachel Parker, guided this talented Middle School team to their many victories.

Leadership was a key ingredient to this team’s success.

“All season, our players worked hard and played with incredible spirit and sportsmanship,” said coach Méndez-Peñate. “What really stood out for me was their grit and determination. We had many nail-biters where we came from behind to win or tie,” he added.

With their only loss of the season in their final game, the team is focusing on the future. “While they clearly wanted the undefeated title, it was great to see their resilience,” assistant coach Parker said. Everyone looks forward to another strong season in 2019.

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TUESDAY, NOVEMBER 20, 2018

Preschoolers created bird protectors for the School’s windows and cleaned up trash on the playground.

Kindergartners worked with fifth graders to package hats and mittens for Cradles to Crayons. Grade 1 students worked with fourth graders to make birthday cards for Birthday Wishes, an organization that brings joy to homeless children through birthday parties.

Grades 6 and 8 students made fleece blankets and chew toys for the Buddy Dog Humane Society. Grade 7 students donated specific foods to Open Table so that they could make kids’ snack bags. They were able to decorate and fill almost 50 bags that were delivered the following week.

TALKING ABOUT TRANSLITERACY: A PANEL DISCUSSION TUESDAY, OCTOBER 16, 2018

OUR OCTOBER PARENTS’ ASSOCIATION (PA) meeting included a lively and informative panel discussion on transliteracy: its importance, definition, and integration into the classroom.

Moderated by Head of School Danielle Heard, the panel spoke about transliteracy from multiple vantage points. Panelists included Assistant Heads of School Regina Nixon and Jane O’Connor, Middle School science teacher Kate Carson, Lower School art teacher Kara AngeloniWilliams, and Director of Educational Technology and Innovation Hank Bryant.

Danielle opened the meeting with reflections on the School’s recent visit from speaker Grant Lichtman. Given the reality of the rapid pace of change today, students will need to achieve fluency and flexibility with a variety of different skills to be prepared for the future in our rapidly changing world. Sharing examples directly from the classroom, Kate Carson discussed students’ field observations as examples of such skills, noting that what “might make someone a phenomenal scientist can also make one a phenomenal artist.” Additionally, Kara AngeloniWilliams noted that students’ use of visual thinking strategies and communication skills in the art studio help them connect with and build

upon knowledge from other learning experiences and disciplines.

Hank Bryant talked about transliteracy in terms of being both “fluent” and “adaptable” as the language of literacy changes. “Fluency across platforms is a necessity in the world today,” and in the classroom, students interact with technology in tangible ways—coding, engineering, robotics— to help students adapt to new technology while showing interconnectivity between math, science, and the arts.

Panelists tied the discussion to their thoughts and reflections on our summer reading, The Rise

by Sarah Lewis. Regina Nixon talked about the importance of resilience and a growth mindset in reaching goals. As stated in The Rise, “Mastery is not merely a commitment to a goal, but a curved line, constant pursuit.”

Common threads of language emerged and culminated in one overarching idea: the importance of a student’s ability to adapt as well as to maintain a growth mindset will help students build resilience and navigate the rapid pace of change for a future that is vastly less knowable than it has ever been before.

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1. A Preschooler dissecting a sunflower 2. Grade 2 students on a field trip to Joppa Flats Wildlife Sanctuary 3. Harvest Festival attendees in disguise 4. Gone Fishing at Harvest Festival 5. Circuit and Drones Club 6. Kindness rocks painted during Harvest Festival

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7. Pajama Spirit Day 8. The Grades 3 and 7 production of Alice Jr. 9. Lower School music sharing 10. Kindergarten’s Night Magic 11. Grade 4 students showing off their posters from the mime show 12. Grade 4 students ringing in the new year

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BACK TO CAMPUS: ON NOVEMBER 20, young alumni from the classes of '15, '16, '17, and '18 returned to campus to reconnect with each other and their former teachers. The evening included great conversation and laughs over a pasta bar and cannolis prepared by School chef Sean-Michael Tantinarawat, tours of the School, and a photo booth.

Head of School Danielle Heard greeted everyone and reflected upon the deep relationships that develop at Nashoba Brooks School and the importance of staying connected in later years. Middle School social studies teacher Lauren Funk spoke to her former students about taking action on what is important to them.

Director of Alumni and Parent Engagement Amy Sagalyn spoke to the group about confidence, something that she hears many former students talk about as one of the important takeaways from their experience at Nashoba Brooks School.

It was wonderful welcoming these familiar faces back to campus!

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ALUMNI REUNION ON DECEMBER 13, Nashoba Brooks School graduates from the third grade classes of 2015 to 2018 gathered for Young Alumni Reunion, orchestrated by Director of Alumni and Community Engagement Adam Van der Sluis. It was a great night for these former classmates and friends to reconnect with one another and their teachers, too, over pizza and conversation. Alumni loved the highlight of the evening: a performance of Alice in Wonderland Jr. by Grades 3 and 7.

Share your news!

Hey, alumni! Please share your news for the class notes section of the Spring 2019 issue of the Bulletin. Have you graduated or started a new job? Recently gotten engaged or married?

Have you added to your family? Traveled to exotic places? Made an impact in your local community? Have you gotten together with Nashoba Brooks friends? We want to know.

Drop us a line and be sure to share a photo!

Send your news or update your contact information by emailing alum@nashobabrooks.org.

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Alumni LEADERS IAN HAUT '17 TAKES CENTER STAGE ON QUESTION 3 THIS PAST NOVEMBER, Massachusetts was the first state in the nation to face a statewide popular vote on protections for transgender people from discrimination.

In 2016, the state enacted a milestone transgender rights law making it illegal to discriminate against transgender people in public places like hospitals and restaurants. YES on 3 was one part of a larger bipartisan campaign, Freedom for All Americans, designed to secure nondiscrimination protections nationwide. After hard work from activists on both sides of the question, Question 3 passed by a decisive margin.

Ian Haut was a critical part of the movement to educate the public and affirm the law. Together with his family, Ian agreed to be featured in a widely-viewed advertising campaign asking voters to vote yes on Question 3 in the name of children and families across the state. Ian is a bright, soft-spoken young man who normally finds ways to help others shine; but when it came to Question 3, he agreed to take center-stage.

MEGHAN SPRING '90 YOUNGEST APPOINTED JUDGE IN MASSACHUSETTS IN OCTOBER 2017, Nashoba Brooks alum Meghan Spring became the youngest appointed judge in Massachusetts after Governor Charlie Baker nominated her to serve as Associate Justice in the Middlesex Probate and Family Court. Earlier this fall, Meghan returned to campus to share her inspirational journey during Middle School Information Night.

Prior to her appointment, Meghan graduated from American University and Northeastern School of Law, going on to serve in various positions throughout the state.

It was during Meghan’s time at Nashoba Brooks School that she found her calling. “I decided I wanted to be a lawyer when I was in fifth grade,” she says. “We studied the American Revolution, and I couldn’t believe that the colonists weren’t allowed to speak out against the king, I couldn’t believe that you had to prove yourself innocent or that you weren’t entitled to a jury trial.”

As she did during her time at Nashoba Brooks, Meghan continues to embrace the School’s motto: work hard, play fair, and be kind. “I just think it’s the best creed one can live by. I say that to my daughter every day when we go to sleep at night, ‘did you work hard, did you play fair, were you kind?’”

“For the past five years I have been fortunate to reach a different level of public service...it’s a rewarding experience in that you can really try and affect the outcome of somebody’s life.”

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MELISSA HOEY '10 RUNS 4,000 MILES FOR CANCER PATIENTS MELISSA HOEY RAN 4,000 MILES across the country this summer from San Francisco to Boston for the Ulman Cancer Fund for Young Adults (UCF). UCF is a Baltimore-based organization that ensures no young adult faces cancer alone by providing a community for patients and their families both during and after treatment.

“I chose this organization because I have had family and friends in my life affected by cancer. I wanted to do something in their memory, and make a difference in the lives of other young adults,” said Melissa.

Melissa, whose love of running began on the Nashoba Brooks track team, ran this summer with a team of 24, visiting hospitals, treatment centers, and homes for patients. Donations from local communities covered food and housing expenses and, as they stopped in these communities, they got a chance to meet new people, many of whom were cancer survivors.

Melissa says that her time at Nashoba Brooks School taught her the importance of giving back and being kind. “It became part of what I valued, and I really fell in love with all sorts of community service during my time at Nashoba Brooks.”

“It doesn’t take a lot of effort to make a difference in someone else’s life and it is always worth it,” Melissa added.

JOHN HUTCHINSON '49 (BROOKS SCHOOL) PENS CHILDREN’S BOOK SERIES JOHN HUTCHINSON CREDITS Miss Gilman, his third grade teacher at The Brooks School of Concord, with helping inspire his latest career as the author of children’s books. John successfully wrote, illustrated, and published Bertie’s Adventure at the Beach and Bertie and the Lost Treasure of Skull Island and is hard at work on a third book in the adventure series, which is due out next summer.

After Brooks, John graduated from The Fenn School, Middlesex School, and Harvard College. He was a dedicated athlete, passionate about baseball at Fenn, and playing hockey at both Middlesex and Harvard.

A former Navy officer, John’s love of maritime life actually began during the summers of his youth, spent at his maternal grandmother’s house near the beach in Chatham, Massachusetts, where John and his wife Cynthia currently reside.

In 2014, John started writing the Bertie series, inspired by the stories his mother (also a painter) would tell them during their summers in Chatham. In reflecting back upon how The Brooks School of Concord shaped his life, John remembers Miss Reynolds’ art class, in the basement of the barn, the creativity and imagination involved in the beloved puppet shows, and, the deep interest in nature he developed at the School. “My experiences in nature have stayed with me forever. I can recognize so many bird calls, including that of the great horned owl,” said John.

He also recalls, with a smile, the sea chanteys taught with enthusiasm by Betty Gage, who taught music at the Brooks School of Concord for over thirty years (1941-1974). Perhaps it was in her class that John’s love of the sea and the sense of romance and adventure that has shaped his life truly had its root!

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TRANSLITERACY IN ACTION The magnificent and colorful works of shark art lining the hallways of Grade 3 (a project led by art teacher Kara Angeloni-Williams) gives only a brief, but artistic, glimpse into all that transpired in a two-month unit of study on sharks.

This collaboration involving homeroom teachers and specialists in the areas of science, library, language, and technology showcases the power of transliteracy unfolding in our classrooms at Nashoba Brooks School.

Science teacher Kelly Western began the unit by giving students the ability to track sharks that were individually assigned to them with an attached beacon. Our budding marine biologists used an online resource called Ocearch on their Chromebooks to chart their movements to learn more about their surfacing patterns, how far out into the ocean they travel, as well as potential migratory patterns.

Students learned that sharks are a keystone species: if they are stressed or are dying, it is a signal that our oceans are not healthy.

This integrated unit extended into the library through literature. Students read two books about sharks: The Three Little Hawaiian Pigs and the Magic Shark and Sea Creatures from the Sky. The students compared and contrasted how sharks were portrayed, especially timely when considering the swirl of attention around 26 | NA SHOB A BROOK S S CH OOL BU LLE T I N

these creatures due to increased sightings and recent encounters with humans on Cape Cod. Students also watched part of a documentary series on sharks by Madison Stewart called Shark Girl. They learned about a girl on a mission to protect our sharks, a battle that began when she “put her studies on hold, grabbed a camera, and set out to save these incredible, misunderstood creatures.�

Using Skype technology, students also had the opportunity to interview Madison Stewart, asking questions they had prepared in advance with the help of their teachers. Director of Educational Technology and Innovation Hank Bryant taught our Grade 3 researchers how to use Google slides to present their findings about their specific type of shark. With Spanish teacher Amy Riddle, students found their shark names in Spanish with PebbleGo Spanish, and some students developed a slide in Spanish about their shark, translating their learning into another language.

For the culmination of this unit of study, students will embark on the next leg of their journey: a trip to the New England Aquarium to see these wonderful creatures up close and personal, bringing with them all they learned through multiple platforms.

“My hope for our students is that they will be civilized citizens of the world, confident in their own abilities, secure in their values, sensitive to the needs of others, and committed to improving, in some way, the lot of their fellow human beings.”

–PAT ELLIS

LEADING BY EXAMPLE: The Enduring Legacy of Patricia Ellis AS THE SECOND Head of Nashoba Country Day School (after Ruth Tucker), Pat became the first Head of the newly-merged Nashoba Brooks School in 1980. Between that time and her retirement in 1992, she worked tirelessly to create the foundational underpinnings of the Nashoba Brooks School we know and love today. Working with the Board and the Parents’ Association, Pat raised enough money to dramatically boost faculty salaries. She was committed to economic diversity and multiculturalism, and provided oversight for significant increases in financial assistance. When she retired in 1992, she was honored to learn that the annual “Ellis Lecture” had been endowed in her name.

While Pat’s official service to Nashoba Brooks School ended in 1992, Pat made sure her contributions would continue to live on. Pat died on March 28, 2017, leaving a significant bequest that has been added to the School’s permanent endowment.

Through this generous planned gift, Pat demonstrated once more her belief in the power of education to make a better world and a great difference in the lives of generations of young people.

ESTABLISH YOUR LEGACY NASHOBA BROOKS SCHOOL has established the Gladys Brooks Society so members of today’s School community can make a planned gift. If you believe that nothing is more important than the education of tomorrow’s capable and principled leaders and citizens, join us and establish your legacy today.

TO MAKE A PLANNED GIFT and learn more about the Gladys Brooks Society, please contact Jennifer Craig, director of planned giving and major gifts.

Email: jcraig@nashobabrooks.org.

Phone: 978.369.4591 ext.130.

We appreciate your letting us know if you have already included Nashoba Brooks School in your estate planning, and we thank you for your generosity.

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FALL LANDSCAPES UNDER THE DIRECTION of art teacher Lisa Stanley, Grade 5 artists looked at fall landscape photos and created paintings inspired by parts of a landscape—sky, horizon line, background, middleground, and foreground. As a next phase of their project, each student chose sections of their painting to assemble into a colorful fall landscape collage. These breathtaking works of art lined the halls outside of Tucker Auditorium, bringing light and life to autumn.

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Summer Leadership Academy Grades 4-6 Through creatively designed group and individual activities, students will learn and develop leadership skills in this program.

Activities include public speaking exercises, navigation, canoeing, and design projects.

Physical education teacher Ryan Wonsor will be leading the Summer Leadership Academy and is looking forward to two exciting weeks of learning and fun.

Week One: June 17-21 Week Two: June 24-28

Get Ready for Summer!

Open to current and newly enrolled students for the 2019 school year.

To learn more email Kerry Stevens at kstevens@nashobabrooks.org.

Summer Bound Grades PS-3 During this two-week program, children will be guided through exciting outdoor and fun-filled activities from water play and art to music and coding.

Preschool teacher Lizzie Baird will be leading the Summer Bound program and is excited for another fun-filled summer!

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WINTER WEEKEND 2019

DANCE PARTY THE '80S DANCE PARTY on Friday night began with a pizza dinner and continued with a DJ who played the greatest '80s hits. Many students (and parents) dressed in retro attire and danced the night away.

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S’MORES & MORE A RECORD CROWD visited campus on Saturday for S’mores & More.

Children and their parents enjoyed visiting the different stations, including storytime, a wintery photo booth, drama workshops, STEAM activities, and a hot chocolate bar.

SKATING PARTY

THE WEEKEND ENDED with a skating party on Sunday at Middlesex School’s rink. Families enjoyed an afternoon skating on the ice, catching their balance, and finding their rhythm.

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“Nashoba Brooks School taught me to use my voice…

...and I use that voice everyday.�

- Nashoba Brooks School student

WHY SUPPORT NASHOBA BROOKS? The Nashoba Brooks Fund continues to serve as an indispensable foundation for the Nashoba Brooks School experience, impacting each child, every day.

Your support makes Nashoba Brooks a truly exceptional learning community and transformational experience for children.

Make a gift. Make an impact.

Ways to Give Envelope enclosed

nashobabrooks.org/giving

978.369.4591 x141

N A SH OB A BR O O K S S CHO O L Nonprofit Org. U.S. Postage PAID Permit 215 Mailed from 01889

200 Strawberry Hill Road Concord, Massachusetts 01742 978.369.4591 NASHOBABROOKS.ORG If this publication has reached you in error or should be addressed to additional members of your family, please notify the advancement office so we may update our records. Thank you!

978.369.4591 or info@nashobabrooks.org.

UPCOMING EVENTS Ellis Lecture

Tuesday, March 26, 2019 • 12:30 - 2:00 p.m.

Board of Visitors’/Board of Trustees’ Visiting Day

Thursday, April 4, 2019 • 8:30 a.m. to 1:00 p.m.

Nashobapalooza

Saturday, April 27, 2019 • 1:30 to 3:00 p.m.

Grandparents’ & Special Friends’ Day

Monday, May 13, 2019 • 8:30 to 11:30 a.m.

Annual Meeting of the Board of Trustees

Thursday, May 30, 2019 • 6:30 - 9:00 p.m.

Grade 3 Graduation

Monday, June 10, 2019 • 10:00 to 11:30 a.m.

Closing Day for Grades 4-8

Monday, June 10, 2019 • 6:30 to 8:00 p.m.

Grade 8 Graduation

Tuesday, June 11, 2019 • 10:00 to 11:00 a.m.

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