A PROCTOR ACADEMY PUBLICATION | FALL/WINTER 2020
A YEAR TO REMEMBER
Proctor Then and Now (pg.12) Celebrating 50 Years of Wilderness Orientation and Mountain Classroom (pg.16) A Commitment to the Next 50 Years: Diversity, Equity, Inclusion, and Justice (pg.24) Resiliency and the Power of Community During Covid (pg.28) Catching Up With Former Faculty (pg.54)
EDITOR AND WRITER
04 Message from the Head of School
06 Honoring Mike’s Service to Proctor
Mike Henriques P’11,’15
10 Introducing Proctor’s Next Head of School: Brian Thomas
Ben Rulli Jennifer Fletcher P’19, ‘21, ‘21 DESIGN Becky Cassidy PHOTOGRAPHY Lindsey Allenby
12 Celebrating 50 Years of Evolution 42 Alumni Stories 54 Catching Up With Former Faculty 60 Proctor Fund and Campaign for Proctor Updates 67 Alumni Updates
Our Motto “Live to Learn. Learn to Live.” Our Mission Taking inspiration from our motto, Proctor Academy creates a diverse learning and living community: one that values the individual and recognizes the potential of each member to stretch beyond what had been thought possible. Balancing academic rigor, structure, and support with the freedom for students to explore, create and define themselves, Proctor encourages students to achieve their optimal growth. A deep commitment to a learning skills program and a strong emphasis on experiential learning is interwoven throughout Proctor’s academic, athletic, artistic, and environmentally conscious programs both on and off campus. Proctor students graduate understanding the values of honesty, compassion, respect, and responsibility, proceeding with confidence and with strategies to become life-long learners and thoughtful contributors to their communities. For more information about the school, please visit our website at www.proctoracademy.org. Proctor’s magazine is published by Proctor Academy. Letters and comments are welcomed and can be sent to Scott Allenby, Director of Communications & Strategic Initiatives, Proctor Academy, P.O. Box 500, Andover, NH 03216; (603)735-6715; firstname.lastname@example.org.
o often we hear from families, visitors, consultants, and from other heads of school that Proctor, to a degree unique in the independent school world, has a clear sense of its identity and mission. That’s not accidental clarity. We’re fortunate to have a mission statement that has allowed the school to chart a definitive course over decades. It’s specific, concrete in a way many mission statements are not, and we like it that way. We believe mission language that is too abstract allows for institutional drift and the constant internal questioning of “Who are we?”. That’s when the contours of a learning community can round off and a school can become less distinct. Bland. That’s never been Proctor.
I encourage all to reread the mission statement of this school (pg. 1) to better understand how we have retained a strong sense of identity. There are a couple of details worth noting, with the first being that Proctor puts Learning Skills in its mission statement, adding a level of program specificity that spooks most institutions. But that’s Proctor’s way. We’re not afraid of specificity. Through decades, and stretching well back to the middle of the last century, an individualized, supportive approach to students and their learning profile has helped shape the how of Proctor. Learning Skills has been the seeding ground for many of the school’s distinctive programs. It has helped shape the ethos of the community. It’s why relationships between students and faculty seem to have a different tenor here, less oppositional and more collaborative. It’s why so many faculty here become not just mentors and guides for a student during their time at Proctor, but years after a senior has graduated.
Also named in the mission of the school is a commitment to the experiential, hands on process. It’s a logical limbing out. We know traditional pedagogical models need to be supplemented. We know that when you touch the heart, the mind evolves and this is why the experiential for Proctor has long pushed well beyond traditional structures. We’ve been building boats here for well over seventy-five years. We hammer iron in the forge. We send students to sea, travel in the mountains, and live in foreign
countries. Students don’t simply toe these waters. They immerse themselves. Not only does this provide exceptional, non-traditional classroom experiences, it generates an appreciation for the angularity of the world and its complexities. We believe we need more of that appreciation in these times. Our motto is “Live to Learn, Learn to Live.” Belief in Learning Skills and the experiential approach are but two of the tenets running through the mission of the school; however it is these two that create in Proctor the rare educational continuity that can be seen through generations. They allow new faculty, staff, and administrators to find common stewardship footing. They bring us together while still allowing the school to stay open to evolution and future growth. They keep us from overcompensating or underreacting. There is a constancy to this community, a good root structure at Proctor. It was here before I arrived in 2005, before Steve Wilkins arrived before me, and before David Fowler arrived before him. It is in this mission that we have committed ourselves to stewarding, and the mission that will guide the school in future generations. This constancy of the school’s soul is no small solace. Hopefully you will find some of that solace as you read through the pages of this year’s magazine. Perhaps the stories and updates will inspire you anew. Perhaps it will just be good to be back in the neighborhood. As always, we “Live to Learn, Learn to Live.”
Mike Henriques P’11, ’15, Head of School
50 Years of Consistent Leadership
David Fowler, Head of School
Steve Wilkins, Head of School
In January 2020, Head of School Mike Henriques announced his retirement at the end of the 2020-2021 academic year. Since his arrival at Proctor in the fall of 2005, Mike has led Proctor to unprecedented financial stability, helping raise more than $68M toward Proctor’s endowment, annual fund, and capital projects on campus, while developing a student life and residential life program that serves as the envy of peer schools. He has overseen the evolution of Proctor’s off-campus program offerings, academic curriculum, and illustrated an unrelenting commitment to the student experience. While much has evolved in terms of programmatic offerings and campus infrastructure during Mike’s tenure, his appreciation for Proctor’s culture, a culture developed, shaped, and stewarded by former Heads of School David Fowler and Steve Wilkins, alongside Proctor’s faculty and staff over the past 50 years, has been unwavering. The steady leadership Mike has provided Proctor would not have been possible without the partnership and support of his wife, Betsy Paine, and his family. Together, Mike and Betsy have empowered students to thrive, the school to grow and evolve, individual faculty and staff to explore their passions, all while ensuring the core of who we are and how we pursue our mission remains unchanged. Mike shared the following words with the greater Proctor family in January when he announced his retirement, “One of my favorite images from this winter comes from earlier in December when, crossing campus, I saw Jim Hanson in the Proctor orchard, ladder propped against a tree, pruning saws and shears out. He was looking high up into the branches of a Cortland, taking its measure and thinking about the next cut. Pruning apple trees is something of an art. You are trying to
cut away the small growth sapping the tree’s energy and make the larger cuts to ensure that the light and the air circulate and allow the fruit to stay healthy, maturing to its potential. Each cut is a choice, each decision is made with the tree’s health and the overall orchard’s well being in mind. It’s a great image from December: Jim, Proctor’s arborist, gently caring for and stewarding the orchard. Stewardship. It’s about caring, compassion, respect, and a sense of responsibility. It’s about those values that we hold to be core at Proctor, and when I look around at this community of adults and the attention to details and responsibilities they take up, I am reassured. I know that the time is right for me to step away. There are so many who are tending the orchard, helping to ensure the light will continue to penetrate this community for a long time. I am awed by the talent, the academic acumen and community awareness, the selfless commitments that stewardship requires. You give and give and give to let the light in. It’s intentional, careful, and strategic in nature, but when it is done well the harvest takes the shape of students finding community awareness, intellectual curiosity, life direction, and a strong sense of self.” It is this lens of stewardship that will guide each member of this community through a Head of School transition over the next seven months. Proctor is incredibly fortunate to have had such consistent leadership over the last fifty years, and we thank Mike, his wife Betsy, and their children Will ‘11 and Olivia ‘15, for dedicating their family’s life to the stewardship of Proctor over the last sixteen years. The seeds you have sown into this school and the people who comprise it will continue to be harvested for decades to come.
Since 1971, Proctor Academy has benefitted from consistency of leadership, with only three Heads of School serving Proctor during those 50 years. Each Head of School shaped the culture, programs, and physical plant from which Proctor students benefit today.
Mike Henriques, Head of School
16 Years of Impact Proctor’s Evolution During Mike’s Leadership
Often we define an individual’s legacy by their last accomplishment or our most recent interaction. Our perspective is skewed by that which is most relevant to our own lives, but when one’s leadership extends generations of students, parents, faculty, staff, and alumni, we must pause to appreciate the whole of their impact on an institution. For the past sixteen years, Mike Henriques has served as Proctor Academy’s Head of School, navigating the school through tragedy, the most significant financial recession since the Great Depression, and transitions and retirements of beloved faculty and staff, all while stewarding Proctor’s soul to the best of his ability.
Off-Campus and Experiential Learning Programs
Student Life and Residential Life
• Proctor in Costa Rica Program (2009-Present) • European Art Classroom Program (2011-Present) • Summer Service Trips (2012-Present) and Summer China Program (2016-Present) • New Ocean Classroom partnership with the World Ocean School (2016) (1)
• Recommitted Proctor to Diversity, Equity, Inclusion and Justice Coordinator position and work. • Renewed Native American Connection, including annual faculty/staff trips to Rosebud, South Dakota for Sundance Festival (2014-Present) (2) • Conducted National Association Independent Schools Assessment of Inclusivity and Multiculturalism (20192020).
• Formal Residential Life Program developed and Dean of Residential Life position created. • Comprehensive Wellness Program and Wellness Department Chair appointed. • Supported the launch of the student-run Proctor Coffee House. • Construction/repurposing of four new dormitories: Peabody House (2009), Sally B Dorm (2013) (5), West End Dorm (2016), Cortland House (2016), Shirley House (2017). • Construction of the Brown Dining Commons (2016) as a net-zero ready dining facility. • Facilitated the purchase of three new faculty/staff residences, housing six faculty/staff families: Cangiano House (2008), Ferguson House (2017), and English House (2018)
Arts and Athletics
• Adoption of Environmental Mission Statement by Board of Trustees (2008). • Construction of Walt Wright ‘48 Biomass Plant utilizing woodchips from Proctor’s land for central heating plant (2008). • Oversaw installation of more than 430 kW of solar production on campus (2012-Present). (3) • Developed Proctor Woodlands management partnership with Bronnenberg Logging, Incorporated (2018-Present).
• Commitment to Board of Trustees Committee on the Arts • Expansion of art exhibit space around campus for visiting artists. • Developed Academic Concentrations Program • Resurrected Holderness Day festivities to cap the Fall Athletic season each year. • Expansion of the Proctor Ski Area into one of New England’s premier alpine and Nordic training and racing venues. (6) • Evolution of snow sports at Proctor, especially the USSA/FIS Ski Team. • Construction of the Farrell Field Complex (2013), expansion of the Teddy Maloney Rink ‘88 (2014), renovations to the Farrell Field House (2019), and construction of the Proctor Outdoor Center (2020) making Proctor’s comprehensive athletic facilities the finest in the Lakes Region.
Diversity, Equity, and Inclusion
Alumni Engagement • Revived annual Alumni Magazine Publication (2015-Present). • Expanded Alumni Reunion Programming and Alumni annual giving to 16% (from 4%). (4) • Supported Director of Alumni Relations position to help drive Alumni Association structure and engagement alongside President of the Alumni Association.
Fifteen years in the making, Mike and I have developed a real friendship built out of shared experiences as heads of Proctor Academy. Yet, in the early years of my departure and Mike’s arrival, we spoke only occasionally. It reminded me of the relationship that David and I had in our transition period. There’s nothing less desirable than the old head of school mucking around in the affairs of the new regime. So I watched from afar, always rabidly interested in Mike’s leadership. It became apparent immediately that Mike is a supremely good human being. He focused on the wellbeing of the community and each individual. He thinks deeply about doing the right thing. That has been the defining quality of his leadership. It is so rewarding to know that Proctor has thrived over the past fifteen years. And Proctor is still Proctor. The mission and the essence have remained true throughout the past fifty years. Every year Carroll School sends families to investigate admission to Proctor and other boarding schools. Every year families return to Massachusetts to tell me that there was this one school that really stood out. Proctor is still Proctor. Today, it is the best version of Proctor that it has ever been. - Steve Wilkins
A Partner in Leadership:
Thank You, Betsy When Proctor’s Board of Trustees hired Mike Henriques as Proctor’s Head of School in 2005, they welcomed his family, wife, Betsy, and children Will ‘11 and Olivia ‘15, as fellow ambassadors of the school. At Mike’s side throughout his tenure as Head of School, Betsy has tirelessly advocated for Proctor’s students and employees. As head legal counsel for the Court Appointed Special Advocates Program of New Hampshire (CASA), Betsy’s days are consumed coordinating hundreds of volunteers and necessary legal support across the state. In addition to her work with CASA, Betsy serves on New Hampshire Public Radio’s and New Hampshire Endowment for Health’s Board of Directors. However, these demanding roles outside of the Proctor community have not diminished her impact at Proctor. While often behind the scenes, Betsy’s work serving as a dorm parent in the Annex, volunteering at ski races, greeting families at Admissions events and alumni reunions, engaging in gender projects and surveys, serving on Proctor’s Harassment Committee, writing notes to students after performances, and opening their home to students and faculty throughout each school year, has been incredibly powerful.
Liz Blodgett Smith ‘81, P’13 reflects on Betsy’s impact on her daughter, Tori’s ‘13, Proctor experience, “Betsy’s love, dedication, passion and support is never ending. Tori had the gift of living with Mike and Betsy for two years in the Annex. She was made to feel part of the family and witnessed the incredible partnership, love, commitment and support they have for each other. Betsy (and Mike) played a huge part in Tori’s incredible life changing experience at Proctor.” It is this spirit of selflessly giving of herself and always caring for the individual that will be so dearly missed as Mike and Betsy move on from Proctor. Thank you, Betsy, for all you have given to our community.
Looking to the Future with
Proctor Academy’s next Head of School The stability of Proctor’s leadership over the last 85 years has allowed the school to evolve into the community it is today. After a nationwide search, the Board of Trustees is excited to announce the appointment of Brian Thomas as Proctor Academy’s next Head of School. A native of Robbins and Harvery, Illinois (on Chicago’s far south side), Brian graduated from Yale University (BA in History) and Portland State University (MS in Education), and has spent thirty years in independent school education preparing for this opportunity to lead Proctor. A frequent speaker at the national level, Brian’s varied experiences across independent schools in the western United States have honed his belief that embracing diverse learning styles, proximate learning opportunities, and human relationships sit at the core of an effective education. In Proctor, Brian sees a school that not only shares these core beliefs, but has the opportunity to help the greater Education: educational landscape innovate toward more effective pedagogy through Yale University, sharing Proctor’s unique model more broadly. Bachelors of Arts in History Portland State University, Masters of Science in Education Current Role: Assistant Head of School Mary Institute and St. Louis Country Day School, a PreK-Grade 12 independent day school in St. Louis that serves more than 1,200 students. Previous Roles: Associate Head of School Bentley School (Oakland, CA) Head of School Presidio Hill School (San Francisco, CA) Executive Director Andre Agassi College Preparatory Academy (Las Vegas) Early teaching career included roles as English Teacher, English Department Head, Humanities Coordinator, and Baseball and Basketball coach. Professional actor, working off-Broadway and in Hollywood.
Brian’s partnership with his wife, Jaime, and children, Eian and Olivia, has informed each stage of his professional career, as well as his development as an educator. A Physical Therapist Assistant in a critical care hospital, Jaime adores her work teaching people with traumatic brain injuries to re-learn to walk and move again. Their son, Eian (24), attends the community college system in California, studying the sciences. His coursework and experiences have led him to explore microbiology and small scale family-owned farms. Currently, Eian and Jaime are taking care of Jaime’s 99 year-old mother in San Rafael, California. Olivia (23) recently graduated from Whitman College (Walla Walla, WA) with a degree in Art and Race & Ethnic Studies and is working at a unique independent pre-school for Black and Latinx students run by adults who are the same. Brian notes Olivia is quite interested in Proctor’s Learning Skills Program because of her own dyslexia and her long journey to understand her own brain. Both Jaime and Olivia are award winning home bakers, entering and winning county fairs and pie contests in Northern California.
In Brian’s Words: Why Proctor? What I now know to be true for Proctor is that all of the elements of what I believe about school and schooling, Proctor does and does well. It’s rolling up your sleeves, it’s getting out into the world, it’s just as much in telling stories as it is in collecting data. It’s being a witness for and a party to holding a vision for an individual student or group of students even when she or he or they can’t quite see it for themselves. It is telling the world about what is possible for students. It’s not just the fortunate few, but all students. What if Proctor’s vision for the possibility and reality of human transformation were heard and shared and replicated into the wider world? How much better of a culture and society we would be if education was supportive, aspirational, hands on, and inspiring? And, what if going to Proctor was open to anyone regardless of their station, caste, class, race, gender, etc.? When I think of the things throughout my life that spoke resoundingly and tympanically to me about Proctor halfway across the continent, these areas galvanized my attention: experiential education, a diversity of thinkers and doers, and the supreme quality of how relationships form and thrive. To any endeavor, institution, or person to which we are heart-connected, the ability to engage fully into the imagination is what leads to a lifelong and lasting relationship. Whether it was discovering my passion resided in being a part of schools rather than on a stage or the big screen, or the viewbook that carried me off to a Connecticut college whose spires intrigued me, but whose people captured me the most, or finally, the woman who won my heart when a blind date turned into a lifetime commitment -- and a life. Similarly, Proctor has moved me like every other life-changing event that has been witnessed and fully embraced over the years. What excites you about working with Proctor’s students? I am most looking forward to seeing generations of Proctor students develop, learn, and grow. Obviously, there is some alchemy that keeps the school evergreen with students who come to know and appreciate Proctor, but also come to dig deep into what some people call purpose. It’s the “why” in our lives. Being immersed in fearlessness is what I see from a distance, but Proctor students find a way to express their own essential qualities. They are more than actors, athletes, artists, and academicians. I believe they keep finding ways to express who they are rather than finding words to say what they are. That palpable vision of self expression in real time, along with those who coach and teach and witness this work, is what excites me most about working with the students at Proctor. What excites you about working with Proctor’s faculty and staff? The faculty and staff, one and all, are passionate about the way Proctor Academy transforms lives. More than 42 employees have spent 20 years or more at the school; that thrills me and makes me believe I have found a new family of colleagues who commit wholeheartedly to being there for each other and the students they serve. Each interaction I have had with Proctor’s faculty and staff was real, honest, expectant, and true. We must always take good care of our community because we are sustained in our work by our intentions to help and to serve. However, we also must learn to take better care of those people - faculty, staff, and parents - who take care of our students.
Read more about Brian’s journey to Proctor and thoughts on education:
50 Years of Transformation During a time of social unrest in the late 1960s and early 1970s, Proctor’s traditional, all-boys boarding school model was challenged. The opportunity for new leadership and a new culture emerged at Proctor in 1971 with the retirement of Lyle Farrell as Head of School and the hiring of David Fowler alongside a dedicated group of faculty and staff who collectively laid the foundation for the next fifty years of the school’s growth.
1970-1971 First Production year of the VW Super Beetle and the Cost of Gas was $.36 per gallon in current dollars. (1) The 26th Amendment gives US citizens the right to vote at age 18. David Fowler comments on the amendment: “Students must leave Proctor as responsible citizens.” 1.
Proctor offers typing classes to students. (2)
Proctor hires its first Director of Development Sandy Elsass in 1971 to engage alumni and begin to raise money for the school. (3) 2.
Students rip out the barber chair from the basement of Maxwell Savage Hall celebrating the end of the “Hair Cut Rule” on campus and join in social justice movements supporting racial equality, and freedom of speech, and protesting the war in Vietnam. Proctor offers 13 sports and afternoon activities. (4)
Cary House serves as Proctor’s largest boys’ dormitory and dining hall. The almost brand-new Farrell Field House (1966) replaces its dirt floor with a wooden floor as Proctor introduces a basketball team. (5)
The Blackwater Ski Area serves as Proctor’s home for alpine ski training. (6) Proctor offers first Wilderness Experience course. (7)
In the coming pages we explore the evolution of programs like Wilderness Orientation, Mountain Classroom, and Learning Skills, and remind ourselves that while much has evolved at Proctor since those early Fowler years, the fundamental principles forged at that time remain core to the Proctor experience today: informal, egalitarian relationships among students and faculty, a commitment to experiential learning in small groups, a belief in the power of the outdoors as an educational tool, and an understanding that the richness of a community comes from its diversity of learners.
2020-2021 VW Electric Bus Concept Vehicle released and the average gas price nationally is $2.12/gallon. Twenty Proctor Boarding Students register as New Hampshire voters and vote in the 2020 General Election (1) 2.
PA offers 3D Printing and Design Classes. (2) 1.
Proctorâ&#x20AC;&#x2122;s Development Team engages 1,800 donors from around the globe digitally via social media, emails, phone calls, and personal visits to help raise over $4M in Capital Campaign and Annual Fund Gifts during the 2019-2020 fiscal year. 3.
Students and faculty/staff attend the NAIS People of Color Conference in Seattle, WA (December 2019), rally around the Black Lives Matter movement, racial injustice protests during the summer and fall of 2020, and join in the youth for climate change awareness movement. (3) Proctor offers 39 different sports and afternoon activities. (4)
The state of the art Brown Dining Commons serves as Proctorâ&#x20AC;&#x2122;s net-zero ready dining facility. (5) A newly renovated Farrell Field House serves as a home for English and Social Science departments, as well as a state of the art fitness center, gymnasium, and athletic training facilities. (6)
The Proctor Ski Area serves as one of the premier, comprehensive alpine and Nordic training and racing venues in New England. (7)
Proctor runs 50th Wilderness Orientation to kick off the year despite COVID-19. (8)
50 Years of Evolution Toward Proctor’s Mission Excerpts from a Letter to the Proctor Community by David Fowler  “Well, how’s it going?” “So far, not bad.” A question (and my response) I hear every time I meet someone outside our community. The answer thus far has been more or less the same, depending, of course, on the particular “happening” of the day. I suppose, a rather cautious remark. However, operating within this community which is so farigle in terms of ally, I’ll risk being bolder and permit myself the luxury in this first Headmaster’s Article to answer the question with more strength: “Well, how’s it going?” “Great!” From my viewpoint, which is by no means the only one, I see good things going on. I see a process of renewal taking place -- a rejuvenation of positive activity. We are all part of a continuous process of renewal that takes place in an institution. Embodied in the present renewal is a new level of participation by everyone in the community. I, frankly, have never been associated with a more dedicated group of teachers. There is absolutely no way I can put any kind of price tag on the hours they put into their jobs. But, I see not only the teachers operating at a high level of participation, but also the students. There is a high degree of involvement in the new courses and extracurricular activities offered. Of course, involvement in activity offered is most visible in the afternoon when participation is high in football, soccer, rock climbing, and tennis. Curricular or extracurricular, teacher or student, I see people getting involved and extending themselves to take advantage of what this environment has to offer. Hopefully, we are all feeling a sense of individual fulfillment... ...Another factor that allows me to answer positively is the view that this institution must adopt towards members of the community. The 18-year old vote has changed the game. No longer can we let colleges be the arena for reaching maturity. Students must leave Proctor as responsible citizens. That constitutional amendment has put a tremendous added responsibility on the school’s shoulders as well as on those of the students. Neither the school nor the students can play “the game” out as long as we used to. We must offer chances sooner for students to exercise responsibility. At the same time, students must feel the crunch of accountability for irresponsible action as defined by the community. So far this year, I have seen responsible action taken and responsibility given, as well as witnessed the crunch. Finally, I’ll risk the bold answer because the lines of communication seem to be open. Even though I tend to be talking to many of the same people, the opportunity to speak freely is there. As long as we can keep communication and show an awareness and understanding of each other’s successes, failures, strength, and problems, we will have the capacity to continually rejuvenate ourselves and our school. If we believe that together we can build an outstanding learning environment, we will. What we believe becomes a self-fulfilling prophecy. If we don’t, we won’t...
Students Reflect on the Proctor of
I never had a community care about who I am and how I am growing as a learner until I arrived at Proctor. The faculty care about you and are willing to help you with anything you are struggling with in the classroom or in life. I am more confident in classes, and though I still struggle at times, I know that I have the support of my teachers, advisor, and Learning Skills to guide me through the entire learning process. - Liric Haris ’23
The sense of place Proctor provides you is unmatched. One of my favorite Proctor moments was on Alan McIntyre’s annual Owl Prowl on the eve of Head’s Day. A few friends and I decided to sign up and go check it out and it was so fun. I will always remember just laying in the snow in silence in the middle of Proctor’s woodlands, just listening to the New Hampshire night sounds. We were lucky enough to see a few owls, and it will always be one of my favorite memories. - Nadia Nevells ’20
My journey to completing my Academic Concentration will certainly be one of my most memorable learning experiences as a Proctor student. Many ideas and skills that I acquired in my academic learning were central to understanding my area of study, but two really stand out. The first idea that social, political, and economic factors are all connected in some way. By looking into the social, political, and economic implications of volunteering, I was able to draw fascinating correlations and theses linking different concepts together. - Tommy Harrell ‘20
I was lucky enough to go on Mountain Classroom last winter. To go backpacking, canoeing, and rock climbing, all while traveling and learning about each place we visited was one of the most rewarding experiences I have had in my life. - Anya Jewell ‘20
As a senior, this past winter was my last season with the ski racing team. I cannot adequately express my gratitude for the ski program at Proctor. All of my coaches and teammates are phenomenal people. - Teagan Reilly ’20
One of my highlights from the year was being in the winter play, Noises Off. I love that I can take a vocal class during the day and act in my afternoon activity. I am looking forward to next spring’s musical already!” - Helen Armstrong ‘23
CELEBR ATIN G
RNESS O E D R IL
Y E A R S!
Wilderness Orientation: A Continuity of Culture How does the culture of an organization sustain over time? Is it the people? The mission? What is it that empowers a continuity of culture at Proctor that spans generations of students, employees and parents? We believe the way we choose to intentionally step into each school year plays an invaluable role in creating and sustaining our culture. Each September, new Proctor students arrive on campus and immediately begin their Proctor journey in the same way every other Proctor student has since 1971: Wilderness Orientation. The brainchild of former Head of School David Fowler and Assistant Head of School Chris Norris, Wilderness Orientation weaves mission, program, and people into an incredibly powerful, complex, cultural underpinning of the school. The endeavor requires all members of the community to do their part: faculty orientation leaders engage in SOLO Wilderness First Aid training and lead small student groups for five days through the wilderness, Orientation Support staff plan food, prep gear, permit routes, and organize transportation to send 130 students and 36 leaders into the White Mountains, while students and parents trust us to execute this task safely. Every student has their Wilderness Orientation tale, often with the challenges and feats of accomplishment growing exponentially over time. Stories of downpours, wet sleeping bags, burned food, and blisters complementing unforgettable views and friendships that sustain to this day. These individual narratives become our collective story. They become us. Quite simply, we believe Wilderness Orientation catalyzes the relationships that serve as the foundation of Proctorâ&#x20AC;&#x2122;s culture, and it is worth our time, energy, and investment to ensure we are prepared, trained, and equipped to have the best start to the year possible. Collectively, we have kept Proctorâ&#x20AC;&#x2122;s mission and the benefits of Wilderness Orientation clearly in focus. We have resisted the temptations to stray off the path, to take the easy trail, to bend to the fears of those who do not fully understand why we do what we do. There have been (and will continue to be) moments when the execution of a program like Wilderness Orientation simply feels like too much. But, when we have a mission that centers us, and a community that believes in that mission, we hold the course. We do the hard things because we believe in their impact on our community and their contribution to our culture. We prepare our bags, lace up our boots, pack our sleeping bags, and embark on the best, hardest five days of the year.
Chris Norris, P’87, ‘89, ‘92
Former Faculty, Assistant Head of School and co-founder of Wilderness Orientation (1966-2005) “Wilderness Orientation was born out of the Outward Bound methodology and philosophy. Metaphorically, the outward bound is that your own being, your own growth, being outward generated. Experiences that are outside the box for you, outside your comfort zone, that you expose yourself to, it is through those experiences that you understand the richness of yourself, the richness of other people, the need to work together and the sense of camaraderie that comes out of that. How many kids go through school and never really get outside their comfort zone? It’s common sense that 100% of our students will benefit from experiences like Wilderness Orientation.”
Wilderness Orientation Program Coordinator “Whether you talk to a new ninth grade student or an alum from decades ago, they will recall at least one story from their Wilderness Orientation. They are stories told with a smile, and they reflect pride in obstacles overcome. They evoke an enduring connection to the people, place, and experiences that are Proctor. When each student returns from their orientation experience, whether they hiked the high peaks of the White Mountains or explored the far reaches of Proctor’s Woodlands, they have gained confidence in themselves, connected with teachers and peers that they trust, and begun to practice Proctor’s core values. When students step out of their comfort zones, growth happens. As we say each year in our leader training, “Orientation culture builds Proctor culture.”
CELEBR ATIN G
NTAIN CLA U O
Y E A R S!
An Interview with
Mountain Classroom Director and Proctor faculty member since 1985 How have you seen Mountain Classroom evolve during your 35 years at Proctor? Today’s Mountain Classroom students enjoy a 15 passenger bus with solar panels and on-board charging stations and a double axle trailer that I am sure many older Mountain Alumni would balk at as pure luxury compared to unpacking their van and rooftop carrier every single night. The program is definitely more academically focused now thanks to technology, but the core of the program remains unchanged. Students are getting proximate to their learning, going on expeditions, and living in community with each other. What aspects of the program do you believe are most transformative for our students? For many Mountain Classroom students, they have never experienced learning as being as relevant to their daily experience as it is on this program. It can be overwhelming and empowering at the same time. They finish their term knowing that learning can happen in lots of different ways and not always from a book or in a conventional classroom and that real learning feels different. This, along with the gift of stepping away from technology and learning real accountability for one’s choices and responsibilities to a group, lead to an academic independence that few high school students ever have the opportunity to develop.
When you step into an evening meeting on Mountain Classroom what do you feel? It all depends on what phase of the trip you are stepping into. In the forming phase, students still look a little like they are tap dancing around issues, still getting to know each other and working to find their voice in bringing up issues to the group or to an individual. In the storming phase you feel tension. It feels like the wheels are coming off, and yet you know you are on the right road. It is messy and uncomfortable, but growth is happening. In the norming phase students are learning how to give and receive feedback. They understand how their actions impact the group and are working to make changes as the instructors begin to fade into the background a bit as the students “have it covered”. Lastly, in the performing or final phase, you see students running the show and doing it well, with little or no need for instructors to intervene. They have earned their independence and are ready to plan a student-led expedition. What traits are most evident in Mountain Classroom alumni? They believe in the power of a group experience. They know how to fulfill responsibilities even when it seems impossible. They know how to be present in the moment and to appreciate
Favorite Memories from Past Mountain Classroom Instructors
learning in every sense of the word. They know how to listen to other people and their stories. They possess a deep appreciation for spending time in solitude and the outdoors. They possess the love of a hot shower and a meal that someone else prepared. How will Mountain Classroom 2020-2021 evolve yet again due to COVID-19? Mountain Classroom is fundamentally an experiment in community living with outdoor adventure experiences and place-based academics. Having students study remotely in December makes it incredibly difficult to start building that group experience, but we hope to incorporate true hands-on learning when our students try out their wilderness first aid skills on a family member (for Expedition Skills class) and complete their “Backyard Classroom” plot study (for science class). This year we will be choosing to have more of a home-base than ever before, spending a good portion of our “front country” time in Kanab, Utah. We will run expeditions from this base, but the job wheel, Expedition Skills and Group Dynamics classes will all be in full force. We sometimes refer to all of the students and instructors that have been a part of Mountain Classroom as the Mountain Family. One of the most important goals for this Winter and Spring is to create a safe environment so that both groups can feel good about their individual Mountain family unit; a place where they can be together without masks, learning and growing.
“After finishing our dinner of fresh-caught grouper tacos, we settled into our crazy creek chairs on the beach for evening meeting. Our home for the next two nights would be at the base of the dormant Coronado Volcano in Baja, Mexico. During the meeting, three coyotes chirped their way down the mountainside; their eyes glowed. Whales began feeding in the bay, and our sea-kayaking guide encouraged us to get back in our boats. The phosphorescence that glowed with each dip of the paddle seemed to reflect the stars. Surrounded by feeding whales and the staccato yips and yaps of the coyotes, we all knew this image would play over and over on the highlight reel of our lives.” - Annie Mackenzie: “I have loads of great memories about Mountain Classroom, but one moment stands out to me more than 30 years later. Sam Whitehead ‘87 commented one day, ‘Wow, I didn’t realize school could be about something real.’ Quite the eye opener that has guided my work as an educator to this day.” - Dougo Houston “Part of the magic of Mountain Classroom, along with exploring the corners of our spectacular country, is the chance to practice “Curiosity in Action” by simply talking to people, conducting science projects, and creating personal stories that reflect our interaction with the landscape and communities that surround us.” - Peter Southworth “The Mountain Classroom instructor position might just be the greatest job in the world. Ten weeks with ten students, a mini bus, a trailer full of gear, and a map of the United States—there is no other teaching experience like it! The places we traveled were stunning, but it’s been the people we met that have stuck with me. It’s been over a dozen years since I left Mountain Classroom and started teaching in the classroom, and the issues we learned about first hand on Mountain -Native American persecution to climate change to civil rights to social justice to inequality to immigration to corporate influence on democracy— seem even more relevant today.” - Tom Morgan
CELEBR ATIN G
NTAIN CLA OU
Y E A R S!
A Conversation with Dan Hindbert:
Reflecting on the Origins of Mountain Classroom The pool of experienced outdoor educators in the late 1960s and early 1970s was limited, so when in 1971 Assistant Head of School Chris Norris was charged with leading Proctor’s development of an outdoor education program, he turned to a trusted resource. While working at The Cranbrook School from 1968-1970, Chris had worked to develop an Outward Bound-like program for the school, and leaned on a 20 year old Williams College, molecular biology major with Outward Bound experience named Daniel Hindbert to make it happen. Dan was Chris’ first call when Proctor decided to develop a term-long outdoor education program. Dan arrived on Proctor’s campus in the fall of 1971 and set to work exploring the natural resources at his disposal while planning a curriculum that would engage students in the power of experiential learning. He had learned from his experience at Cranbrook that the program he was to develop could not be forced upon students, but must entice them to venture into the natural world. Dan reflects, “To arrive at Proctor and have 2,400 acres at our dis-
posal, a small student body, and supportive faculty was amazing, yet the students were not yet awake to the opportunity before them. We started small with rock climbing as an activity, and soon students were leading climbs themselves. The culture grew to the point where a program like Mountain Classroom had the potential to be successful.” With the goal of launching the first term-long program in the spring of 1973 and a $1,000 budget, Dan recruited his younger sister, Kristina (Nene), to co-lead the first Mountain Classroom with him. Together, they developed a land-use based curriculum out of the old camp facility acquired by Proctor at Elbow Pond. “My sister and I have our parents to thank for our appreciation for the outdoors and the power of experiential learning. At 15 they set up a language intensive, study-abroad experience for me in France, and my sis- ter had a similar experience
when she was 16. We knew first hand that independent, adventure-based experiences were life altering, and we were determined to develop a program that would have the same impact on Proctor students.”
mirrored what the Mountain Classroom program is today. We had students with basic outdoor skills -climbing, kayaking, mountaineering - honed on Proctor’s campus prior to engaging in the program. Because of this, we were able to really shift our focus to meaningful academic, place-based learning for the first time. It was incredibly powerful, and I am so thankful Proctor has stuck with the concept, embraced it, and improved it over the past 50 years.”
There are a whole combination of factors that allowed Mountain Classroom to thrive at Proctor: trusting leadership, an adventurous culture, institutional agility - but most importantly it was the simple fact that Proctor allows students to acquire the skills to be successful in a program like Mountain.
After the inaugural year, Dan and his co-instructors realized the challenges of basing Mountain Classroom in the Northeast. An unsuccessful, one-year experiment in British Columbia by other instructors brought Dan back to the program for the 1974-1975 school year where the program continued to operate out of the Elbow Pond facility. Dan and co-instructor (and one of the first Mountain Classroom alumni) Jack Schroeder ‘74 decided to launch the 1977 program out of the American Southwest, and it was this decision that launched the program into sustainability. “This 1977 program most closely
Dan and sister, Kristina
Dan adds, “If you look at students who are alumni of Mountain Classroom, they are adults who have developed a lifelong interest in outdoor sports. They are climbers, kayakers, mountaineers who integrate these experiences into their professional life. It is amazing to see and makes me so proud to be associated with the origins of Mountain Classroom.
A Commitment to the Next 50 Years | The Learning Skills Program
Integrated Support & Understanding the Individual Learner Jennifer Fletcher P’19, ‘21, ‘21
Director of Proctor’s Learning Skills Program
Lyle Farrell begins 40 year career at Proctor
David and Alice Fowler begin their careers at Proctor, with Alice teaching remedial reading. Alice would be instrumental in evolving Remedial Reading into a more comprehensive, integrated academic support program.
Remedial Reading Program renamed Learning Skills.
A History of Proctor’s Learning Skills Program 1938
Remedial Reading Program begun by Lyle Farrell after working with Dr. Samuel T. Orton, who pioneered the psychometrics and pedagogy of reading disabilities. Lyle established at Proctor the nation’s leading tutorial support system for college-bound, dyslexic students.
Remedial Reading Program moves to Shirley Hall, consolidating support programs and services previously sited in the homes of faculty tutors.
John Schoeller becomes first Chair of the Remedial Reading/Learning Skills Department
The Learning Skills program remains an important cornerstone of the Proctor experience for nearly one-third of our student body each year. The program’s longevity can be directly attributed to the integrated nature of our model into the larger school community and our unwavering commitment to the belief that being fully present and engaged in building strong, supportive relationships with our students serves as a catalyst for fostering enduring self-confidence and growth. Our whole school is structured around the concept that transformative learning requires getting out of our comfort zones. That’s where the magic happens! A student in Learning Skills can receive tailored academic support while simultaneously being enrolled in a college preparatory curriculum and an array of electives that align with their passions. Working together with a student’s advisor and the Academic Dean’s Office, we can craft schedules for students that both support them and push them to try something new or take on a whole new level of challenge in academics that previously they did not think was possible. As we look to the future of Learning Skills, we continue to embrace neurodiversity on our campus and acknowledge the different developmental clocks we see in our learners. With the model of consistent, individualized academic coaching in place, we can remain at the forefront of helping our students acquire critical academic and metacognitive skills while encouraging them to take risks with their learning, knowing that some mistakes and failures are going to happen along the way. Given the social-emotional complexities of being a teenager in today’s world, we must help our students and their families understand that learning is messy, and we have to embrace the struggle; it is not always a perfect upward trajectory. It is often a series of stops and starts. And that is absolutely okay and a valuable part of the learning process. Our ultimate goal of Learning Skills will always focus on independence through the development of strong self-advocacy skills and self-awareness, preparing students with habits and strategies they can employ here at Proctor and eventually beyond in the college or university setting.
Alice Fowler begins co-Chairing the Learning Skills Department with John Schoeller.
Proctor’s current Learning Skills Department
Donna Jonas becomes Learning Skills Department Chair, coordinating the efforts of 11 Learning Specialists serving approximately 100 students (40% of the student body).
Alice Fowler becomes Chair of the Learning Skills Department until her passing in 1991.
The Alice Stebbins Fowler Learning Skills Chair is established by the Board of Trustees as a tribute to Alice’s enduring legacy of giving and caring. This endowed fund supports the salary of the Chairperson of the Learning Skills Department and continuing education.
Completion of the Fowler Learning Center provides a new home for Proctor’s Learning Skills Department on the third floor.
Kathy Bianchi becomes the Learning Skills Department Chair.
Jennifer Fletcher serves as Learning Skills Department Chair, overseeing 16 Learning Specialists and more than 140 students enrolled in one of three levels of academic support programs.
A Commitment to the Next 50 Years...
Diversity, Equity, Inclusion and Justice We are living in the midst of an historic #BlackLivesMatter movement that is shifting America toward a place of greater justice. We have shown our solidarity with protests, donating money and time, putting Black Lives Matter signs in our yards, and posting on social media. We like to think of ourselves as good people, as moral individuals willing to fight for justice. But what are we doing today? Are we actively dismantling racist systems in our country? Or are we simply ok with the notion of freedom, delayed? Are we satisfied that as long as the arch of history bends toward justice, we’re on the right track and we will simply wait, as long as necessary, to arrive at the elusive destination where all humans are treated equally? As an independent boarding school, the issue of race at Proctor is real. But just as white privilege allows white individuals to “opt out” of conversations around race when they become uncomfortable, so, too, has Proctor had that opportunity as a predominantly white institution. The experiences of our Black students and students at other independent schools remind us how much work there is to do institutionally and individually. Recognizing this work is on-going, Proctor made the institutional commitment to no longer allow ourselves to opt out of the tough conversations and took the following steps over the last twelve months toward being a more diverse, equitable, inclusive, and just community:
• Created and committed to a Diversity, Equity, Inclusion, and Justice Mission statement to guide and hold Proctor accountable to this work moving forward. • Hired Proctor’s new Diversity, Equity, Inclusion, and Justice Coordinator, Will Wamaru, who will help guide initiatives and serve as a resource for students, faculty, staff, and alumni into the future. • Increased the representation of voices guiding Proctor through diversifying Proctor’s Board of Trustees, and forming a DEIJ Committee at the Board level. • Launched a student Gender Identity and Sexuality Support Plan in the Fall of 2019. • Completed National Association of Independent Schools yearlong Assessment of Inclusivity and Multiculturalism during the 2019-2020 school year. • Conducted an audit of inclusivity of Proctor’s academic curriculum by Academic Department Heads and faculty, including the creation of new courses for Fall 2020: Voices of Color (English), Epidemiology (Science), and Modern China (Social Science), and added a new focus on antiracism in 9th and 10th grade wellness seminar classes. • Engaged in Diversity, Equity, Inclusion, and Justice training for employees, including contracting with Dr. Liza Talusan to explore antiracism and bias in the Proctor community. • Committed to a Continuing Education DEIJ requirement for all faculty each year. • Built content on Proctor’s website to directly support five centers of DEIJ work: domestic diversity, Native American issues, gender and sexuality, international perspectives, and religion.
Proctor’s Diversity, Equity, and Inclusion Mission Statement Proctor’s Diversity, Equity, and Inclusion leaders engage and empower the community to become architects of equitable and inclusive systems by promoting the following initiatives: increasing diversity among students, faculty, staff, and leadership; advancing the understanding of intersectionality and how individual actions and organizational systems influence student outcomes; and providing community members from marginalized groups a sense of belonging by having dedicated faculty coordinators and integrated programming throughout our curriculum.
Seth Currier ‘95 has stepped into an official role mentoring Proctor’s Alliance Club on campus.
NAIS Assessment of Inclusivity and Multiculturalism The 2019-2020 school year saw Proctor dive into a comprehensive assessment of inclusivity and multiculturalism using the National Association of Independent Schools AIM process. This yearlong initiative included surveys of alumni, faculty, staff, students, administration, and parents to better understand the experiences of each group. Additionally, faculty, staff, and students engaged in Discovery Groups to dive deeper into issues of inclusivity and multiculturalism within Proctor’s community. The results of the surveys and Discovery Groups helped identify areas for improvement, areas of strength, and will guide Proctor’s DEIJ work into the future.
Update on Proctor’s Native American Program Since the 1980s, Proctor’s connection through former faculty member George Emeny to the Lakota Sioux served as a catalyst for an on-going relationship that sustains today. Annual summer trips by students and faculty/staff to Rosebud, South Dakota to spend time on the Pine Ridge and Rosebud Reservations complements visits to Proctor from longtime friend of the school John Around Him, who first came to Proctor as a young child in the 1980s with his father, John Around Him. Proctor has two Native students enrolled, and continues to work with the Board of Trustees, Admissions Office, and existing relationships with Proctor Alumni and other groups to identify and support Native students at Proctor.
John Around Him visiting campus in the mid-1980s as a visiting teacher (top), and John’s son, John Around Him (bottom), working with Proctor students as a guest teacher in 2020.
A Commitment to the Next 50 Years | Diversity, Equity, Inclusion and Justice
Will Wamaru Diversity, Equity, Inclusion and Justice Coordinator Will Wamaru’s journey to Proctor began as a nine year old on his first mountaineering adventure with NOLS on a summit attempt of Mount Kenya’s Lenana Peak (16,355 feet), just twenty minutes from his family’s rural farm. This early exposure to the philosophy of NOLS and the notion that learning, relationships, and the outdoors could be inextricably woven together through a formal program, and not just in his daily life in his village, planted a seed that led to his continued involvement in NOLS as a student, and eventually, a teacher over the next two decades. After spending a portion of his primary school years at a traditional Kenyan boarding school on scholarship, Will pleaded with his family to not return for high school. “I did very well in terms of tests and by all external measures I was successful there, but the overall experience was incredibly challenging for me. To this day, my time at that school serves as a powerful, necessary lens as I think about students at independent schools on scholarship and what their experience is, versus what others think it should be.” Will’s secondary school years were vastly different at St. Mary’s High School. Run by Lasallian Christian Brothers, the educational pedagogy mirrored that which he had experienced as a child in his village and as a part of NOLS. “In my tribe, the values embodied by the philosophy of ubuntu are used to articulate a sense of community, a belief that we are all in it together, each doing our part to help the greater whole, celebrating together, mourning together, living alongside each other. Utu (humanness) and ‘harambee’ (all pulling together) are words that you feel when you step into a community. I felt it at St. Mary’s, and feel it at Proctor as well.” At St. Mary’s, students took care of farm animals, helped with food production, maintenance, housekeeping, library, and engaged in hands-on learning experiences fully integrated into their academic studies. “I came to realize there is more than one approach to education, and this pedagogy resonated with me.” Following his time at St. Mary’s, Will studied at the University of Nairobi, earning his bachelor’s degree in philosophy and psychology, all while continuing to explore the alpine regions of East Africa, guiding safaris, and seeking outdoor experiences as often as possible. He then began working full-time at NOLS in Tanzania and the USA helping students with cross cultural competence, learning Swahili, natural history and leadership skills. In the fall of 2019, Will enrolled in Brandeis University’s Social Impact MBA program and moved stateside with his wife, Katie (pictured right), for the first time. Will and Katie run Mary Lowell Stone Dormitory (along with their two dogs, Mindy and Rocky) in addition to Will’s role of Diversity, Equity, and Inclusion Coordinator. Complementing Will’s role at Proctor, Katie works in equity-focused philanthropy seeking to bring more philanthropic dollars to African leaders and founders. Will notes, “As a teacher, I was learning so much, but I realized I wanted to be prepared to serve in a position of leadership where I could not only implement a program, but help design and support programs that will make a difference in the world.” Over the past twelve months, Proctor has done extensive work to augment curriculums, increase the diversity of our student and faculty bodies, and representation among school leadership. Will notes, “I want to support organizations that are actively trying to build equitable and inclusive environments. NOLS taught me this belief that ethical and resilient leaders change the world and education has the opportunity to create these resilient leaders at the grassroots level. I’m most excited about the opportunity to understand Proctor’s rich, deep history, as understanding this history is critical to setting our DEI priorities moving forward.”
We have to ask ourselves, how can we teach students to be leaders of their own lives first, so they can then approach all experiences as learning experiences? How can we help students feel a sense of belonging, using an equity and justice lens to look at all areas of school life? How can we really dig into diversity work and engage with our admissions team to reach out to new demographics, build affinity groups, and a network for Proctor that will serve the school well into the future, not just in the immediate term. How can we build an internal vocabulary that encourages us to be equity proficient? How can we leverage the amazing experiences Proctor provides its students around the globe to better develop those resilient, ethical leaders we know will change the world in the future? There is much work to do and I cannot wait to get started. - Will Wamaru
We are incredibly excited to welcome Emily White Hat ‘94, P’14, David Lejuez ‘98, and Rena Clark P’23 as the newest members of the Proctor’s Board of Trustees. Each of these individuals will bring unique perspectives to the Board as we work to be a more equitable, inclusive, and just community. Emily White Hat ’94, P’14 Emily first stepped foot on Proctor’s campus when her father, Albert White Hat, joined Proctor’s faculty as a visiting teacher in the mid-1980s. Later a student at Proctor, Emily was involved in the Proctor Fire Department and grew her love and appreciation for the natural world. After studying Lakota history and Culture at Sinte Gleska University, Emily earned her Bachelor’s Degree in Forestry from Colorado State University and her Juris Doctor and Natural Resources Law Certificate from the University of New Mexico School of Law. Emily currently serves as the Vice President of Programs at the American Indian College Fund and lives in Broomfield, Colorado. Her son, Mark White Hat is a 2014 Proctor graduate as well. David Lejuez ’98
Will Wamaru and his wife, Katie
David joined Proctor’s community for his 11th and 12th grade years, playing soccer and engaging in all aspects of school life. Following Proctor, David studied Business Administration and Hispanic Studies at Washington College before earning his MBA through University of Phoenix. He currently works as a business analyst at SMBC Global Foundation, Inc and resides in Springfield, New Jersey. Rena Clark P’23
Will heading out on his first Proctor Wilderness Orientation in September
Will on a NOLS leadership training trip
Rena joined Proctor’s community as a parent in the Fall of 2019 when her daughter, Sydney ‘23, began her Proctor experience. A resident of Jamaica Plain, Massachusetts, Rena earned a Bachelor’s Degree in Mechanical Engineering from Lamar University and an MBA from Harvard Business School. She currently serves as managing partner and founder at Laurel Oak Capital Partners.
A Commitment to the Next 50 Years | The Pursuit of Learning
Resiliency AND PROCTOR’S RESPONSE TO COVID-19
This fall is not normal. Yet in the midst of the abnormal, the rhythms of the school year, of the fall, of the day go on. Masks cover our faces, and so we are learning to see the smiles in each other’s eyes. Teachers are reinventing classes, delivering content in new ways, and weaving technology into their classrooms more effectively than ever before. Much has changed, but more has not. Through this forced evolution, our faculty are refining their craft and showing our students how to be the agile, resilient, life-long learners we hope they will become as they move through and beyond Proctor. COVID-19 planning and prevention has been front and center in our daily lives since the school made the decision to move to remote learning in March 2020. After a Spring Term of fully remote learning, we successfully repopulated campus in September utilizing a combination of rigorous covid testing, quarantining, enhanced disinfecting and cleaning protocols, and de-densification efforts. By the time this publication lands in your mailbox, we may have shifted to remote learning, but the countless hours of planning and hard work by our Health Center staff and Administrative Team over the summer has given us the opportunity to forge relationships with our new students, and to deepen those with our returning students. We are able to emotionally move beyond the inconvenience of wearing masks and social distancing because we recognize the deep, deep value of living in community. We are able to shed the weight of what “could have been”, and embrace the “what is”. We are able to look around campus and soak in the relationships being formed, the learning taking place, the hard work being done by each member of this community. We are able to see each other at our best even though we may feel we are at our worst. As we reframe the very, very real challenges we are each facing right now, we step into our next class, our next meeting, our next practice, our next commitment with a deep gratitude for this school community and a renewed grace for those walking alongside us.
The Off-Campus Experience During COVID-19 With roughly 10% of Proctor’s student body studying off-campus each trimester, our shift to remote learning in March had an immediate disruption to the 30 students planning to study off-campus last spring. Here’s how our programs are pivoting for the 2020-2021 academic year:
Departed Boston Harbor aboard the schooner Roseway after quarantining as crew and undergoing testing. An altered, flexible itinerary kept the 21 students and its crew away from major ports, while the experience for students remained largely unchanged.
Proctor en Segovia:
Travel restrictions to Spain have canceled both fall and winter terms in Segovia, but our commitment to the 45 years of Proctor connection to our faculty and families in Segovia reamains strong!
The most nimble of Proctor’s off-campus programs, Mountain Classroom did not run in the Spring 2020 due to travel restrictions, but will run a slightly altered program for the Winter and Spring 2021.
European Art Classroom:
Much like Mountain Classroom, Euro will be redesigned for the 2020-2021 winter and spring with a shift to the American Southwest (read more on the next page!).
Proctor en Monteverde:
Proctor’s smallest, least-integrated off-campus program, Proctor en Monteverde has been suspended for the Winter Term due to travel restrictions, but hopes to operate in the spring.
We Are Learning: During any crisis, opportunities emerge. Proctor’s rapid shift to remote learning in March, and subsequent professional development by faculty have us excited about the following evolutions in Proctor’s educational model: • The Power of Webex as a Platform: Faculty, staff, and students have embraced Webex as an internal tool to host virtual meetings, classes, and asynchronous discussions. This platform has empowered remote students and employees to integrate with their on-campus peers and will continue to serve as an important tool for the school moving forward. • Adoption of a New Academic Schedule for Remote Learning: Longer class blocks that allow more student-centered instruction. Continuous time allows for more in-depth labs and project based learning initiatives. • Slower Pace to the Academic Day: Fewer classes each day and longer passing times create a less frenetic pace, students have fewer classes to prep for each day and the time between classes allows for students and faculty to connect. • No Weekend Travel for Boarding Students Builds Community: Having students on campus over the weekends has led to a REAL community feel, seven days a week. Students are spending time outdoors, socializing, playing games, and simply enjoying life together. • Outdoor Classes Lead to Enhanced Learning Opportunities: Moving classes outdoors as much as possible has created opportunities for faculty to re-imagine how to teach and how to have students interact and work together beyond the walls of the classroom.
REMOTE A Commitment to the Next 50 Years | The Arts
When Proctor made the decision to move to remote learning for the spring trimester, Proctor’s arts faculty did not think twice - of course their classes would go on. Greg Allen mailed home blocks of wood for woodworking projects. Gordon Bassett ‘96 designed at-home projects for metal engineering and mailed supplies across the country. Jill Jones Grotnes, Corby Leith ‘92, and Kate Austin ‘01 did the same for studio art, ceramics, and photography. Jen Summers hosted her improv and acting classes virtually. Bill Wightman ‘73 and Candace Gatzoulis worked endlessly with students over Webex on instrumental and vocal music recordings. The result? A virtual art show showcasing the amazing talents of Proctor’s student body and the resiliency of an entire department.
View these pieces and more from Proctor’s 2020 virtual art show online: www.proctoracademy.org/virtualartshow2020
The arts feed a human need – to communicate and express. The creation of an environment that allows for this is particular and is a part of what makes these programs at Proctor valuable. Our art faculty ask students to risk and therefore to trust. They ask students to step clearly outside of their comfort zones in order to discover aspects of themselves and their world they may not have even been aware of prior to this experience. Students learn to engage and persist, accepting that mistakes and less-than-perfect outcomes are all a part of the process and the journey. The real, true value can be found in the process itself and not solely in the physical or visual product.
- Bill Wightman ‘73, Arts Department Chair
European Art Classroom Since 2011, European Art Classroom, led by Jennifer and David Fleming P’11, ‘12, has crafted a wholly unique experience for eight students each winter and spring trimester. Through building a mobile artist colony based out of Aix-en-Provence, France, European Art Classroom immerses students in literature, art history, and language classes, while traveling throughout European cities to further explore cultural and artistic themes. Travel restrictions to Europe have forced Dave and Jen to reimagine this program, and the group will instead create an art immersion experience based out of the American Southwest. While this winter’s European Art Classroom students will not experience the old charm of European cities, visit Van Gogh’s studio, climb the Eiffel Tower, or bike through Amsterdam, they will still experience the magic that accompanies living alongside nine other artists and weaving culture, literature, and art into a place-based education unlike any other. Be sure to follow their blog this winter:
Proctor’s return to campus in September 2020 saw students and faculty reengage with in-person instruction across all arts disciplines. Students are building boats, designing in the metal shop, hammering away in the forge, painting, throwing, and developing photos in the darkroom. They are taking music lessons, jamming, and honing their vocals in the recording studio. Yes, they are wearing masks, keeping their distance, and living through a bizarre season of life, and while much has changed, more has not. Students need the arts in their lives and Proctor makes sure they have them.
Follow @proctoracademyarts on Instagram
A Commitment to the Next 50 Years | Athletics and Afternoon Program
Athletics Update Over the last six months, we have often allowed our focus to drift to all that has been lost since our world shifted in March due to COVID-19, and we quickly forget all the good that happened during the first two-thirds of the 2019-2020 school year. The last second goals, the come-from-behind wins, the podium finishes, the pure joy that sport brings into our lives; these are the moments that energize our community and remind us why we choose to allocate time and resources to providing an incredible breadth of afternoon programming and athletic offerings to our students. The beauty of Proctor’s afternoon programming is that these defining moments of personal growth happen just as often in afternoon activities like woods team, dance, kayaking, winter horsemanship, and theater as they do in competitive interscholastic athletics.
Best Moments of 2019-2020 Tournament In the midst of a most-different Spring Term, Proctor’s coaches and Athletics Office hosted a “Best Moments of 2019-2020” bracket on social media where members of the community could nominate and then vote on the most exciting moments of the past school year. Check out the bracket below, and congratulations to our winners: Girls’ Varsity Soccer win over KUA! Boys’ Varsity Hockey beats KUA for the first time in 11 years Girls’ Varsity Basketball upsets Tilton on their Senior Night Girls’ Varsity Soccer beats KUA for first time in 9 years Football pulls off a last-second win against St. Luke’s on Fall Family Weekend
Boys’ Varsity Hockey beats KUA for the first time in 11 years
Girls’ Varsity Soccer beats KUA for first time in 9 years
Girls’ Varsity Soccer beats KUA for first time in 9 years
Girls’ Varsity Soccer beats KUA for first time in 9 years
Colin Shaver ‘22 runs 26 miles in 26 hours for charity Colin Shaver ‘22 runs 26 miles in 26 hours for charity
Leia Brunt ‘21 hits a deep 3 to seal the W against Brewster
Colin Shaver ‘22 runs 26 miles in 26 hours for charity Caroline Coyne ‘21 buries a rebound shot with authority against Groton Leia Brunt ‘21 hits a deep 3 to seal the W against Brewster Tyler Duhl ‘20 has 2 Goal/ 1 Assist stat line against Bridgeton Academy
by the numbers
Innovation and Creativity During a Remote Spring
When Proctor made the decision to shift to remote learning for the Spring Term, Proctor’s Athletics and Afternoon Program did not skip a beat as faculty offered 31 different virtual program offerings ranging from meditation to baking to mountain biking and running challenges. While optional, more than 200 students signed up for an afternoon program offering this spring. A big thank you to Proctor’s faculty for being creative and making the most of our remote term!
2021 Proctor Athletic Hall of Fame Inductions
In our continued efforts to celebrate the rich history of Proctor Athletics, we are excited to announce the induction of five individuals and one team into the Proctor Athletics Hall of Fame. This 2021 induction class will be celebrated during Reunion 2021 on June 4-6, 2021. To nominate future inductees, please submit a nomination at www.proctoracademy.org/hof
Dani Hinkley, Coach
Bert Hinkley, Coach
Erin Davey ‘06
Field Hockey, Basketball, Softball
Kayaking, Nordic Skiing
Soccer, Hockey, Softball
Larry Madeira ‘86
Jen Putney ‘91
2001 Boys’ Basketball Team
Soccer, Hockey, Lacrosse
2001 New England Champions
Celebrating Class of 2020 A Graduation Unlike Any Other
The Class of 2020 had a high school graduation they will never forget. There was no giant tent on Farrell Field, no physical hugs between advisors and advisees, no tearful exchanges between students and teachers, no tangible moment for parents to share their deep, deep appreciation for the transformation in their children, a transformation that only seems possible at a place like Proctor. And yet we still felt the love that exists within this community, a love that is strengthened through shared experiences, through adversity, through crisis. Proctor’s first (and hopefully only) virtual Commencement (May 29-30, 2020) weekend included a live Senior Awards event Friday evening preceded by a “red carpet” event for the ages hosted by faculty member Patty Pond. Saturday’s Commencement ceremony broadcast from Alice’s Garden began with a parade of faculty sharing messages with their students, riding unicycles, horses, bikes, and showing our students how much we love them. After opening remarks from Head of School Mike Henriques and Assistant Head of School Karin Clough, salutatorian Tommy Harrell ‘20, senior speakers Anya Jewell ‘20 and Will Railton ‘20, and valedictorian Amy Zhou ‘20 shared beautiful speeches, interspersed by musical tributes to the class by Tori Braley ‘20 and Mackenzie Timbrell ‘20. The gift of a Proctor education, the gift each of our graduates holds tight as they step into the world beyond Proctor, is an eagerness to stay proximate to their learning, to get their metaphorical hands dirty and really experience the world around
them. Our collective responsibility as a school is to empower our students to use this gift to be agents of change; to join (or lead) movements that nudge our society toward justice; to take action that leads to a more sustainable economy; to lift up brothers and sisters in need regardless of backgrounds, race, sexual orientation, ethnicity, or beliefs; to quite simply make the world a better place than it was before they had the privilege of stepping foot on it. When we are asked how our graduates dealt with a remote spring term and virtual graduation, we simply try to describe the passion in their hearts, the fire in their eyes, the optimism oozing from their pores and then sit back and listen to the change these students believe they will effect in the world because of the experiences they have had during their time at Proctor. Put simply, the Class of 2020 is the most resilient, positive, dynamic group of teenagers you will ever encounter, a group of young people who understand in their very soul what it means to Live to Learn, and Learn to Live.
Disappointment, sadness, and shock are all things we are feeling, but they do not capture THE feeling. The feeling that I can only describe as a weird amalgamation of intense grief and bittersweet gratitude...Indeed, we are mourning the loss of our senior spring. But I don’t believe we are mourning the loss of friendship, mentorship, or gratitude. - Anya Jewell ’20 Senior Speaker
We can allow shifts to our global surroundings to weaken us or stiffen us. Or we can be the catalysts of the change we wish to see in our new environment. This is what Proctor has taught us, not just last spring, but throughout our time here.
- Tommy Harrell ’20 Salutatorian
C A R O N LE
Commencement | Awards and Recognition
Fred Elroy Emerson 1886 Award Awarded to Tristan Auyang
A graduate who best exemplifies strength of character, personal dedication, and commitment to the Proctor community.
A student who, during the junior and senior years, has shown the greatest development in attaining the ideals of Proctor.
Charles Levy Award Awarded to Hao “Amy” Zhou
Robert J. Livingston Community Service Award Awarded to Tommy Harrell
Charles A. Jones Outstanding Athlete Award Awarded to Molly Mueller and Jake McElroy
A student who has made outstanding contributions to the community through volunteer service to others.
O T LE E A
Alice S. Fowler Award Awarded to Vienna Marcus
Most outstanding male and female athlete in the graduating class.
Lyle H. Farrell Award Awarded to Ben Daniels
Citizenship Award Awarded to Jane Ellis and Tommy Harrell
A senior who has performed outstanding service to the school and to his/her fellow students.
Best all-around male and female citizens in the graduating class.
Allan S. Bursaw ’67 Award Awarded to Steve Jensen Student who exemplifies high effort and citizenship.
Carl B. Wetherell Award Awarded to Anya Jewell
Faithful and willing performance of all extra curricular responsibilities.
Philip H. Savage Award Awarded to Jane Ellis and Hitch Graham Student who exhibits outstanding leadership qualities.
Andover Service Club Award Awarded to Blaine Hinds and Chloe Makechnie
For a complete list of Senior Award Winners visit : www.proctoracademy.org/classof2020 36
Thinking about my first year at Proctor, I was fifteen years old and far from home, trying to speak another language I was not fluent in. But, it was you, my peers, who taught me that which I could never learn from a classroom. It was you, my teachers, who encouraged me to try things I had never done before. It was you, my teammates, who gave me the experience of belonging and inclusiveness. It was you, my advisor, who treated me like your own family. It was you, our staff members, who made sure our living experience was the best. We each walk into this community at first with fear and nervousness, but walk away with growth, happiness, gratitude, and friendships.
- Amy Zhou ’20 Valedictorian
CA D E EAR Renaissance Teacher Award Awarded to Doug Houston Mathematics Department
Recognizes a Proctor faculty or staff member who has gone above and beyond to make the experiences of students at Proctor more meaningful through their encouragement and support.
Assumption College Bentley University Berklee College of Music Boston College Boston University Brigham Young University-Provo Catholic University of America Chapman University Colby College College of Charleston College of the Holy Cross Connecticut College Cornell University Dalhousie University Dickinson College Eckerd College Elon University Emory University Fairfield University Flagler College-St. Augustine Fordham University Franklin and Marshall College Full Sail University Hampshire College High Point University
L IVE ” TO
This award recognizes extra-ordinary service to the Proctor Community by a non-faculty member and heightens awareness of the dedication, hard work, and loyalty of all its employees which makes possible the smooth operation of this institution.
John O’Connor ’79 Award for Excellence in Teaching Awarded to Dave Fleming European Art Classroom
Alumni two and five years out of Proctor vote for the individual among the current faculty who in their opinion is most deserving of this Excellence in Teaching Award.
College Decisions and Matriculation
Nance Patten Barrett Staff Award Awarded to Diane Benson Housekeeping
Class of 2020
Hobart College Saint Lawrence University Ithaca College Suffolk University Lafayette College Texas Christian University Lake Forest College Tulane University of Louisiana Loyola Marymount University Union College - Schenectady Lynn University University of Alabama Marist College Univ. of Colorado Boulder Montana State University University of Connecticut NHTI University of Mass.-Amherst Nichols College University of Denver Northeastern University University of Lynchburg Plymouth State University University of Michigan Quinnipiac University University of Mount Union Rensselaer Polytechnic Institute University of New Brunswick Rhode Island College University of New England RIT University of New Hampshire Roger Williams University Univ. of Southern California Rollins College University of Southern Maine Saint Anselm College University of Saint Andrews Saint Michael’s College University of Vermont Salem State University Univ. of Wisconsin-Madison Skidmore College Wake Forest University Sarah Lawrence College Williams College Sewanee: The Univ. of the South Smith College
reunion 2021 JUNE 4-6 | ANDOVER, NH
Mark Your Calendar!* Preparing for Reunion 2021
Reunion 2021 will bring the Classes ending in 1’s and 6’s together with the 0’s and 5’s who missed out on an in-person 2020 Reunion. With record numbers expected, we hope each of our alums start making plans for a visit to Andover on June 4-6, 2021! *While we hope to hold Reunion 2021 in person in June, we recognize State guidelines and/or institutional risk may prohibit an on-campus, in-person reunion. We will continue to communicate throughout the winter months any changes to our Reunion plan.
2020 Proctor Alumni Council
Global Community Ryan Bowse ‘93 Vice President and Reunion Committee Chair Mill Valley, CA
Tom Rudkin ‘70 Sarasota, FL Greg Samaha ‘71 Center Harbor, NH Dan Murphy ‘78 East Woodstock, CT 40
“I have always cherished my time at Reunion, but it has always made me a little sad that we don’t get to see close friends from other years. I’m so excited next year will be different and 0s and 5s will overlap with 1s and 6s! Reunion has turned into the ultimate summer camp for adults. It’s the best weekend of biking, swimming, art classes, hiking, campfires, and I can’t wait to share this with friends from both the Class of 1995 and 1996 next June!” - Sarah Leith Bahn ’95, Class Chair “During the past twelve months several of us spent time reaching out to our classmates who we had not spoken to for close to 50 years. The conversations I had with my former classmates during this process were simply amazing. What I found most interesting is that I could remember the sound of their voices from 50 years ago. We had so much to catch up on and we shared so easily. I found it hard to hang up the phone. As June approached, it became obvious that the world would be changing because of COVID-19, and so it became obvious to all of us that we had to push back our 50th Reunion to 2021. Although disappointed, I know our class is looking forward to being with our classmates from the Class of 1971. Both classes share many of the same memories, and so to the Class of 1970 and the Class of 1971, we can’t wait to see you in June 2021! Stay safe and remain healthy.” -Tom Rudkin ’70, Class Chair
Walter Perry ‘73 President, Brevard, NC
Brittany King ‘06 Networking Committee Chair Boston, MA
Sarah Leith Bahn ‘95 Hood River, OR Abby Usen-Berner ‘96 Harwich, MA Kelsie Berry ‘15 Andover, NH Paris Healey ‘16 Beverly Farms, MA
Nate Blouin ‘07 Salt Lake City, UT
Alumni Networking Committee:
Colby Rymes’13 Chichester, NH Michelle Asch ‘14 Boston, MA
Class Chairs Program Through the leadership of Proctor Alumni Association President Walter Perry ‘73, the launch of the Class Chair Program has seen success over the past few years. This peer-to-peer network seeks to maintain a personalized relationship among alumni, build engagement and participation in alumni events, and connect alumni to each other and to the current generation of Proctor students and faculty. The responsibilities of a Class Chair include: • Communication: Communicate Proctor news and programming to classmates with the information provided by the Proctor Alumni Association via phone, email, in person, and social media. • Reunion Year: Coordinate with Proctor Alumni Office during a class Reunion year to drive Reunion Weekend attendance. It will be free for you to attend any Reunion as a Class Chair. • Alumni Events: Attend area receptions and events. i.e., Reunion, local Alumni events in your area. • Giving: Encourage participation in The Hornet’s Nest. The Hornet’s Nest identifies all alumni who have made a financial gift to The Proctor Fund annually or by other means through the Development Office. • Updating Contact Info: Receive and exchange updated contact information with Proctor and classmates as new contact info is made aware to you. To learn more, contact Alumni Relations Director Connor Tedesco ’14 at email@example.com.
When Proctor had to cancel in-person alumni events due to COVID-19, we brainstormed various ways to keep the vital connection between Proctor and our alumni. What started with an idea has turned into the highly successful Together Series. Through various remote meetings, from Cocktail Hours, Financial Planning, Baking with Patty Pond, to Art with Dave and Jen Fleming, the Together Series allowed us to meet collectively and share experiences during unprecedented times.
Dr. Hank Marks with his family.
Dr. Hank Marks ’71 Finding Your Passion and Helping Others
The social unrest of the late 1960s and early 1970s America rivals that of today as assassinations of civil rights leaders and politicians, controversial involvement in the Vietnam War, and rise of counterculture movements challenged traditional, all-boys boarding schools like Proctor Academy. For Hank Marks ‘71, the relative stability found at Proctor during this harrowing time laid a foundation for a lifelong journey of learning, caring for others, and chasing his passion. It was a beautiful sunny day when a 14-year-old Hank made his first visit from Richmond, Virginia to Andover, New Hampshire. His parents felt he was not reaching his full potential, and believed the reality of attending boarding school might ignite his learning. “I remember a group of guys out on Carr Field playing football and the mountains in the background. And so clearly remember meeting Alice Fowler on my visit. I felt an immediate connection with her as she helped reassure me Proctor was a place that embraced students, like me, with dyslexia. I thought to myself, if I have to go away to school, this is it.”
who was in the midst of finding its new identity. Hank recalls an unforgettable moment in 1970 amid the school’s enrollment struggles that reframed his perception of self, “David invited Tim Brown ‘71 and me to join him on a road trip to talk about our experiences at Proctor. It was special spending all of that time with him. We both understood how Proctor opened up a new academic world for so many. I never felt that I was a very talented student, but during this trip, I was able to articulate the support Proctor provided me, and the resulting confidence and sense of humility I gained as a young man.”
This realization of self worth and appreciation for Proctor’s impact on his life stayed with him as he matriculated to Lake Forest College, where he starred on the football team and did equally well in the classroom. After spending a year after college traveling through Mexico and Central America, Hank enrolled at the University of Virginia Medical School and was exposed first hand to the inequalities in access to medical care in the United States. “Each year two students were chosen to do their first year “Before I went to of residency living and working on a Navajo Proctor, I lived for Reservation. It was a truly eye-opening experience the moment and that taught me much about the harsh realities did not have a lot of facing so many people worldwide.” As he direction. It was at continued his studies and surgery rotations, Proctor that I learned Hank continued to reflect on the support he received at Proctor, and how he now had the to pursue what will opportunity to reciprocate that support to make me happy, use medically underserved populations around the it to make a world.
Aided by Alice’s guidance as a tutor in his journey to understand and navigate his dyslexia, Hank settled into his new home away from home playing football, participating in the Ski School in the winter, and playing tennis during the spring. Throughout his four years at Proctor, Hank developed into a leader in the community. He remembers one moment at an all-school meeting that served as a turning point in his involvement in the school as a representative of difference, his peers, “We all wanted to have the ability back.” to grow our hair longer my junior year. I used Tim Norris (longtime faculty member) as an example since he had long hair at the time. We all had a great deal of respect for him, and he was someone we looked up to. I got a standing ovation and became the leader of the haircut committee. We ended up changing the expectations around hair and got the approval to grow our hair longer as long as it was ‘neat and clean.’” David Fowler’s appointment as Head of School in 1970 ushered in a new era of independent school leadership. His vision of an egalitarian approach to decision-making elevated the voices of faculty, staff, and students, and implementation of off-campus programming rooted in experiential learning set the course for Proctor’s evolution over the next half-century. However, widespread unrest at the national level challenged boarding school enrollment, especially at a school like Proctor
As he launched his professional career as a heart surgeon, performing over two hundred heart surgeries a year in his hometown of Wilmington, North Carolina, Hank knew there was more he could do to make an impact. After raising the necessary funds and through a connection from a friend, Hank and a team of medical professionals headed to San Pedro Sula, Honduras in 2005 for the first in a series of trips to perform heart surgeries on those in need. “Many Honduran teens and young adults suffer from Rheumatic Heart Disease and need heart valves replaced. We brought everything we needed and set up in a local hospital. The room we operated in was not what we are all used to at home, but we made it work and saved lives. I was taught early on at Proctor to follow my passion. I believe that if we all do just a little bit to share our talents and positively impact others, we can effect real change in this world, even the slightest bit.”
John O’Connor ’79 Serving Through Philanthropy
When John O’Connor ‘79 arrived in rural Andover, New Hampshire from Houston, Texas as a Proctor ninth grader, he was greeted by a vastly different campus than students enjoy today. Proctor’s current Admissions Office was a local watering hole, Rocky’s Roost, the west end of campus was wholly undeveloped aside from the Farrell Field House, and the student body was composed of more than 80% boys. But it was never Proctor’s physical plant or enrollment statistics that allowed John to flourish. Instead, it was the relationships formed with teachers and classmates and fundamentally life-changing experiences that laid a foundation for his on-going engagement with Proctor over the past forty years.
The intellectual curiosity instilled by Proctor’s teachers guided John through his college years and into his career at New England College where he has served as a Professor, Assistant Dean, Dean, and Vice President for Academic Affairs. “I thoroughly enjoyed teaching at the college level and being a teacher. There is no doubt that the classroom environment that was cultivated during my time at Proctor shaped my love for academics and teaching.” John’s passion for education is paralleled by his desire to be an active member of his local community through civic engagement. He has served on his local school board, planning committees and is also involved in numerous non-profits. “Proctor stressed the importance of community, and I believe that it is a big reason why I am actively involved with my local community. It is a responsibility we have to give back to the communities that give so much to each of us.”
Former Head of School David Fowler championed a Proctor “magic”, an intangible combination of culture, programs, and people that simply transformed student lives. The ingredients to this magic are unique for every student, but few Proctor experiences unfold “I have a passion for without the common theme of independence In 1999, John’s engagement in local affairs supporting non-profits. and self-reliance playing a major role. Reflecting included stepping into the role of Chair of on his time at Proctor, John recalls a definProctor’s Board of Trustees. For two years, he Wherever there is ing moment during his senior year, “Proctor led Proctor’s Board and continues to sit as an a real need in the taught me to be self-reliant and independent Honorary Trustee at Proctor. Beyond his community, I want in a way I’m not sure many schools would have leadership on the Board, John’s philanthropic ento help create the allowed. David Fowler gave Ray Hunt and me deavors at Proctor have supported numerous opportunity to move permission to live at Elbow Pond our senior capital campaign initiatives from constructing forward.” year. We were in a cabin by ourselves, had a new buildings, improving the student experience, wood stove, and got drinking water from the and enhancing professional development pond. Maintenance dropped off two cords of funds for faculty and staff. Quite simply, there unchopped wood and a couple of axes. We spent weekends is not an area of campus that John and his family have not splitting wood and preparing for winter. It was an incredible impacted through their generosity and support. experience living there, knowing we were responsible to ourselves and to each other.” More than forty years after spending his senior year in a cabin at Elbow Pond, John continues to call New Hampshire home, The lessons in self-reliance and independence were mirrored however, a recent endeavor as an owner of Balboa Winery in John’s experience in Learning Skills as a student. At the has him traveling frequently to Walla Walla, Washington core of Proctor’s educational model since former Head of Even in owning a small business, John has found ways to School Lyle Farrell introduced a remedial reading program support the local community in Washington. “We support for dyslexic students in 1938, the one-on-one academic support the local animal shelter and humane society. Even small offered in Learning Skills sits at the heart of the Proctor companies can find ways to do good things. As Proctor narrative for thousands of alumni. For many of these students, taught me, it is all about attitude. We must believe in people, it is the relationship formed with their Learning Specialist basic goodness, and community.” John cannot envision a that has the most significant impact on academic growth. future where he is not actively engaged in philanthropic John reflects, “I was fortunate to have experienced Learning endeavors and community engagement. “When you are Skills, but to have Alice Fowler as my teacher made it even supportive of a community or philanthropic, it becomes more special. Alice was a wonderful person, teacher, and a part of your DNA. It is something you cannot just turn advisor to me.’ He adds, “There were so many faculty off.” members at Proctor who influenced and molded me to who I am that I cannot even name them all.”
Pam Stewart-Martinez ’87 The Power of Advocacy
For more than 70 years, Proctor has served as a leader in brain-based approach to teaching diverse learning styles. During an era when most schools uniformly categorized a student with a learning difference as “unable” to achieve the same as a traditional learner, Proctor chose to take a different approach. Faculty worked to understand how students learn and developed an educational model that celebrated and supported a truly diverse set of learners through an integrated Learning Skills program. For Pam Stewart-Martinez ‘87, the lessons of support and community learned during her time at Proctor ignited a passion for committing to a life of service to others.
Pam acknowledges Proctor pushed her to try new things and to love education, a love she has carried into her own work advocating for her children and others with learning differences in the New York City Public School System. Pam served for two years as the Co-President for the City Wide Council for Special Education in the Bronx. During her time in this leadership role, she tackled issues surrounding Individualized Education Program (I.E.P.) documentation in the city and led an investigation into why students with learning differences were suspended at a higher rate than their peers. She committed to educating parents on understanding their child’s I.E.P. and how to advocate in I.E.P. meetings. Pam’s journey through childhood to Proctor is nothing Pam went on to serve on the Bronx City Wide Council short of miraculous. “As an infant, my biological mother for High Schools as the special education appointee and left me in the hospital. I was placed by an agency with President of the Bronx High School Federation. Pam a family until my biological mother could retake me. and her daughter have also started a non-profit called There was a possibility that I was going to have to repeat Fair Ed that trains students to advocate for their own first-grade. At the time, my biological learning style. She notes, “Proctor’s mother and foster parents were still sense of community and willingness “I witnessed children being in contact with each other, and they to embrace each of our differences treated like something was decided it was best for me to spend is so powerful, but I did not see that wrong with them. That was not that summer with my foster family. power in action until my children what I experienced at Proctor Ultimately, my biological mother were diagnosed with learning disabilities never came back.” Pam’s adopted themselves, and I had to become their where my friends had dyslexia family took her in and provided the advocate. Standing up for others is and all sorts of different learning much-needed stability and love she natural to me, and Proctor motivated styles, and they each succeeded desperately needed. “I flourished in me to advocate for education as my at Proctor. I knew I had to my new life. I went to an amazing life’s work.” make a difference because so school, was part of a great church many parents did not have the community, and eventually became a Most recently, Pam ran for State Senate top student in my class.” for the Bronx 32nd District, and background or perspectives I had.” though she did not win the primary, she Pam’s academic success earned her serves as the Female District Leader recognition by the Wadleigh Scholars for the Democratic Party of the 87th Program, a program that has helped place students in Assembly District in her local area. In this role Proctor’s preparatory schools around the country since 1964, and lessons continue to guide her. “I recall having ongoing in the fall of 1984, she arrived on Proctor’s campus as a debates in Farm House around political issues. They ninth grader. New experiences and life-changing lessons were healthy, great debates, and the best part was that we awaited, “I had never climbed a mountain before Wilderness were able to disagree and still remain friends. This civil Orientation, and I loved living in Farm House. I always discourse is missing in politics today, at all levels. There felt supported by my peers and teachers. I knew if I had are ideas from both sides of the aisle that can benefit a concern or issue, I could reach out to my advisor Derek people, and this seemingly small lesson learned in the Mansell or any adult in the community.” Pam adds, common room at Farm House continues to guide my “Proctor is a special place that also provided opportunities work here in the Bronx today.” for me to study abroad in Spain and have unfettered access to the arts. I had never taken an art class, and fell in love with theater thanks to Eva Mansell.”
Emily White Hat ’94 Education for Seven Generations From Now
What began as a summer professional development trip by late faculty member George Emeny to learn about Native cultures has evolved into a forty year relationship with the Lakota Sioux. For eight summers, George learned alongside Lakota professor Albert White Hat at Sinte Gleska University in Mission, South Dakota before their friendship brought Albert and his family to Andover, New Hampshire in the Spring of 1985. For one of Albert’s children, Emily ‘94, receiving the news of moving to New Hampshire was hard to hear. “I remember exactly where I was when my father told me we were moving to New Hampshire. I was in thirdgrade, and I thought my world was ending. But, when it was time for us to leave and return to South Dakota, I knew Proctor was a place to which I might return.”
before majoring in Forestry at Colorado State University. She credits her Senior Project, where she studied land use on the Rosebud Reservation, and Dave Pilla’s forestry class, as inspirations for her undergraduate studies and her focus on natural resource law during her time at the University of New Mexico School of Law. However, it was through her involvement volunteering with Tribal Ambulance Services and as a truancy prosecutor that Emily realized the challenges so many Natives faced in their lives.
Emily saw an opportunity to take action and has committed her career to providing Native youth the same educational opportunities afforded to her. As Vice President of Programs at the American Indian College Fund, Emily is doing just that by working with tribal colleges to develop Emily’s hunch that Proctor might hold a place in her programming centered on intergenerational learning and future became a reality less than a decade later. Barely cultural pedagogy. “We focus on the critical areas of a doing enough work to get by while attending her local high Native student’s identity journey, including general tribal school, both Emily and her father recognized a change was knowledge, understanding tribal issues, and learning how needed. “I came to Proctor pretty ill-prepared academically. to advocate for themselves.” For the past nine years, she In fact, (Academic Dean) Bert Carvalho wanted me to has worked to engage parents, grandparents, and commurepeat 10th grade, but I had a miserable nities in a learning system that brings high school experience until that point, a holistic approach to education. Some “Whether it was my advisor, so I convinced him to enroll me as an of her latest projects include education11th grader.” Emily embraced the academic al programs for formerly incarcerated Chris Noll, or moments in rigor Proctor provided and flourished as individuals and building a financial litassembly that I could express she involved herself in all aspects of the eracy curriculum. “Whether I am workmyself, I had the support to community. “I was exposed to academic ing on a capital infrastructure campaign grow. I was a minority, a courses and experiences that I would or something with early childhood eduyoung Native woman on her never have at home. British Literature cation, I want to communicate and conwas completely foreign to me. I took nect the work we do with Lakota philosjourney to find her voice in a Sue Houston’s Chemistry class, and if ophy and culture. We primarily focus on community that embraced and that never happened, who knows if I tribal college students, but we advocate supported that journey.” would have a science degree today. I can for all Native students. Our end goal is a remember the countless extra help math focus on what we can do now to impact sessions with John Schoeller like they seven generations from now.” were yesterday.” Outside of the classroom, Emily became involved with the Proctor Fire Department, different Thirty-five years after first stepping foot on Proctor’s community service opportunities, and played baseball campus as a third grader, Emily’s connection to the since Proctor did not yet have softball as an option for school remains incredibly strong as a newly appointed girls. Emily reflects on the entirety of her Proctor experience, Board Member. Emily’s son, Mark ‘14, graduated from “Whether it was my advisor, Chris Noll, or moments in Proctor, and her niece, Trinity ‘22, is a current student. assembly that I could express myself, I had the support Each summer, a group of Proctor’s faculty, staff, and stuto grow. I was a minority, a young Native woman on her dents visit the Rosebud Reservation to live and learn journey to find her voice in a community that embraced alongside the White Hat family and Lakota Sioux. Just and supported that journey.” as Emily’s work with the American Indian College Fund seeks to impact communities seven generations from After graduating from Proctor, Emily began her professional life as now, so, too, will her relationships with Proctor. a firefighter and a volunteer emergency medical technician
Justin Donaldson ’01
Human Connection and Support: Lessons for Life At the core of Proctor is human connection, a group of talented educators ready and willing to help adolescents through their high school years. Each Proctor journey includes its own challenges, and it is the navigation of these moments of difficulty alongside caring faculty that most powerfully shapes the student experience. For Justin Donaldson ‘01, the intersection of human connection and supportive adults during his time of crisis not only defined his time at Proctor, but laid the foundation for his work supporting others today.
which would take over a year and a half recovery, and his father’s death, left Justin searching for direction after he paused his studies at Ohio University. In seeking alternative ways to find mental wellness without taking medication, Justin explored volunteering as a way to reengage and find purpose.
As he sought volunteering opportunities, Justin found himself working with Fieldstone Farm: Therapeutic Riding Center, the largest therapeutic riding center in the United States. After a decade of working at Fieldstone Farm, he Justin’s relationship with Proctor Academy began the and a few colleagues branched out on their own in 2018 moment he entered the world as his grandfather, James to found their own therapeutic riding facility called In Step Alexander Horner, was a graduate of Proctor’s Class of With Horses. Justin uses horses as a tool for therapy at both 1950. “Being from Ohio, I am not quite sure how my grandfacilities, helping countless people find peace in their lives. father found Proctor, but what attracted He works with a wide range of people, my older siblings (Chris ‘99 and Brooke the developmentally disabled, at-risk ‘99) to Proctor was the Learning Skills youth, veterans, police officers, firefighters, “Many of the kids I work with Program. The truth is, I was not excited emergency responders, and others who have made mistakes. I see hearing the news I would be following have had a traumatic experience. After myself in them, and am here to them to Proctor when I reached high suffering his own trauma, Justin knows work with them, to give them school, but the lessons I learned from my firsthand the power of his work, “After a chance to be better versions time there have shaped my life’s journey.” something traumatic happens to you, of themselves. Everyone makes life begins to feel like waves crashing in, Though Justin’s time at Proctor was not and it is hard to take a breath of air. The mistakes, and giving people a as smooth as some (he was asked to leave more time you invest in volunteering and second chance to learn and grow after a discipline violation and readmitted doing something for yourself, the waves was ingrained in me because of the following year), he credits that moment become less frequent, the emotional my experience at Proctor.” of being dismissed as the single most swells less battering. These moments of influential event of his life, “I was peace gradually get longer with each fortunate to have adult mentors, coaches, teachers, advisor, passing day, and you can reanalyze what is important in your and dorm parents that helped guide me through my teenage life.” years and shape me into who I am today.” Justin also reflects on Proctor’s unique ability to surround students with the Justin acknowledges some of his most rewarding work is right combination of freedom and support that teaches with the at-risk youth that come to his program. Many of teenagers to grow from their mistakes, not just be punished these children are from a group home, struggle with anger for them. He notes, “It was through this second chance that issues, and have faced countless traumatic events in their I came to understand the support that surrounded me and young lives. Seeing these children step into the outdoor arena my need to accept help from others. It was once I came to with a horse and learn to cope with their anger through this realization that I finally was able to fully appreciate all the horses’ feedback has been an inspiration for Justin. The Proctor had to offer as a school and as a community.” second chance he received at Proctor has fueled his passion for equine therapy, and the second chance he can provide Upon graduating from Proctor, Justin took a gap year to others who need the support he so needed by the caring travel, exploring the likes of Iceland and Italy. When he faculty at Proctor, “Many of the kids I work with have made returned from his travels, he began working on his mother’s mistakes. I see myself in them and am here to work with horse farm and then enrolled at Ohio University with plans them, to give them a chance to be better versions of to pursue Engineering. Three years into his college studies themselves. Everyone makes mistakes, and giving people a and a week before his father passed away, Justin was in second chance to learn and grow was ingrained in me a terrible car accident. The combination of the accident, because of my experience at Proctor.”
Stevie Martinez ’03
A Shared Mission: From Lawrence to Proctor Proctor seeks to graduate students who understand the values of honesty, compassion, respect, and responsibility, and are equipped to proceed with confidence and strategies to become lifelong learners who positively contribute to their communities. Similarly, the Boys and Girls Club of Lawrence, Massachusetts prides itself on working with young people to reach their full potential as productive, caring, and responsible citizens. The intersection of these two entities and their shared mission have helped develop adolescents who continue to impact both the communities for generations. At the core of this relationship is an annual basketball game played between Proctor’s boys’ junior varsity team and the 8th grade boys’ team at the Club. A staple on the sidelines as a coach for the Boys Club team is Stevie Martinez ‘03 who two decades ago first learned of Proctor and the opportunities that existed at independent schools.
with Dola Neill. She asked a question, and I see all of these hands go up eager to answer. I could not believe it. It was the first day, and she is asking questions that I had no clue how to answer, yet all my peers are raising their hands. It sunk in quickly that it was going to be an uphill battle academically.” But, this battle was one Stevie would not need to face alone, as he just as quickly learned the depth of support available by Proctor’s faculty. “There are so many people who had a part in molding me into the person I am today. Anne Swayze always looked out for me. She understood where I was coming from and knew the boarding school world was foreign to me.” Without guidance from adults and, most of all, their willingness to work with Stevie, he acknowledges he may not have made it to graduation, let alone been elected School Leader during his senior year, “I was fortunate to have Gregor Makechnie ‘90 as my advisor and basketball coach. Gregor’s tolerance to teach me on the court and off could not have been easy. I was the most rambunctious student during my time at Proctor. But through Gregor’s mentorship, I grew as a student, as a person, as a leader.”
Growing up in a one-bedroom apartment where he slept on the couch each night, Stevie understood material possessions did not define his situation, “I was the richest kid in the ghetto. “I never thought of running for I came home to food, love, and guidschool leader, but Gregor insisted. ance. Without my grandparents, this Being the school leader taught me all would not have been possible. Their guidance pushed me to seek a so much, and it was humbling that new learning environment, and when my peers thought so highly of me. I visited Proctor, I knew I found the It is also a sign of what makes right place.”
After graduating from Proctor, Stevie enrolled at Lasell College, where he was a member of the basketball team and tapped into the lessons learned as a student at Proctor to succeed in a college classroom. As fate would Proctor so special. A minority kid have it, Stevie’s first job after gradufrom Lawrence, Massachusetts, Proctor allows adolescents to be themating from Lasell was at the Carroll could be voted in by peers to lead selves, to grow, to learn, to make misSchool teaching math and working takes, and ultimately to become better alongside Steve and Sarah Wilkins. the student body. Incredible.” versions of themselves. This growth Today, Stevie works with the elderly is not easy, and it does not happen and oversees about 90 caseloads enovernight, but Stevie immediately began to understand suring people are receiving the proper home and health he was surrounded by love and support, “My Orientacare. In addition to his full-time job, Stevie has found tion group was led by Steve Wilkins and Chris Bartlett. I time to give back to his local community and stay conhad no clue who Steve was at that time, and then during nected with basketball. He is the associate head boys’ our first assembly of the year, I saw him on stage. He basketball coach at Central Catholic High School in introduced himself and I could not believe it. Here is Massachusetts, and life has come full circle for Stevie, the guy that listened to me complain and put up with as he continues to coach the same Boys and Girls Club me being miserable on Orientation, and he is the Head basketball team that brought him to Proctor so many of School!” years ago. Imparting the same wisdom, mentorship, and lifelong lessons he received by the many adults in the Transitioning from class sizes of 35 students to the small Proctor community, Stevie perpetuates the mission of class sizes of Proctor was the academic awakening Stevie both Proctor and the Boys’ and Girls’ Club of Lawrence, was craving. “I remember my first World History class Massachusetts.
Catching Upwith Former Faculty and Staff
Financial Development and Alumni Affairs | 1971-1976 When Sandy Elsass was hired in the summer of 1971 as Proctor’s first Director of Development and Alumni Affairs, he was greeted by a strained relationship with the Town of Andover, no alumni or development office, a school whose financial footing was far from solid, and a fractured Board of Trustees. As a 23 year-old, Sandy possessed the needed blend of ignorance, intelligence, and fearlessness to jump with two feet into the challenges before him.
was recently widowed. We began discussing Proctor’s current initiatives led by David and Chris Norris related to Outward Bound and experiential learning. She and her late husband owned more than 1,000 acres around Elbow Pond and up the backside of Ragged Mountain. I told David immediately this land would perfectly support Proctor’s evolving mission.” Over the course of the winter, Sandy struck up a friendship and frequently visited Mrs. Edgar at her home on Elbow Pond, the site of Ragged Lake Camp the Edgars ran A recent graduate of the Ohio University, Sandy recalls for more than 40 years, and learned she did not want the stepping onto the stage in Holland Auditorium in October land to be developed. Sandy boldly proposed Proctor could of 1971 where he introduced himself and told the Proctor buy it from her and put it to good use as an outdoor education community that, together, they needed to raise $3,000,000 facility. Mrs. Edgar agreed. “I took the proposal to the Board to support the school. “I remember of Trustees and just like that Proctor being laughed off the stage, but over more than tripled its land holdings, Elbow Pond was home to sibling summer camps throughout the next few years, I had the privilege while providing students and the the first half of the 20th Century: Ragged Lake Camp (pictured here) and Ragged Mountain Camp of working alongside David Fowler school access to a truly magical to develop relationships with alumni property.” and parents that would help transform the school and lay a foundation for Today, Proctor’s Elbow Pond facilithe future.” ty remains a gem within Proctor’s 2,500 acres of woodlands. The One of these relationships, in particular, spring fed pond is home to a lodge shifted Sandy’s approach to fundraising used for employee housing, serves and remains one of the most meaningful as the location for our weekly Polar engagements of his career nearly Swim, a favorite spot for Proctor’s fifty years later. Sandy recalls, “In the kayaking team, and was the home early 1970s, town/gown relationships to Proctor’s Mountain Classroom were so poor that David decided we would hold a Sunday afprogram over the past fifty years. The extensive trail system ternoon reception just before Christmas and serve nice food leading the roughly 2.5 miles from campus to Elbow Pond and punch in hopes this would provide an opportunity to extends up the backside of Ragged Mountain, fulfilling the begin patching relationships with community members. I vision Sandy shared with Mrs. Edgar prior to her selling struck up a conversation with one woman, Mrs. Edgar, who Proctor this land.
During the winter of 1971-1972, Sandy gathered students interested in basketball and formed a JV basketball team that competed against other area schools. In the winter of 1973-1974, Sandy coached Proctor’s first varsity boys’ basketball team since the 1920s when the school last sponsored a team.
Susan Eslick, P’85, ‘88 Proctor Faculty | 1974-2008
Susan and Tom Eslick arrived at Proctor in the fall of 1974 and spent the next 35 years as incredibly influential faculty members, shaping the school’s culture during some of its most formative years, Tom as longtime Chair of the English Department and Susan in a number of different roles including in the Learning Skills Department and on the Admissions Team. Their two sons, John ‘85 and Jason ‘88, graduated from Proctor and have pursued careers in the entertainment industry and education, respectively. In early January, 2011, Tom succumbed to the cancer that invaded his body soon after his retirement. A decade after Tom’s passing, Susan continues to live in nearby New London, New Hampshire where she remains active in her church, volunteering, and being a grandmother to John and Jason’s children. How you are spending time in retirement, and specifically during COVID-19? I am grateful for the time to read whatever I want and to keep up with the news. I belong to two book clubs that keep me on my toes for meaningful discussion. I’m also grateful for the opportunity to do volunteer work at my church thrift shop and other activities that fulfill that need. I am missing my hospital volunteer job because of the pandemic, but the hardest part of the last few months has been not being able to travel and visit my sons and grandsons on a regular basis. Do you have any favorite memories from your time at Proctor? The best times at Proctor were enjoying the collegiality of working with students and faculty. There were always moments when you could find the humor or the deeper meaning in any situation. I love the sense that we were all learning and growing together. Have you stayed in touch with former colleagues or students? I am fortunate there are so many retired PA friends still in the area. During spring and summer, then into early fall, we have been able to gather (socially distanced, of course) every so often for either breakfast or lunch. That has been a wonderful life-line for us all. Former students keep in touch via Facebook and it is lovely to hear of their lives and families. Reflecting on your time at Proctor, what advice would you have for current faculty/staff? Laugh. A lot.
John ‘85 and Jason ‘88 Eslick during their early Proctor years
To Retiring Faculty and Staff
Feeding and Being Fed by Community for 35 Years Art Makechnie P‘90, ‘92, ‘92, ‘00, ‘07 Director of Food Services
Proctor is our common ground. It is our shared experience. It is why you are flipping through this publication, cherishing each intersection of your Proctor journey with others. For over thirty-five years, Art Makechnie worked at the heart of the Proctor community in the Cannon Dining Hall (and later the Brown Dining Commons). The feeling of stepping into the ski-lodge feel of the dining hall brought with it immediate warmth. While he was the steward of that space for three decades, he felt that same warmth when he interviewed for Director of Food Services in the spring of 1985 with then Acting Head of School Chris Norris and then Business Manager Steve Theroux. “I was drawn to both the physical landscape of campus as well as the ethos of the school, the deep appreciation of different learning styles and desire to encourage each other to be creative in their roles.” Art’s first week in the kitchen in late August of 1985, challenged his enthusiasm for his new role as he was greeted by a team skeptical of what this new approach to food services meant for their roles and routines. “I was met with tremendous resistance from the team during that first week, but toward the end of the week I was invited to introduce each crew member to the community during an all-school assembly. As each person was introduced a huge applause erupted from everyone in the community. It was deafening, rattling the rafters of Holland Auditorium. I had never experienced anything like it, and when we got back to the kitchen as a team, the ice was quickly melting. I realized this was the first time these people had ever been individually appreciated for the work they do by this community.” Art adds, “What impressed me in Holland Auditorium that day was the simple fact that it was not a polite applause, it was a genuine appreciation for the work these people did day in and day out. A banner in the
corner of the assembly hall read, ‘Attitude is Everything’. This came directly from Karl Methven. Karl and I shared offices adjacent to each other in the Field House for years and I gained such an appreciation for his approach to education. Karl was one of the many faculty - Lee Carvalho, Dougo, Peter Southworth, George Emeny, among others - who regularly came through the kitchen to share praise with us. I’m not sure these people know how much that meant to our team.”
When our interactions with others are limited to a specific lens, we easily forget their identity extends well beyond their role within the Proctor community. For Art, his first career was that of an academic, pursuing his PhD in History after earning degrees from Ohio Wesleyan University (history) and Boston University School of Theology. After teaching at Wahconah Regional High School in Dalton, MA and then American History Teacher at Beaver Country Day School, Art enrolled in the University of Wisconsin’s Ph.D History program until it The respect given to the Dining Services Team by students became apparent a depressed academic job market would and employees fueled their creative endeavors. “I was so require a change of plans. “I was nearing the end of the fortunate to be consistently surrounded by amazing teammates. program and, at that time, Heather and I had our first Kevin Farrington would come two boys (Gregor ‘90 and Brendaen back after eating at a great restaurant ‘92), we were seriously in debt and start experimenting with new with no job prospects, and I soups and recipes. Barbara Major, always knew I would want to Proctor’s current Food Services do food service if History didn’t Director, came to our team with work out. It was a hard decision, very little food services experience, but we eventually landed at The but was so hungry to learn and Cambridge School of Weston grow. She took over the salad bar in December of 1980.” As a and turned it into a beautiful work of midyear hire after the head misart, and quickly was promoted to tress fired their contract food oversee all of our functions. The service midyear, Art stepped list could go on and on in terms into a challenging situation, but The Makechnie Family circa 1985 of talented individuals growing quickly came to appreciate the into their roles in the kitchen.” joy his boys would have growing Art adds, “I am so proud of how up at private schools. After five our team pulled together for special years at the Cambridge School, events whether it was Family Art and Heather decided to Weekends or Graduation weekends. make the move to Proctor and Each team member rose to their have called Andover home ever absolute best. They bought into since. Art continues to live in the team approach and it is so town with his eldest son, Gregor’s rewarding to see a group do that.” ‘90, family after Heather’s passing in 2016. After a long day in the kitchen, Art and his late wife, Heather, In 1999, former Board of Arthur Makechnie with sons (L-R) Seth ‘92, Gregor ‘90, along with their five boys served Trustee member Bill Hays Brendaen ‘92, Glenn ‘00, and Ian ‘07 as dorm parents for ten years in acknowledged Art’s identity Rulon-Miller House (1985-1995). beyond the craft of cooking “I had the luxury of supporting Heather in the evenings by making an endowed gift to Proctor to establish the and being a friend to the students. I often took groups Arthur Makechnie Social Science Department Chair of dorm kids back to the kitchen to get evening or late position. “It means so much to me that a Board Member night snacks - usually after 10:00 pm check-in time - and would acknowledge we each have more sides to us than these small acts clearly made me the good cop in the dorm. our job” Art adds, “I am so grateful to Proctor for Heather did the hard work of running the dorm, dealing providing me a job that allowed me, and challenged with discipline issues with the boys, and, of course, me, to grow professionally, and to become more deeply dressing me up for Halloween each year.” One year, in appreciative of the learning styles at Proctor both among particular, stands out in Art’s mind when Heather’s the students and my colleagues. To have had all five of my creativity earned him the ‘‘Best Costume” award, “She boys graduate from Proctor, and now have had three dressed me as a mummy and I stood in the middle of the grandchildren graduate and two more enrolled, is more dining hall moaning and groaning during meals. The kids than I could have ever imagined 35 years ago when we were so scared. Moments like that are such good memories.” started at Proctor.”
To Retiring Faculty and Staff
A Perfect Match for 37 Years Dougo Houston Retires
Doug (Dougo) Houston spent a career believing in Proctor’s educational mission and leading the way to enhance the Proctor experience of countless graduates. His journey at Proctor began in the fall of 1983. Proctor was searching for someone to teach in the math department and willing to teach Physics as needed. Additionally, the expectation of leading afternoon programs and a willingness to live in a dorm, Dougo, and Proctor were a perfect match. “I was looking for a rural school to teach at, and Lee Carvalho called and asked me to interview at Proctor. The sense of community and the students are what got me to really fall in love with the place. The outdoorsy, outward bound approach, fit my personal beliefs as well. I was able to lead Mountain Classroom, teach what I love, and work with outstanding students.” As the years passed and Proctor grew, a lot has changed, but Proctor maintained its same characteristics as a kind and caring community. “We have always said we aren’t growing as a school, but when I first started, we had 270 students, and in my last year, we had about 370 students. Even with the growth, the core of Proctor has never wavered. I have always loved the egalitarian approach to education that Proctor has. It is exciting to watch a student grow through their Proctor experience and then see where their life took them. Often you can see what they accomplished or were introduced to at Proctor, and in turn, they made a career out of it. I have enjoyed working with our students so much.” Generations of Proctor students are better off because of Dougo. His calm, engaging, and humorous demeanor helped many students navigate the difficulties and frustrations of the teenage years. Transitioning to retirement should not be too difficult for Dougo since he has already built a bridge across a stream on his land this summer alone. He plans to continue backpacking, bike riding, hiking, kayaking, and hopes to travel when safe to do so. “I look forward to enjoying my pace of life, instead of the world’s pace of life.” There is no doubt that Proctor is a better community and school because of Dougo’s work. However, work might not be the right word to describe these past 37 years for Dougo. His retirement plans sound quite similar to what lured him to Proctor Academy in the first place and mirror the sense of adventure that he instilled in countless Proctor students!
Dougo: How could I have transitioned into Proctor without you as Academic Dean? You made it possible by making me feel valued and respected, and gave me the freedom to create and rely on my strengths. This was a great lesson for me, and that trust from administration is what defines Proctor for me. You are always willing to roll with the punches, keep things in perspective, and smile and laugh through it all. This gives us all such comfort and inspiration. Your impact may often seem small, because it is often on a single person at a time, but it is HUGE, because that impact ripples out, as we all learn from you a better way to approach life and do our jobs. I guess we all now have the burden to carry your torch. All the best, don’t go far! - Buz Morison, Science Department Chair
Dear Dougo, It’s been such a pleasure to work with you over the years. I loved coaching hockey with you and Dotch and still think that New England Championship game was one of the best moments of my life! We had fun with those great kids. I wish you the very best in your retirement, though I know you’ll always be busy and productive. Thank you for all the care, patience, time, and energy with all of the students over the years. You’re the best, Dougo! - Karin Clough, Assistant Head of School
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Dougo, you were my introduction to Proctor! You were my orientation leader and you never stopped smiling and encouraging me. Never. Thank you for all of the love and support you have given to so many! We will miss you! - Sarah (Rowe) McIntyre ‘90, Science Department Faculty Dougo! I’m not sure how Proctor will navigate after your departure. Perhaps, the uncertainty is linked to the reality that I have never known a Proctor without your presence. But, more significantly, because it’s hard to imagine the school without your energy, enthusiasm, kindness and generosity of spirit! Thank you for being my teacher years ago, and more recently thoughtful mentor, colleague and friend. - Gregor Makechnie ‘90, Director of Athletics
Best Wishes to Additional Departing Faculty and Staff! Junior De La Hoz | Wellness Department, Asst. Multicultural Coordinator | ‘15-’20 Patti Durkin, P’08,’12 | Administrative Assistant to Head of School | ‘08-’20 Ethney McMahon, P’16,’20 | Video Producer/Editor and Coordinator | ‘16-’20
Caroline Murphy | Social Science Department | ‘14-’20 Kayla Wagner | Associate Director of Admissions | ‘16-’20 Gaby Zimbron | World Language Department, Athletic Trainer | ‘18-’20
Like most independent schools, Proctor relies on the generosity and dedication of donors to support the mission of the school. Each gift empowers Proctor to educate students in the classroom, on the playing fields, in the art studios, in Learning Skills, and on our five term-long off-campus programs. The Proctor Fund is vital to bridging the gap between tuition revenue and operating expenses. Raising $1,550,000 is no simple task, but through the commitment of more than 1,173 donors, Proctor once again exceeded its annual giving goal. Learn more about who contributes to the Proctor Fund and how they make a difference at Proctor.
Where does the money go? People Fund
YEAR OVERALL DONORS
ALUMNI PARTICIPATION %
*Preliminary audit numbers. The official audit will be voted on by the Board of Trustees in October 2020.
# OF DONORS
$1,772,430 Raised BY 1,173 TOTAL DONORS
CLASS LEADER BOARD Alumni | 51% Parent of Alumni | 23% Parents | 16% Grandparents | 5% Friends of Proctor Faculty/Staff | 5%
BY PARTICIPATION: TOP 5 1995 (74%) 1991 (52%) 1970 (30%) 2015 (21%) 2020 (17%)
Average Consecutive Years Giving
GIFTS MADE ONLINE
12 Countries | 48 States
TOTAL PROCTOR FUND GIVING
1,800,000 1,700,000 1,600,000 1,500,000 1,400,000 1,300,000 1,200,000 1,100,000 1,000,000 900,000 2010
Investing in Proctor’s Future: The Campaign for Proctor Update
Since its inception in 2015, The Campaign for Proctor has transformed the physical plant of Proctor’s campus, while increasing its endowment by more than 10%. As the boldest capital campaign in the history of Proctor, The Campaign for Proctor continues to impact the people of Proctor, academic programs, wellness initiatives, and the long-term financial sustainability of the school. We are proud to report another milestone accomplishment with the campaign now surpassing $28,000,000 raised, including the recent completion of an anonymous $500,000 challenge to raise 20 new gifts of $25,000. This challenge raised $1,305,000 in new monies for a total of $1,805,000 increase in the campaign. When COVID-19 shut down much of the global economy this spring and introduced considerable uncertainty at both Proctor and in the global markets, Proctor decided to temporarily pause public fundraising for The Campaign for Proctor initiatives, including the Proctor Woodlands Center. As market volatility steadies and members of the Proctor family settle into this new normal, we will push The Campaign for Proctor forward. Together, we will achieve the campaign’s vision for Proctor’s future and leave a lasting impact on future generations of Proctor students.
BROWN DINING COMMONS Completed September 2016!
Completed November 2016!
FIELD HOUSE RENOVATION Completed __ 2019!
Completed February 2020!
Woodlands Center Update The Proctor Woodlands Center will provide unparalleled educational, recreational, and community opportunities to steward the natural resources of the 2,500 acres of the Proctor campus. It will serve as a gateway to Proctor’s land and as a learning platform for courses beyond the natural sciences as students develop a sense of place that defines each student’s Proctor experience. With plans to have two classrooms, a common space, and an attached greenhouse, the Proctor Woodlands Center will be the epicenter of outdoor education on-campus. The new building will be located adjacent to the existing Woodlands Office behind MLS Dorm and Gulick. We hope to have a community barn-raising to celebrate the new space for woodlands education when it is complete. More information forthcoming.
MAXWELL SAVAGE RECONSTRUCTION
DORM RENOVATION/ NEW DORM
Outdoor Center Completed!
This past February marked the opening of the Outdoor Center. Home to outdoor athletics and activities, the Outdoor Center is now a beacon to the greater community of Proctor's commitment to the outdoors. Speaking at the ribbon-cutting ceremony, Trustee Tim Miner P'10 shared his insights to the many in attendance. "We, humans, are inspired and transported to better places and are healed by time spent beyond our walls. Proctor does the outdoors more and better than any of our peer schools. I believe this building will further the goal of impelling more young people to discover their passions and their souls in the world outside their doors. I am eager to watch as the doors and floors and walls get scratched and marked by the daily comings and goings of bikes, kayaks, and skis. It is shiny and new now, but its truest mark will be made on its occupants after they have opened the doors and walked out."
Endowment Update The Campaign for Proctor filters into so many areas of the Proctor community and provides a wide range of opportunities for students and faculty. For this fiscal year, the endowment received 86 gifts and pledges from 58 donors totaling $567,185. This continued support enables us to help provide financial support directly to students. Support of the endowment also helps attract and retain talented educators by offering competitive salaries and professional development opportunities.
Ryelle Jenifer â&#x20AC;&#x2122;20 Over the past four years, I learned and experienced so many amazing things. During my time at Proctor, I have been on the dance team and even tried softball for the first time. I expanded my love of the arts through theater and studio art, which led me to go on European Art Classroom for my senior winter. Through my anatomy classes, I discovered my love for the health field. These classes inspired me to pursue Nursing in college. Proctor shaped me into the person I am today, and taught me to face adversity head-on.
Alumni Giving | The Hornet’s Nest
Thank you to the 638 alumni who made 1,044 gifts totaling $1,908,655 during the 2019-2020 fiscal year. Your loyal support of Proctor’s educational mission is vital to our continued success as a school! 1923 Tom Bryant*~ 1942 Dave Colt* 1944 Stu Brewster* Bruce Nicholas* 1945 John Pearson~ 1949 Jim Dunbar ~ Ed Hawley 1950 Mark Claff 1951 Kip Snow* 1953 David Coffin* Peter Elbow # Jesse Putney # John Wright 1954 John German # Jerry Lester # 1955 Ed Darna # Jim Graves Quin Munson # Driz Prior 1956 Toby Farrel # Paul Haus* Mike Nash* Tim Purdy 1957 Charlie Forsberg Everett Jones* 1958 Mike Boyd # Dick Clemence* Robert Kvalnes # David Norman
1959 Jim Levy* John Neubauer Paul Rogers* 1960 Laurie Cannon # Fred King~ Peter Kroll Ken Lindquist George Morosani* Dave Norris Dave Scott 1961 Len Elden* Dino Giamatti Chris Whittaker # 1962 Dave Lunger Geoff Morris ~ Frank Robinson # 1963 Dana Bent Nat Cheney # Charles Hall* Scott Hughes* Peter Kappel Tiger Maguire~ 1964 Jim Putnam Mike Rosenthal # Sears Wullschleger 1965 Art Cox* Tom Geibel* Bill Hood Steve Stoner 1966 Jeff Clarke Guy Kelley Kirby Whyte # 1967 Joel Becker # Bob Bristol John Bueche Richard Harris Andy Hatt Jim Morris # Knox Turner #
1968 Dave Biddle # Jim Bird Charlie Flammer John Gary # Jon Randall Courtenay Taplin 1969 Doug Armstrong # Bill Bolton # Bill Davis Gordie Harper # Jim Hoyt* Ted Levering # Alan McLean # Dave Schrepel Steve Shapiro* John Van Siclen 1970 Bruce Baker Ben Beale Greg Beckstrom Dave Boyd Peter Carney Joe Coakley Alex Duncan Ben Fairless Pete Hoagland David Moulton* Ed Oakes Chris Olson Tom Rudkin Bill Stetson Roddy Welles John Welsh # 1971 Tim Brown # Robert Geyer Frank Gibney* Kevin Gillespie # Rocky Rockwell Pete Rolfe* Greg Samaha # Doug Windsor 1972 Jay Fisher* Doug Rendall # Gary Wright
1973 John Hellman # Bob Johnson # Walter Perry David Walker 1974 John Deas # Russ Mawn Henry Vaughan* Don Woodbury 1975 Charlie Altmiller AJ Johnstone # Robert Murchie Andrew Sheppe Jean Tarrant 1977 Ned Harvey Carl Jelleme Charlie Willauer # 1978 Jeff Abramson Bob Anderson Fay Brownlow John Curtis Allan Johnson # Ed Lynch Dan Murphy # Jeff Power Lee Ross 1979 Eric Benoit # Ken Lifton* John O’Connor* Bill Pierce 1980 Keith Barrett # John Halsted # Jamie Hilliard # 1981 Liz Blodgett Smith # Scott Dow Chris Hadley # Deb Kirchwey Dawn Stevens Ann Thayer
1982 Tom Colby Steve Gallagher David Oakes Andrew Parker # Ayres Stockly # Emily Vaughan 1983 Kassie Barker Mary Bogart Max Cobb Chris Edwards Alex Estin* Will Hamill # Edward Johnson # Alex Jump Bob Manning Travis Mathis # Dan Mori # Dan Morse Gina Pettengill # Sam Reeves # Andy Wright Tim Wright 1984 Elizabeth Bauman # Sarah Douglas Ian Godwin Rob Logan # Amy McKain Claudia Williams 1985 Kay Childs # Carlotta Cunningham Rand Hinman Woody Mather Emma West Werner 1986 Chris Bartlett # Wendy Brown # Johnny Buck # Zander Collins Dana Fletcher # Cole Horn Debi Katz-Marrow Larry Madeira Kym O’Brien # Will Peabody Jen Vogt # Tripp Wyckoff #
1987 Malon Courts Jed Dickman* Liam Donoghue # Steve Fasciana Trevor Foster # Anya Goodridge Sarah Murawski Loren Tripp Jennifer Wilson # 1988 Nicole Bagley # Beth Bartlett Rhys Brooks # Margaret McCabe Will McCurtin # Joe Pellerin # Tariq Sheikh Tom Spang # 1989 Chris Durell Bob Kaynor Karyn Lamb # David Lapham # Adam Rohner Lans Taylor* Virginia Townsend Brett Wagenbach # Jeff Ziter # 1990 Brad Andrews Mollie Burns Digger Clarke Jessica Cornell Bill Feinberg # Rob Hutchins # Gregor Makechnie # Mark Maloney Sarah McIntyre # Allan Porter Pedro Reynoso Chris Spitzmiller Chelsea Taylor* John Turner # 1991 Elliot Anderson Cat Breeden Jennifer Bryant Erica Calder Kate Carter Brad Courts # Darryl Daniel Kristan Dewey Josh Dunne Julia Elliott # Dan Ephraim
Liz Green Stephen Haycock Caroline Heatley Brooks Holmes Julia Huggins Katie Kidder* Derek Lecours Natalie Leventhal Brian Levy Roth Martin John Matthews Erik Mayo Curt Millington Elle Mitra Meghan Morin Rachael Narins Matt Nathanson # Kim Nubel Allan Parker Oliver Preuss Jen Putney Terence Reaves Matt Richter Tony Robinson Jess Sarkisian Mark Schwartz #~ Devon Simmons Kate Smith Kitter Spater Jimmy Thatcher Mario Triay # Suzanne Troyer Alissa Van Nort Travis Warren # Sean Webber David Whitlock 1992 Drew Donaldson # Peter Farrow Spencer Harman Corby Leith Brendaen Makechnie Josh Norris Chiara Petrucci Ana Reynoso Andrew Scott Hadley Scully Smitty Smith Whit Sowles # Jeremy Stowe # Sam Thompson # Chris Todd # ~ 1993 Ryan Bowse Clay Courts Tom Dodge # Liv Eck Jin Hayashida
Willow Kreibich Maxwell Love # Alex MacInnes 1994 Karyn Ames Abby Chau Bob Culver Amanda Faulk Kat Roski Pearl Emily White Hat 1995 Mehdi Akacem Ty Anderson Anonymous Sarah Bahn Jason Begin Cassie Bowse Lindsay Brock John Butters Tony Cabana Gabe Califano Craig Churchill Charlotte Clarkson Andy Cunningham Coral Cutting London Deehan Ali El Ayadi Will Flender Alexandra Forrester Mike Freeman Andrew Gabriel Jason Griffith Henry Haeberle Diana Hamilton Andrea Hamor Brian Hamor Eric Holekamp Jonah Horowitz Manton Hurd AnnaRose Jenisch Megan Jinnah David Johnson Joe Kahle Louisa Kimble Joshua Kreeger Jordan Matheson Coco Mattos Lilly Maybank Christina McGee Amanda McIntire Adam McMurray Cole Miller Leslie Moses Becca Newhall Lon Packer Harriott Parker Chris Rogers Joerg Sterkel
James Sterrett Doug Titilah Scott Venus Sean Venus Liam Wertenbaker Eben Wight 1996 Gordon Bassett Jeanne Gosselin Ted Hudson Andy Klein Kenny McFarlane Lorna Newman Jeff Nowlan Booth Platt Kris Sanborn Chihiro Takeuchi Mitzi Tolino # Abby Usen-Berner # 1997 Abby Buccella Adam Courville Simon Etherington Jessie Freeman Erin Hinkley Shaffer Mark Johnson # John Kiaer # Chris Knapp # Courtney Monteiro # Chris Sanborn Christine Walshe 1998 Rana Abodeely # George Blair Jon Cotton Bob Downey Gideon Elliot Rod Kidder David Lejuez # Andrew Sandler Chad Swofford Peter Theroux Leo Waterston 1999 Brooke Donaldson Chris Donaldson Jed Hinkley Mariah Keagy Phoebe Lambert Christiana Makinde Spencer Martin 2000 Kaity Ambrose Laura Anker # Paul Behnke
Meg Cary Amie Crawford Lindsay Cross Hanson Sarah Greenshields Sarah Lindvall Justin Putzel Abbi Stern # Mika Toth Melissa Tuckerman # Erica Wheeler Si Whittington 2001 Andrew Abendshein # Kate Austin Trish Austin Lindsay Brown Hunter Churchill Taylor Cullen Malcolm de Sieyes # Lyndsay Devore Justin Donaldson # Laura Mason Lori Patriacca # Jessie Rives 2002 Brad Cabot # Bobby Dunbar Avery Hoglund Ben Hoglund Rebecca Leavitt Meredith Leoni # Mariann Monteiro Sarena Stern # 2003 Chris Cave Sean Leavitt Sonz Morosani Jackson Tufts Sarah Wood Joe Zeitler 2004 Chris Jones Michael Murphy Dan Risotti 2005 Carter Beckworth Kaedi Butterfield Matt Carpenter Sean Covert Alex Felton Carolina Gonzalez Alicia Hager Sara Howard Sarah Jordan James Killeen
Austin March Adrian Polite Dave Schleyer # Jules Sushelsky 2006 Nick Brown Jared Coffin Georgia Gomez Ty Morris # Evan Procknow # Katie Richardson Kate Schmidt # James Terrill Merry Yasek 2007 Ali Berman L.J. Cangiano Joe Fitzpatrick Sara Froman # John Goheen Nick Green Matt Milley # Laura Richins Sapper Heidi Whitman 2008 Joanna de Pena Hillary Kinney Alex Milley # Becca O’Connor # Christina Pagano Britt Plante # Marissa Ray Charlie Willauer 2009 Alison Brown Ebby Gerry Kristen Turpin 2010 Ben Bartoldus Dylan Evans Tuckerman Ferris Jennifer Galligan Grace Macmillan Haley Miller David Murphy Megan Phippen Maggie Shine Marion Smith Peter Wade # Abbie Webb William Whipple # Emily White 2011 Sam Brown
Truman Fleming Evan Gaskin Maddie Gaskin Elliott Hays-Wehle John Howard # Jamie Jaxtimer Zach Lee Ali Mitchell Ian O’Connor Brian Perry # Stephen Sample # Spencer Schwenk Kelsey Taylor 2012 Tucker Andrews Breanna Davis Warren Davis Peter Durkin # Jake Hoffman Lacey Perticone Ned Pressman Brad Prevel 2013 Tim Braley Ben Cox Jake Dombroski # Moriah Keat Anne Neylon Ryan Peel Connor Simon Tori Smith Emmy Snyder Alex Weissman
Alicia Barry Kelsie Berry Ethan Butterworth Beau Collins Molly Comrie Catie Craig Gabbi D’Amiano Jackson Dickstein Fiona Dougan Isabella Ellis Charlotte Hadley Erin Hanscom Liv Henriques Delia Holland Lindsay McCarthy Lulu Orne Will Reynolds Ben Saef Stefanie Schechter Sam Shannon Ryan Stockwell Robert Whyte
2019 Myles Abbate Jesse Aguilar Henry Bechok Matt Bent Andrew Harrell Anna Hollenbaugh Britta Johnson Julian King Lulu Larkin Andrew Rusis Frances Whyte Sam Wyckoff
2016 Max Barrett Will Cox Keith Davis Taylor Drewniak Andrew Edwards Paris Healey Burke Hildner Wari Isaac Haley Schorer
In Memory Of Sally Caterine George Emeny Tom Eslick Alice Fowler Patrice Martin David Pilla Scott Pond Tiger Maguire ‘63 Robert Niss ‘67 Bob Klaus ‘71 In Honor Of Joe D’Amore ‘78 All Faculty!!! Buzzy Begien ‘84 Art’s Bread Eric Johnson ‘88, P’17, ‘19 Chris Bartlett ‘86 Rob Blair ‘90 Brooks Bicknell ‘77 Mindy Grinold Bicknell Todd Chamberlain ‘90 Jeffrey Waleryzack ‘91 David Fowler Christopher Todd ‘92 Mike Henriques John Burgess ‘97 Dougo Houston Giles McGrath ‘98 Sue Houston Tommy DeLuca ‘99 Mike Koenig Mike Damien ‘14 Michael Littman Karl Methven
2017 Katie Ball 2014 Grey Bechok Michelle Asch Madison Clarke Sam Barrett # Cat Doheny Gerry Craig Logan Drewniak Angie Duke Crowley Gentile Kelly Fisher Makena Gorman Axel Getz Lilah Hilliard Durham Ghelfi Annika Johnson Connor Hollenbaugh Caroline Jones Sam Jaxtimer Sydney Minnehan Sarah Lombard Jacqui Morris Joey Mitchell Liza Orne Jordan Moore Reilly Walsh Kate Pattison Alex Wyckoff Eli Pier # Julia Sargent 2018 Connor Tedesco Trixie Barker Mark White Hat Megan Casey Lance Crate 2015 Nicole Kimtis Fallon Adair Anna Krajewski Kelsey Allen Stiles Alpeter David Bamforth
2020 Ben Blanchard Bella Forrest Campbell Franz Christopher Golden Hitch Graham Tommy Harrell Rio Hashimoto Sarah Hearns Frazer Hilliard Blaine Hinds Anders Klinkenberg Peter Koumrian Jonah McAloon Lucy McKain Avery Nye PJ Shaw Carol Zhao
Betsy Paine Edna Peters Edna’s Waffles Laura Ostrowsky Suzanne “Raz” Rasweiler Greg Samaha ‘71 Peter Southworth Terry Stoecker Anne Swayze Chuck Will 1995 Mtn Classroom Those who shaped the Class 1995 Class of 1970 Class of 1981 Class of 1992 Class of 1991 Class of 1995 Class of 2001 Class of 2008 Class of 2012 Class of 2019
Reunion Giving # 5 or More Consecutive Years of Giving * 20 or More Consecutive Years of Giving Member of The James L. Dunbar ’49 Legacy Society
Alumni Updates The Proctor Alumni Association saw record engagement during this past year! Connecting with alumni at off-campus events in Boston, Burlington, and Ohio, and hosting events in beautiful Andover, New Hampshire reminds us just how amazing our alumni are. Due to COVID-19, we were unable to host our typical spring and summer events, however, the alumni community shined during this challenging time by keeping human connection at the center of all of our work. Proctor’s Alumni Association launched The Together Series, a series of virtual events that brought together alumni, faculty, and former faculty to share stories and relive memories of years gone by. Nothing will replace the in-person events that we host, but the success of The Together Series proved that the bond we all have with Proctor has never been stronger. We look forward to even more alumni engagement in the coming year. Do not hesitate to reach out to Connor Tedesco ‘14 (firstname.lastname@example.org / 603-735-6720) to learn how you can get involved with the Alumni Association. Enjoy updates from our alumni in this Class Notes and be sure to connect with your Class Chair to see how you can get reconnected with Proctor. We hope to see you at a physical or virtual event soon!
Steve Root ’53 Guilford, CT Steve ‘53 shares he is still retired and kicking. He loves spending time with his ten grandchildren (two of whom are college graduates, two in college, and two just completing high school). Ken Lindquist ’60 Lansdowne, VA Ken ‘60 continues to enjoy retirement and recently moved to Leesburg, VA to be near his four grandchildren. Curt Peterson ’62 Hartland, VT Curt ‘62 continues to live in Vermont where he raises Icelandic sheep (36 of them right now) and writes for the Mountain Times in Killington. He reports his family is doing well, the farm looks good, the fishing is ‘eh’, and is slowly realizing he is getting older. Curt also notes he is looking forward to meeting Proctor’s new head of school in the coming year. Slade Lander ’64 Toronto, ON Slade ‘64 finished the second draft of a novel and unofficially renounced his American citizenship. During the COVID-19 lockdown, he reconnected with many people and discovered the importance of gardening. Slade currently sits on two art organizations boards.
Gerry Coleman ’66 Raleigh, NC Gerry ‘66 notes how much he misses Proctor and hopes to return to campus soon. After graduating from Syracuse University and serving in the U.S. Army, Gerry made Raleigh, North Carolina, his home. He looks forward to reconnecting with Proctor alumni and is thankful for the outstanding education Proctor provided. Tomp Litchfield ’67 Washington, NC Tomp ’67 is officially retired. Thomas Canfield ’69 Grantham, NH Tom ‘69 enjoyed hosting the Class of 1969 Zoom session. He was happy to see special appearances by Tripp Quillman ‘69 and Chris White ‘69. The usual suspects included Bolton, Neer, Roper, Smith, Chadwick, VanSicklen, Harper, McClintic, and Hoyt. LeDuc was cycling so he was a no show along with Shapiro and Jones. Gordie Harper ’69 Atlanta, GA Gordie ‘69 is turning 70 and about to retire. He currently lives in Atlanta with his wife of 42 years. Gordie has three married children and seven grandchildren - five girls and twin boys. For the last 45 years, he has been in the advertising/publishing business. Gordie and his
partners publish a magazine for the logistics industry. A lot of his work has him travel the Southeast, and he sometimes makes it to Miami, where he connects with Peter Hoagland ‘70 in the Keys or Neill Trimble ‘70, who is now in Florida. This year’s goal is to climb seven different mountains in North Carolina, and he has already completed two of them. Gordie noted if anyone needs a fourth for golf, he’s available. He looks forward to another Class Zoom Reunion and hopes to do it again soon.
Doug Windsor ’71 Georges Mills, NH Above is a photo of Doug and Walter Wright ’49 recently spending a weekend at Sandy Hook NJ. Walt turned 90 in July. Dan Stevens ’72 Gulfport, FL After graduating from Proctor in 1972, Dan headed for Beloit College in Wisconsin expecting to major in psychology and go into teaching somewhere, but through life experiences, his plan shifted. Dan pursued music with many bands over the years, but made a career in rental property management in Florida. In 2004 he met his wife and has been happily married ever since. His love and passion for music never faded, and after meeting with Gatorbone Records, Dan recorded and released four CDs. His high point was when his song “Another Sad Country Tale” went to #11 on the European Country Music Association charts for two weeks. In the first week, he was #200 on The Who’s Being Listened to in Europe list, and the following week, he was at #20, and #21 was Willie Nelson. His claim to fame is that for one week, he was higher than Willie Nelson! These days Dan is retired from playing gigs and notes it has been a great ride. You can listen to his music on Spotify and several other streaming sites and www.danstevensmusic.com. Betsy Harvey ’76 Worcester, MA Betsy ‘76 has been working as a front line RN at Saint Vincent Hospital in Worcester, MA. Her area is the Center for Women and Infants. She credits the many people that help give all her patients the care they deserve.
Tim Moll ’77 Mattapoisett, MA Tim ‘77 is still building boats and riding motorbikes! He is the Regional VP for Safe Harbor Marinas & Boatyards. He lives in both Mattapoisett, MA and Abaco, Bahamas. Dan Murphy ’78 Narragansett, RI Dan ‘78 lost his father, Raymond F Murphy Jr., on 12/22/19, so his year started with grief, but on the bright side, he is living in a lovely cottage in Narragansett, RI while isolating from COVID-19. His eldest son Daniel just finished year two at Georgetown Law (remotely) and will intern remotely at Ropes and Gray in Boston this summer. His daughter Anna just remotely finished her sophomore year at Elon University and is headed to Nantucket to work for the summer. Dan’s son Jacob will start college this fall to study Nuclear Engineering. He misses lacrosse big time, and after 32 years as a college and high school official, he noted it feels weird not to be running up and down a field every spring. This summer he plans to be on Nantucket to work and if you are down for a visit, drop him a text at 860-208-1852. Hallie Griggs DeLorey ’81 Newtonville, MA Hallie finds it hard to believe that it has been almost 40 years since graduating from Proctor, but is thankful for Proctor helping her be the person she is today due to the faculty and the friendships she formed at Proctor. She always knew she wanted to help people and teach dyslexic children like her Learning Skills teacher Sally Caterine, who Hallie cites as changing her life. As a teacher for a short time, Hallie ended up working in the field of addiction after coming into recovery herself 30 years ago. For 30 years, Hallie has been a drug and alcohol counselor at Newton Wellesley Hospital. Even though the job is difficult, she loves her career and finds gratification when people accept help, get better, and turn their lives around. She notes that her career would not have been possible without her sobriety, life lessons, and people she has met along the way. Chris Hadley ’81 Barrington, RI Chris ‘81 has enjoyed some time this past winter skiing with his daughter, Charlotte ‘15, who is working in Jackson Hole. He is looking forward to the Class of 1981’s 30th reunion in 2021! Steve Gallagher ’82 Midlothian, VA Steve ‘82 got married last year to Heather H Gallagher. They spent the summer together in Camden, ME.
Jon Wallace ’82 Guilford, CT Jon is doing great adjusting to the new normal of social distancing and lots of cooking at home. His three boys are basically out of the house so he and his wife Cindy are learning to be empty nesters. This past March, Jon traveled to Jackson Hole to connect with Ted Oliver ‘81 and they had a great time. Vince Decrisci ’83 Pasadena, MD Vince ‘83 has been living in Maryland for a long time. Married for 28 years to his beautiful bride, Dana, with whom he has 4 grown children. Vince is enjoying the empty nest travelling. He recently celebrated his 25th anniversary for his Fireplace Restoration company, ChimneyTEK. Sam Reeves ’83 Andover, MA After a career in financial services, Sam ‘83 decided to chase a passion of his, coaching and teaching high school students at the Brooks School. He currently coaches boys hockey and lacrosse as well as teaching a financial literacy course. Christi Harris ’84 Edgewater, MD Christi ‘84 quit her job after 18 years with the same company and currently works for the City of Hyattsville as a building supervisor/ground maintenance. She is located in Hyattsville, MD and is so glad that she made the change going from a desk job to one where she is out and about most of the day. Christi noted that she loves to learn new things everyday and also pass on her knowledge to her co-workers. Tim Boehmer ’85 Wyoming, RI After over 20 years as a professional mariner, Tim ‘85 put a little effort into a YouTube channel with the hopes of casting a positive light on an industry that is a mystery to many. With over 16,000 subscribers and over a million views, the channel is making its mark. Tim tries to post new content every Tuesday at the least and has a daily viewership of 7,000-12,000 views from all over the world. Roughly 72% of his audience is from the U.S., and he is amazed by how many people worldwide tune in. You can take a virtual ride on a tugboat with Tim by visiting his YouTube channel, “TimBatSea”. Cally Moriarty ’89 Skaneateles, NY Cally has been in Central New York with her family during COVID-19. They are managing the stay at home
order fairly well especially considering that two of them are teenagers. Cally and her family have been doing loads of art and family movies. She continues to practice as a clinical psychologist. The pandemic has made her step up, and like many, move her practice to telehealth. This shift has allowed her to work with people across New York and Massachusetts. Scott Butler ’90 Houston, TX Scott ‘90 lives in Houston, Texas with his wife, daughter and two sons. He and his brother Bo ‘88 are business partners in an architecture, construction and development design-build firm. Through COVID-19, Texas deemed construction as an essential business so he is still working hard through these trying times. The family is in good spirits and looking forward to summer. Emmett Dunbar ’90 South Londonderry, VT Emmett ‘90 has been on the farm in South Londonderry, VT since 2000! Although the operations have reduced, it is still a place of great creativity, learning and nutrition for him and his community. Emmett’s daughter is finishing 8th grade in a very different way than anyone expected and is very aware of how fortunate they are to go outdoors without leaving the property. On another note, the website based viewing-rooms and online sales have become the new norm in the art world, and the Canal Street Art Gallery (co-founder & business manager) is hanging in there, pun intended! Bill Feinberg ’90 Santa Fe, NM Bill ‘90 has been living in Santa Fe, New Mexico since late 2008 and loving it! This was just after he had spent almost 10 years in Seattle where he met his wife. They got married in the summer of 2007 and now have two boys, ages 8 and 11. The family spends a lot of time during the winters in Taos Ski Valley. It has been about ten years since Bill has been at Proctor and he looks forward to getting back soon. Aaron Hirsch ’90 Weston, MA Aaron ‘90 is wrapping up his 16th year at The Cambridge School of Weston where he is currently the Dean of Students. After living in Singapore for three years he and his wife who is also an educator, returned to the U.S. to start a family. They have two daughters Sarah (14) and Amelia (10). He noted that being a dad has been the toughest job he has ever loved!
Jeff MacLellan ’90 North Reading, MA Jeff ‘90 is living just north of Boston, MA in North Reading with his wife and four daughters. He has a yellow lab that is the only other man in the house with him. Jeff works for IBM doing post-sales account management for the security software division. His oldest has missed her senior spring from the pandemic, but is happy to be headed to Lehigh University in the fall. He remains fairly active and in touch with several of the PA clan. Jeff noted he had lunch with Caroline Heatley ‘91 and Max Corcoran ‘90, and sees Brooks Holmes ‘91 and Chris Bremer ‘91 quite often. John Matijevic ’90 Miami, FL John ‘90 is living in Miami, near his father who is in Key Biscayne. He is transitioning to a new career after working 26 years in an office. John played pro tennis, but had a few injuries. In 2019 he completed a 5k open water swim. He loves to workout everyday and feels great! Dan McCabe ’90 Bow, NH Dan and his family, wife Julie, twin boys Ryan and Gavin, and daughter Katie moved to Bow, NH, two years ago when he took on the role of President & CEO of The Concord Group Insurance Co., in Concord, NH. They moved from Northborough, MA where they were not-too-distant neighbors with Eric Mayo ‘91 and his family. In fact, their daughters played on the same town soccer team! All the kids love school, and his sons are avid football and lacrosse players (they actually played a town lacrosse game at Proctor last year!), playing lacrosse with the NH Tomahawks, and preparing to begin their freshman year at Bishop Guertin in Nashua, NH. Dan’s daughter is going into the 8th grade, enjoys drama club and is a terrific flautist. Needless to say, most of his life revolves around the kids at this point in time, and he loves being back in New Hampshire. He has kept in touch with Brad Andrews ‘90, who helped get him his first job within the insurance industry, and is Facebook friends with many other alumni. Allan Porter ’90 Carbondale, CO Allan ‘90 and his wife Sara live in western Colorado and both work for the local school district. Sara is a special education teacher and he works for the technology department managing technology and keeping the network running. They are both really active and like being in the mountains.
Susie Schlichting Runge ’90 Aurora, IL Susie and her husband are both high school science teachers in a larger high school in the Chicago suburbs. She spent her final term this year teaching remotely and was thankful the district had just gone 1-to-1 with technology. Susie noted it was a decent fourth quarter with screencasts, Zoom meetings, and lots of Google chats! Her youngest son just finished his sophomore year at the same high school. Susie’s oldest son came home from the University of Illinois Champaign-Urbana in March for a break and did not return except to clear out his dorm room. Chelsea Kittell Taylor ’90 Salt Lake City, UT Chelsea ‘90 earned a Masters in Social Work from the University of Utah. John Turner ’90 Ipswich, MA John ‘90 is doing well in Ipswich, MA and stays in touch with a bunch of old Proctor friends including Zach Volpicelli ‘90 down on the Cape. His oldest just finished her first year at Miss Porters. John’s middle daughter is just starting to look at schools, including Proctor, as she heads into 8th grade at Brookwood. His youngest is heading into 5th grade at the local elementary school. Like many, he was sad to not have a reunion this year, but John is looking forward to getting out on the water with his wife Erika and the kids and friends. Be sure to look John up if you are in Crane’s Beach in the summer. Anna White ’90 Steamboat Springs, CO Anna ‘90 spent the first 10ish years after college in her hometown of Seattle teaching then moved to Colorado. Currently living in Steamboat Springs with her wife, who grew up in New Hampshire, and their
2 daughters. Anna is a reading specialist/Title 1 teacher for one of the local public elementary schools. Right across the parking lot, the middle school principal is actually a graduate of Proctor ‘88 as well! She no longer plays organized sports, but is fortunate to be able to ski, hike, fish, bike and skate a bit for fun in and around her small mountain town. Josh Dunne ’91 Dallas, TX Josh ‘91 has been living and working in Dallas, Texas. He currently works for BSN Sports sales and is engaged to Diana Seaver. He has 3 sons and a daughter. Logan Dunne ’19 is working in Idaho at a raft and kayak guide and instructor! He is looking forward to the 30th reunion and excited to share it with this year’s reunion class! Kathleen Smith ’91 Summerfield, NC This June will mark 20 years of marriage to Kerrigan Smith for Kathleen ‘91. They live in Summerfield, NC and have two “Ultra silly” girls, Addie (13) and Harper (9). The girls love soccer, skateboarding, hiking, camping, rock climbing, volleyball and ballet. Kerrigan is the President of Virginia International Speedway in Virginia. Kathleen has taken a career hiatus (jumped in both feet with the family) for a few months, but her career has centered around Advancement; work pertaining to community nonprofits, in addition to elementary, secondary and higher ed institutions. Karyn Ames ’94 Moultonborough, NH Karyn moved back to her hometown of Moultonborough, NH raising her two girls and being a Library/Media Assistant at their school. Karyn enjoys writing and being creative with her little ladies. She is also slowly renovating her grandparents old house, while spending as much time with her family as possible. Craig Churchill ’95 New Hampton, NH Craig is working at New Hampton School, finishing up his 10th year there and 15th year teaching! He lives on campus with his wife Jen and their four children: Quinn, Malcolm, Maeve, and Cole. Craig is also coaching Women’s Ice Hockey. Coco O’Brien Mattos ’95 Carapicuiba - Sao Paulo Coco ‘95 started an emergency fund for helping Brazilian families in vulnerable communities during the COVID-19 crisis and has been living in Brazil since 1998. She noted that she is lucky to live in a beautiful home with land for our children to run and plant fruits and vegetables during this quarantine period. Along
with her husband, they decided that they could not safely isolate our home as our neighbors struggled, so they began a fundraising campaign to purchase food and necessary hygiene supplies for families in need. They have distributed over 4 tons of food in just the first three weeks. Coco is thankful that Proctor taught her “Togetherness”, to look at my surroundings, find solutions, and introduced her to world travel and expanding her worldview. If you are interested in supporting Coco and her cause, please visit https://www.gofundme.com/f/ campaign-for-food-assistance-in-brazil039s-favelas. Gordon & Jen Summers Bassett ’96 New Hampton, NH Faculty members Gordon ‘96 and wife Jen Summers welcomed Hannah Elizabeth Bassett. Hannah joins big sister Hadley. Tony Caballero ’96 Elburn, IL In 2016, Tony ‘96 launched Sofrito Foods with his brother Daniel. Fortunately we are still at it. You can find more information on the company, brand, and product here: https://cocinadefillo.kitchen. Walter ”Skipper” Gentry ’96 Morehead City, NC Aboard the Carolina Gentleman, Skipper ‘96 waited out Hurricane Dorian which made landfall in 2019. Knowing that supplies and help might take days to reach the local Bahamians, he sprung to action. Skipper raised funds, purchased supplies, and delivered items to the locals. This call to action has been one of the most rewarding experiences of his life. Emily Kalina ’96 Portsmouth, NH Emily ‘96 continues to create artwork for commercial and private clients, expanding to forming a partnership with Strawbery Banke Museum as their in-house artist. You can find her paintings of the museum in their gift shop on a variety of products including on canvases, tote bags, notecards, magnets and more. She also works with and licenses her artwork to the regional store Diversions Puzzles and Games for use on puzzles which are a bestseller. Emily continues to license her artwork to major retailers including Amazon, Walmart, Art.com, Better Homes and Gardens, and many more. She takes on commissions and there’s a large selection of her work at her online shop www.emilykalina.com Kelcey Loomer ’96 Asheville, NC Kelcey ‘96 has a beautiful new art studio in the Asheville (NC) River Arts District! Follow her on social media @ seedandsky.
Laura Anker ’00 Pelham, NY In the midst of all this craziness, Laura brought her newest family member into the world, Caroline Jane. She is happy and healthy and Laura and her husband are over the moon. Frtiz Lazarus ’00 Middletown, RI Fritz ‘00 took over as Executive Chef at a restaurant in Newport, Rhode Island called Caleb & Broad. Unfortunately, they had to close down in mid February because of the COVID-19 pandemic. His son Boone will hopefully be starting Kindergarten in the fall, as long as schools reopen. Juggling work and a 5 year old keeps Fritz and his wife busy and they look forward to moving into their new home soon.
Kirstyn Sterling ’00 Cottonwood Heights, UT Kirstyn ‘00 lives in Cottonwood Heights, UT and she and her husband own a small commercial fishing business in Alaska in the summers. Feel free to check out their little operation at: www.sterlingwildsalmon.com. Jared Mostue ’01 Concord, NH In January of 2015, Jared ‘01’s cousin, SO1 Blake Marston (SEAL) was killed. Jared has committed to honoring his cousin by impacting as many lives as possible through his work as a personal trainer. This past January, Jared embarked on a new project to hopefully inspire those around him into making positive changes in their lives. Since January, Jared has completed a workout called “Murph” which is named after Navy SEAL Lt. Michael Murphy. In the fitness world, “Murph” is traditionally done once a year on Memorial Day. With this year being 5 years since Blake’s passing and 15 since Michael died in combat, Jared decided to honor Blake and Michael by
completing “Murph” every Monday for the full year of 2020 rain or shine, snow or sleet, no excuses. He has been documenting his journey on his Facebook and Instagram pages. Something Blake wrote in a letter home has become somewhat of a motto for how he strives to live his life every day. “The most precious part of living is that we simply go. How we choose to impact and contribute to the world around us, will determine a great measure of our fate. You get what you give, so go and give well.” Brad Cabot ’02 and Meredith Leoni ‘02 Conway, NH Brad and Meredith ‘02 welcomed a son Thaddeus in March. Thaddeus joins big sister Heidi. Lins Hume Clements ’02 Stratford, PE Lins ‘02 has a daughter that is a little over two years old now. She noted that Proctor did a pretty wonderful job of opening her eyes and expanding her horizons beyond the “acceptable” and beyond social “norms”. Proctor grounded her in a safe place that has always inspired her to stick up for herself and others. She is a proud single mother. Since leaving Proctor she has crossed oceans and continents too many times to count. Lins has represented countries and regions as part of global leadership cohorts. She has built houses and bought houses in both countries she calls home, received promotions, and got a few more promotions...but her single biggest achievement since graduating and wandering off into this wild and whacky world has been becoming a parent. Kayla Hartwell ’02 East Andover, NH Kayla welcomed Baxter Benjamin Hartwell on July 1, 2019. Justin Rathbone ’02 Lynnfield, MA For Justin ‘02 the past 18 months have been a whirlwind of events. He took 14 months off from work and reconnected with friends, family and traveled. Last spring he got married and bought a house with his wife in Lynnfield, MA and honeymooned in Italy. This February they welcomed Leo Joseph into the world and he is growing quicker than they would like. Justus Zimmerman ’02 South Bend, IN Justus ‘02 welcomed a second baby, Finley Arden, in March. He was also appointed Executive Director of South Bend Symphony Orchestra.
Rebecca Barban Leavitt ‘02 and Sean Leavitt ’03 Cambridge, MA Rebecca ‘02 and Sean ‘03 moved to a new home and welcomed their first child, Owen Conway Leavitt September 28, 2020.
Chloe Rochon Prudden ’04 Pomfret, CT Chloe ‘04 and husband Tucker welcomed Mija Margaret on 11/11/19.
Kevin McCarthy ’03 Sisters, OR Kevin just finished a jump refresher in Central Oregon where he has been a smokejumper for the last seven years with the US Forest Service. Currently they are preparing for a potentially very unusual western fire season.
Dan Risotti ’04 Hudson, MA Dan has had a busy 18 months. He and his wife have two boys Gino Anthony (November 2018) and Domenic James (April 2020). In between the two boys they also moved out of Boston and bought a house in Hudson, MA.
Rorie Wilkie ’03 Sunapee, NH Rorie welcomed baby Grant into the world on Feb 29, 2020.
Adam Scherr ’04 West Hollywood, CA Adam ‘04 welcomed Adelaide Parker Scherr on 7/19/19.
Joe Zeitler ’03 Bomoseen, VT Joe just hit the 12 year mark working at Castleton University in VT within the field of Admissions. He and his wife Lindsay will be celebrating their 10 year wedding anniversary this July! Their children Avery age 7 and Grady soon to be 5 constantly bring smiles and laughter to their lives!
Tracy Westscott ’04 Swampscott, MA Miss Maeve Harriet Westcott was born on October 27, 2019 at 3:52pm weighing in at 8lbs. She surprised us with a fast and furious entrance but, we are all happy and healthy!
Kyle Chumas ’04 Manchester, NH Kyle ‘04 recently started a new job in a non-profit organization as the Director of Marketing & Communications. Families in Transition-New Horizons provides essential services for the homeless, low-income, and food insecure in the state of New Hampshire. At the end of his first week on March 13, the organization called an emergency meeting for senior leaders and managers to develop a plan to move staff home who could work remotely, and to determine crisis response plans for the organization’s emergency shelters, affordable housing programs, food programs, and thrift store. Inside of a ‘trial-byfire’ training in crisis communications with countless media coverages and responses and a need to quickly learn about disease prevention, has been one of the most rewarding and challenging times in his life. Chris Jones ’04 Andover, NH Chris ‘04 and his wife Lindsey welcomed Adaline Marie Jones on 6/24/19.
Dr. Matthew Carpenter ’05 Johnson City, TN Matt and Rhiannon Carpenter welcomed their first child, Quinn Elizabeth Carpenter. She was born on October 17, 2019 in Johnson City, Tennessee weighing 7lbs 12oz.
Christine (Cosette) Frazier ‘05 Everett, MA Christine had a beautiful baby girl, Cosette Denzer, on Mother’s Day. Brother Lydon is excited to have a baby sister. Alicia Hager’ 05 West Palm Beach, FL Alicia welcomed August “Gussie “ Anheuser Flynn on July 8, 2020.
Drew Kensinger ’04 Durango, CO Drew ‘04 welcomed Isla Beatrice Kensinger on 4/21/2020.
Chris Landers ’07 Duxbury, MA Chris ‘07 welcomed baby Beau Thomas Landers on 9/17/19.
James Killeen ’05 Derry, NH James welcomed baby boy James Killeen V in January 2020.
Jon Morin ’07 Falls Church, VA Jon ‘07 and his wife Alison welcomed baby girl Olivia Isabel this year. He was recently promoted to Manager at Deloitte and Touche.
Ryan Schwartz ’05 Owings Mills, MD Ryan ‘05 started a real estate company Florida Realty & Co. Florida Realty is a small boutique company focusing on luxury real estate in Naples, FL.
Hillary Creed ’08 Mendon, VT Wedding of Hillary Creed ‘08 to Preston Kinney in Rutland, VT
Brittany King ‘06, Sarah Wood ‘03, Sarah Jordan ‘05 and Christine Frazier Denzer ‘05 attended the Ocean Classroom Send-Off After Party for Alumni at “The Loft” Seaport Hotel in Boston, MA on 9/20/19. Jake Waters ’06 Andover, MA Jake ‘06 welcomed Ezra Waters weighing 6 lbs 4oz, 18.5 inches tall. Nate Blouin ’07 Salt Lake City, UT Nate ‘07 completed graduate school in July 2019 with a public policy degree from Brown University, got married in November, and accepted a new position managing public policy work across the intermountain region for Interwest Energy Alliance, a trade association of utility scale renewable energy companies. Betsy Maloney Corbin ’07 New York, NY Betsy ‘07 welcomed Wilhelmina Neis Corbin “Minnie” on 11/22/2019.
Morgan Saunders ’08 Warner, NH In October 2019, Morgan ‘08 moved to Washington, D.C. to start a job as an Associate at Covington & Burling, LLC. In March, she adopted a puppy named Kenai as part of her plan to stay sane during quarantine. Nikki Fernandez ’09 Methuen, MA Nikki’s ‘09 life has definitely taken turns that she never would have imagined as a high school student at Proctor. She says with all sincerity that going to Proctor was really life-changing. She is currently a geoscientist and is finishing up her doctoral studies. Nikki now lives in France, but is currently here in the U.S for the next two months to finish writing her thesis. Hannah Johnson ’09 Tampa, FL Hannah ‘09 became a licensed CPA in March, 2019. Grace Beah ’10 Des Moines, IA Grace was married October 16, 2019 and gave birth to a healthy baby boy named Dash Pomeroy Macmillan on May 11, 2020. She is very excited about these new adventures and can’t wait to introduce him to Proctor.
Jenny Galligan ’10 Nashville, TN Jenny ‘10 married Ethan O’Connell in Kennebunkport, Maine. They currently live in Nashville, TN with their dog and new kitten. Alums L-R: Emily White ‘10, Hannah Frantz Goumas ‘10, Kerstin Middleton ‘10, Jenny Galligan ‘10, Haley Gerber Miller ‘10, Eliza Perry ‘10, Abbie Webb ‘10
Hannah Frantz Goumas ‘10 Long Island, NY Hannah ‘10 married Kevin Goumas in New Hampshire last summer. They live in Long Island, NY with their dog. Pictured L-R: Sayre Limburg ‘10, Kerstin Middleton ‘10, Jen Galligan ‘10, Hannah (Frantz) Goumas ‘10, Eliza Perry ‘10, Taylor Berns ‘09, Emily White ‘10. Nik Tasiopoulos ’10 Hull, MA Nik ‘10 welcomed son Jackson Taz on 5/7/2020, weighing 8lbs 6oz, 20.6 inches long. Abbie Webb ’10 Kalispell, MT Abbie ‘10 was married in August 2020 to Derek Pederson. They currently live in Kalispell, MT with their dog. Emily White ‘10 Boston, MA Emily ‘10 is engaged to Joseph Mello. They just moved from Chicago to Boston. They are getting married in October on Cape Cod.
Bruno-Pier Courchesne ’11 Trois-Rivieres, QC While pursuing his career as a financial advisor, Bruno was honored to campaign as a federal deputy in one of Canada’s top political parties. Despite losing the race, he was the real winner when he proposed to the love of his life at Walt Disney World and she said yes. They welcomed their amazing baby daughter to their life shortly thereafter and look forward to growing as a family. He was also lucky enough to see his best friend and former PA Varsity Soccer superstar, Tyler Kring ’11 this past year! Maddie Koenig Gaskin ‘11 and Evan Gaskin ’11 Falmouth, ME Maddie (Koenig) and Evan welcomed their son, Emmett Maxwell, this spring. Tyler Kring ’11 Corona Del Mar, CA Over the past year, Tyler was lucky enough to visit the updated and thriving Proctor campus. After, he went to see his old Proctor roommate and best friend, Bruno-Pier Courchesne ’11, in Quebec. Professionally, he is finishing up his first year as an Attorney in California exclusively handling employment-related matters. The lessons learned at Proctor continue to play a huge part in his everyday life. Breanna Davis ’12 Andover, NH Breanna ‘12 has begun her 4th year of medical school at University of New England in Maine, and will hopefully be a doctor by next year at this time. Nikki Gorman ’12 Georges Mills, NH Nikki is currently in her first year of graduate school at the Massachusetts College of Pharmacy and Health Sciences (in Manchester, NH) looking to become a Physician Assistant. She worked as a Lead Medical Assistant in an Orthopedic office, specifically with a neurosurgeon (everything spine related) as well as volunteered as an EMT and first responder before going into grad school. Nikki moved back to the New London area this fall with her Proctor sweetheart, Ryan Peel ‘13. Ryan moved to RI after graduating from the University of New Hampshire where he began his career in building and finish carpentry. Nikki is eager to start her career helping patients around the New Hampshire area.
Sage Morison ’12 Andover, NH Sage ‘12 is currently a 3rd year student in the Medical Scientist Training Program at the Feinberg School of Medicine, Northwestern University, working on her M.D. and Ph.D., conducting research into the cellular mechanisms of chronic pain. After graduating from Proctor she received her B.S. from NYU, and conducted Neuroscience research for a year in Norway on a Fulbright Fellowship.
Madelline Mathis ’13 Dripping Springs, TX Madelline‘13 graduated from Rollins College with a degree in environmental studies and minor in psychology.
Sam Corman Penzel ’12 Brookline, MA Sam ‘12 recently moved from Chicago to Boston to pursue a Master’s in Social Work at Boston College.
Sam Tress ’13 Westfield, NJ After graduating from Syracuse University in 2017, Sam ‘13 made a move to Chicago for graduate school. Now, three years later, she is a month away from receiving her doctorate degree in Audiology from Northwestern University. For Sam, the last 3 years pursuing this degree have been as equally rewarding as it has been challenging, and she is so excited to see where it takes her!
Lacey Perticone ’12 New York, NY After Lacey ‘12 graduated Proctor she attended College of Charleston in South Carolina. Post-college, Lacey moved to NYC to work in real estate and started her first company called Citi Habitats where she worked for 3 years. She now works at Corcoran. Caite Zellif ’12 Jackson Hole, WY Caite ‘12 was featured in the Warren Miller Ski movie, Timeless. She was also up for a 2019 Powder Award, recognizing skiers representative of the sport and voted on by fans based on their influence on the sport through the film segments, competitions, photographs, community involvement, and social engagement. Learn more https://freeskier.com/stories/jackson-royalty. Chandler Hoefle ’13 Austin, TX Chandler was working in audio production for a small time radio station in Portsmouth, New Hampshire, and in June of 2019, was offered a full time position to move to Austin, TX to one of Gannett Media’s audio hubs, to do production, promotions as well as operations manager of two news talk radio stations. Chandler has had a blast covering all the major events going on around the city, from ACL to SXSW and The Rolling Stones and KISS tours that would’ve happened if Covid19 didn’t derail us all.
Emmy Snyder ’13 Boston, MA In recent months Emmy ‘13 achieved her dream of moving to Boston, MA, and she has been working as an Events Assistant at the Boston Athenćum. Amid the pandemic they successfully transitioned to virtual lectures and book talks. In a few months, she will be attending Suffolk University to work toward her MBA.
Conor Darby ’14 Haverhill, MA Conor graduated with merit from The University of Edinburgh with an MS International Business and Emerging Markets. From there, he accepted a job at Puma but his heart wasn’t in it so he ended up at Boston Beer Company and couldn’t be happier. Eli Pier ’14 South Freeport, ME Eli ‘14 was accepted into the Peace Corps and departed for Senegal in February to begin training as a community health support agent. Noah Barehmi ’15 Andover, MA Noah ‘15 graduated from Ohio Wesleyan University in Delaware, Ohio. He received a B.A. in Psychology and a minor in Human/Cultural Geography. He will be attending Boston University School of Social Work in Fall 2021 to begin his masters degree. Erin Hanscom ’15 Andover, NH Erin ‘15 received her bachelor’s degree at Ithaca College and is now in the final months of completing graduate school to receive her Master’s in Occupational Therapy.
Preston Rathborne ’15 Marion, MA Preston ‘15 completed Infantry Officers Course and Ranger School and is now heading to Airborne School. Amy Sayles ’15 St. Petersburg, FL Amy graduated from Eckerd College in May of 2019 with a degree in Psychology and Human Development. After graduation, she worked at Southeastern Guide Dogs, helping train and work with dogs used for service. She now lives in Saint Petersburg, FL, working with kids with autism as a Registered Behavior Technician. April Scott ’15 Bradford, VT April ‘15 graduated from UMass Lowell with her Bachelor’s Degree and got into graduate school!
Chris Agyemang ’16 Billerica, MA Chris ‘16 graduated from Sacred Heart University with a health science degree with a concentration in healthcare administration and a minor in management this year while playing football and being an RSA. His next stop is grad school as an MBA student where he will play one more year of football at Ball State University. Allie Henderson ’16 Hampton, NH Allie ‘16 graduated from George Washington University with a BS in biological anthropology with minors in chemistry and biology. This year she was accepted into her top three Ph.D. programs! She will be starting her Ph.D. in biology at Baylor University, where she will have the opportunity to work in their lab for evolutionary medicine. Gracie Hovem ’16 Boulder, CO Gracie ‘16 started working as a volunteer and organizer at Protest Access. @ProtestAccess is a volunteer collective that is providing captions, transcripts, and visual descriptions for social justice content currently focused on BLM content.
Taylor Methven ’16 Andover, NH Taylor ‘16 recently graduated from Colby College and was recognized for her efforts as a student-assistant coach at Colby College. The Colby Women’s Hockey coach even created an award in her honor! Grace Migliozzi ’16 Sudbury, MA Grace ‘16 graduated cum laude from the University of Miami with a B.S. in Elementary & Special Education with endorsements in Reading and ESOL endorsements. She completed her Honors Thesis this spring, titled “The Transition of Foster Youth: An Analysis of What Positively Affects Foster Youth” after two years of research. Grace presented her research alongside two professors and two graduate students at the National At-Risk Youth Conference this past March. Grace will return to the University of Miami to earn her Master’s in Special Education as well as continue her research with foster youth. Grace is considering continuing her education beyond her Master’s in order to go into Education Policy so as to get involved in the education system politically. Courtney Stuart ’16 Greenwich, CT Courtney ‘16 attended the University of Denver and has taken full advantage of their inter-term programs which are experiential out of classroom programs. She has studied in Santa Fe, New York, Kenya, Paris, Mexico, India, and Sweden and had the opportunity to learn about not only art but also about culture and the importance of being a global citizen. She cites she first learned to love and appreciate experiential programs at Proctor. Courtney will continue at the University of Denver to earn her Masters of Arts in Education and a teaching license. Kali Brown ’17 Westford, MA Kali ‘17 just completed her junior year at Bates College and is on their nationally ranked rowing team and competed in the Head of the Charles for the Bobcats. She is currently working as a CNA in a hospital during the pandemic.
Cat Doheny ’17 New London, NH Cat ‘17 is spending the summer at the Integrated Pest Management Research Intern at UNH Cooperative Extension as well as the Women Farmer Education Intern, also through Extension. She is preparing to apply to the Ag. Science Masters Program that focuses on helping farmers conduct relevant research projects throughout the state. She hopes to focus on cover cropping systems that are viable and sustainable for farmers. Lilah Hilliard ’17 Pittsburgh, PA Lilah ‘17 studied abroad in Namibia this past year and just got a dog! Ross Kesselman ’17 Newton Center, MA Over the past three years at Union College, Ross ‘17 has pursued his interest in investing and financial markets through extracurriculars. Over this past year, he was fortunate enough to have the opportunity to lead a team of Union College Students in the CQA Challenge. The CQA Challenge is a stock trading challenge where students have the opportunity to learn and apply stock selection and portfolio management skills in a simulated, real-life hedge fund experience. Over the duration of the competition, Ross’ team’s portfolio generated 27.83% returns. In comparison, the SPY ETF returned -20.8% during the same period. The Union College Team ranked first in both Sharpe ratio and returns.
Faculty and Staff Updates:
Kelly Griffin-Brown Athletics Department Kelly and husband, Jim, welcomed Willa Louise Brown on March 6th 2020, weighing 8lbs 3oz, 20.75 inches. Willa joins big sister Mabel. Stefanie Kathan Learning Skills Faculty Stefanie and her husband Andrew welcomed their beautiful baby boy, William Oliver Kathan, into the world on Saturday, May 2nd. Justin Truchon Maintenance Staff Justin and Erin Maneely welcomed baby Violet on Friday morning April 12, weighing 7 Lbs 9 oz.
Cope Makechnie ’17 Andover, NH Cope ‘17 recently returned from a year in Taiwan and is back in school studying history, and working as a research assistant.
In Memoriam While many of the alumni updates we receive are filled with exciting news highlighting the joyful moments in life, we also received news of the passing of the following members of the Proctor family. We recognize this list is likely incomplete, and appreciate your passing along any other information of which we should be aware. Bob Batal ’54 King Davis ’51 Jim Dunbar ’49 Ruth Eastman Hassett ’36 Charlie Field ’52 Bob Fiedler ’77 Tom Findley ’38
Bob Flint ’57 Dick Fowler ’60 Nick Hamp ’57 Eliot Levinson ’60 Tiger Maguire ’63 Colin McCabe ’73 John Merriam ’40
Ron Parks ’57 Mark Schwartz ’91 Peter Terkuile ’63 Chris Todd ’92 Maire Claire Wright Voorhees ’83
A Message of Gratitude: As with most everything since March 2020, the production of this edition of the Proctor Magazine did not go entirely as planned. It is landing in your mailbox roughly three months after we intended. Our attention, like the rest of the Proctor community’s, was, as it should have been, focused intently on supporting the on-campus student experience this fall. The National Association of Independent Schools published an article in mid-November outlining indicators of school resilience during the time of the COVID-19 pandemic as measured by a nation-wide survey of teachers and school leaders. Their findings mirrored our lived experience at Proctor, “Decades of resilience research have taught us that resilience rests, fundamentally, on relationships...These [resilient] schools had each fostered a supportive, warm, and understanding community. They were committed to clarity and transparency in decision making and to proactively fostering and monitoring well-being and mental health.” A supportive community, rooted in trusting relationships, does not evolve over night in response to a pandemic, but rather is cultivated and nurtured over generations. The stories within the covers of this publication highlight a few of the countless individuals who were shapers of this culture as teachers and leaders, and tells the stories of those who were beneficiaries as students. Today, Proctor’s 364 students are experiencing the same love, support, and creativity from Proctor’s faculty and staff that generations of students have experienced. While it is impossible to recognize the remarkable individual contributions of each and every one of Proctor’s employees this year, we thank them for their commitment to ensuring that Proctor navigates this pandemic without ever compromising the student experience. Likewise, we extend deep gratitude to each of our current families for their belief in Proctor’s educational model, trust in our approach to handling the pandemic, and support as we care for and guide their children through this bizarre chapter of Proctor’s history. Thank you to everyone who has supported Proctor over the past nine months. New, unexpected challenges will continue to be a part of our school’s landscape during the second half of this academic year, but we approach those challenges with confidence and a deep, unwavering belief in the importance of the work we are doing to impact young people’s lives.
P.O. Box 500 204 Main Street Andover, NH 03216
UPCOMING PROCTOR EVENTS We look forward to hosting in-person events when safe to do so. Until then, we are offering various virtual events that we hope to see you attend! Please visit www.proctoracademy.org/about/events for our current offerings, and be sure to check back frequently as we update offerings monthly. Questions? Contact Debbie Krebs at (603)735-6721 or email@example.com
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