Saltus Magazine - Spring 2020

Saltus Magazine | Spring 2020

The Next Revolution Innovating Education | 8 Report on Philanthropy | 21

What’s Inside 2

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The Continuous Journey

Lifelong Learning

A message from Deryn Lavell, Head of School

A reflection on Leadership book-study “Deeper Learning”

Campus Highlights

Diversity & Inclusion

A showcase of exciting activities and events at Saltus

Building and supporting a racially equitable school – Dr. Vernée Butterfield

Innovating Education

Report on Philanthropy

A feature article by educational expert – Larry Rosenstock

Key Success Indicators and audited financial report 2018–19

The Next Revolution

Alumni Review

Planning the fourth industrial revolution and what it means for education

A brief look at what Saltus Alum are up to today

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Cover photo provided by Ben Von Wong, taken during a Waterstart expedition in Bermuda. (See page 38.)

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MESSAGE FROM DERYN L AVELL, HE AD OF SCHOOL

The Continuous Journey “For me, becoming isn’t about arriving somewhere or achieving a certain aim. I see it instead as forward motion, a means of evolving, a way to reach continuously toward a better self. The journey doesn’t end.”

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hen change, innovation, and invention are happening at warp speed, it is no longer okay to do a five-year plan engraved on tablets with no deviation or re-examination.

Just imagine all the change that can take place in five years. Merely a decade ago, the iPad didn’t exist. Barking orders at a machine named Alexa might be commonplace in some homes today, but she was not part of our lives five years ago, much less her ability to control our home’s temperatures, lights, security and TVs. So, we make plans. But we make them as though they were ‘living plans’, fluid, able to turn left instead of right if the signs point us in that direction. We need a north star to guide us and a solid vision to which we aspire. But we also need to stay alive to changes in the air and trends that will become standard for children in the future.

Building a powerful academic programme is a challenging task, made yet more difficult because there is no endpoint. Just when you think you might get there, the target moves. But that’s also the beauty of it. For teachers who truly care about their professional lives, it’s the heart and soul of their motivation. Be creative.

Stay curious. Allow yourself to dream and imagine better ways, ponder what the future might hold, and ask ourselves, ‘how can we serve our intellectually hungry students a menu that emboldens and enlivens every part of their being?’

The staff and faculty I am so fortunate to work with at Saltus, are embracing these challenges with enthusiasm. They understand that the job before us is to reimagine what success looks like. And it certainly isn’t as simple anymore, as grading papers.

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Michelle Obama, Becoming That is why, after intense investigation and thoughtful dialogue, we have made some bold decisions. Our programme is evolving to meet the needs of students today and in the future. We are expanding our Advanced Placement offerings because we know they are universally relevant and that the programme is better aligned with our goal of cultivating excellence in learning along with curiosity, critical thinking, collaboration, self-confidence and creativity.

We are streamlining the academic programme from the ground up so that each year moves seamlessly into the next, building on knowledge, understanding and the developmental stages of our students.

We are tearing down barriers to collaboration among and within disciplines and subject areas and investing more in social spaces for student collaboration and creativity.

We are retooling specific university preparatory areas such as enhanced student services offering more guidance throughout the application process, staying current with the desired attributes that universities and colleges around the world are prioritising, and re-examining our own processes to meet those needs.

GCSEs are among the programme elements that have traditionally served our students well, but their relevance moving forward is questionable. Through our research and discussions with our university colleagues in the UK we know that if a school utilises GCSEs then the UK universities will look at them as part of admissions criteria. However, if your school does not provide GSCEs, you are not penalised in the application process.

Your Advanced Placement exam results

and high school transcript along with extra-curricular accomplishments and other requested criteria will give you the currency you need.

When you consider the fading reliance on these exams against the enormity of the stress, anxiety and distraction away from the core programme they represent, the evidence for their eventual elimination is irrefutable.

However, this is not an overnight process, but rather a gradual, thoughtful and seamless evolution that will not disadvantage current year 7 students who wish to carry on with the GCSE. Over a four-year period, we will be able to fully integrate an inquiry-based programme from Foundation to Graduation that will have enormous impact on the engagement, self-confidence, critical thinking skills and depth of knowledge for all Saltus students. We will continue to enhance the internationally recognised Advanced Placement programme whose principles align with our approach to learning. And we will ensure that there is minimal disruption for current students.

In this issue of Saltus Magazine, you will find some interesting reading about the future of work and the urgent need for schools to awaken to the challenges ahead. This and future generations of young people are relying on us the prepare them, not for today’s world, but for a world hardly imaginable. Saltus can and should be a leader in this quest.

As always, I welcome your thoughts and feedback. l

Brand New

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Saltus Magazine | Spring 2020

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MAGAZINE PRODUCTION

Communications Marianna Russo Kendra Mello Editorial Gil Tucker, Chair, Board of Trustees Sharon Gregg, Consultant Larry Rosenstock, High Tech High Dr. Vernee Butterfield, SERC Stratton Hatfield, BE Solar Jeremy Deacon, Deep Blue Communications

Photography Quinton C. Burgess Alexander Masters Two & Quarter Printing Island Press MAILING ADDRESS

P.O. Box HM 2224 Hamilton, Bermuda HM JX www.saltus.bm SALTUS ASSOCIATION (PTA)

pta@saltus.bm

Design Randall Van Gerwen

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CAMPUS HIGHLIGHTS

ON CAMPUS

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CAMPUS HIGHLIGHTS

OFF CAMPUS

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Shine On!

BE Solar Installation at Saltus Upper Primary View of Solar Panel installation at Saltus

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s Saltus strives to achieve their vision to inspire students to lead a more just, fair and sustainable world, the board selected BE Solar to design and install a solar solution for the Upper Primary School. After months of planning and coordination, a 131 panel solar system was installed in late 2019 by a team of BE Solar’s qualified solar experts.

The solar project was designed to maximise energy production and reliability, and to help offset the daytime energy use at Saltus to provide a compelling financial return. Over the 25 year guaranteed lifespan, the high efficiency solar panels will offset the combustion of 2,295 barrels of fossil fuel from being consumed in Bermuda. The system will also stop 1,192 tons of C02 gas from being released into the air which is equivalent to taking 253 cars off the road for one year. By the year 2044, Saltus will have saved over $500,000 in energy costs with solar.

The project was proposed and engineered by Travis Burland (’99) and Stuart Kriendler (’97) and developed by the BE Solar team to help Saltus reduce their operating costs and reliance on

fossil fuels. The solar system was donated by the Stempel Family and the Stempel Foundation to Saltus Grammar School.

Monitoring equipment was installed to track the solar production and energy consumption on the property which can be used by teachers to educate students about the solar system.

Recently BE Solar hosted a field trip with students from Upper Primary at Sunny Headquarters where presentations were given about climate change and renewable energy.

Not long ago, Stratton Hatfield (’04) spoke in an assembly to the entire Upper Primary to inform the student body about the recent solar installation. He was met with excitement and sincere interest by the students and provided information about how Saltus is helping to negate the effects of climate change by becoming energy leaders and installing the solar system.

Hatfield explained “We are proud to have partnered with Saltus to install this important legacy project. Saltus is leading by example and setting a standard for the community to follow.” l

Students visit BE Solar

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Innovating Education AN ABSTR ACT BY L ARRY ROSENSTOCK

To talk about the future, we have to learn a bit from the past.

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ducation in practical skills has been around for centuries, and it often has taken the form of a master and apprentices – working side by side, on real projects that were being produced for immediate use. As education for the public became mandated (in the US it was in the 1800s) those in charge felt they had to standardise it as well. The Carnegie Commission in the US, decided that the four core subjects that mattered were English, History, Math, and Science, and that they should be taught as separate disciplines in a standardised way. Believe or not, very little has changed in the delivery of education to this day.

Meanwhile, the world around us has changed and continues to change rapidly and education must change as well.

There is no longer any need to memorise information and repeat it back on tests to prove we know it. Information is everywhere, and readily accessible. What is needed is the skill and ability to act upon that information – to analyse it and use it to solve problems. And to communicate with others about it, and to create new knowledge.

So, the question becomes, what should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there’s more at issue than knowledge and skills.

For the innovation economy, dispositions

Thanks to the support of the Saltus Association (PTA), a series of information parent events “Saltus Speaks” debuted in 2019 featuring a variety of experts on education.

come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it.

Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?

In executing such projects, students develop deep understandings by making something new of their subject matter.

Of necessity, they learn how to collaborate, how to plan, how to give and accept critique, how to revise, how to self-assess. They read complex texts and write a wide range of pieces for a variety of purposes, from personal reflections to news articles, project proposals, memos, research reports, stories, and essays.

They interview community members, learning to listen and appreciate diverse perspectives. As they present their work to important audiences, they come to

understand what it means to be a member of the human community. And the irony is that as students pursue their passions and interests, the curriculum springs back to life.

When we learn – really learn – we transform the content, the self, and the social relations of teaching and learning. This is what it means to change the subject. We can do this. If we value our future, we must. l Larry Rosenstock is the C.E.O. of the San Diego-based High Tech High, a network of charter schools and a graduate school of education. He is also the President of the HTH Graduate School of Education. Mr. Rosenstock is a former lawyer, carpenter, and shop teacher. He received his Bachelor of Arts in Psychology at Brandeis University in 1970; Master’s of Education in Education Administration at Cambridge College in 1985; and law degree from Boston University School of Law in 1986.

Most Likely To Succeed is a thought-provoking documentary feature film that reveals the growing shortcomings of conventional education methods in today’s innovative world. The film explores compelling new approaches that aim to revolutionise education as we know it, inspiring school communities to reimagine what students and teachers are capable of doing.

From Director Greg Whiteley and Executive Producer Ted Dintersmith

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Key Accomplishments 1

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Community

Programme

Be the First Choice for Top Faculty and All Deserving Students.

Assert Our Place Among the World’s Leaders in Education.

A community is greater than the sum of its parts. The people who come together to create the Saltus community, form a special connection – a unit with a singular mission – to support the aspirations of our children. So, we want the very best, brightest and most passionate individuals to join this world and be empowered to make their unique contribution.

The foundation of an educational environment is its programme. In today’s environment, that is never a fixed thing.

Education is dynamic, constantly evolving to meet the needs of our students. To be a leader in education today, means having agility, resources and ingrained curiosity that seeks powerful ways to connect, learn and empower young minds.

KEY ACCOMPLISHMENTS

KEY ACCOMPLISHMENTS

• Launched alumni branch events in Canada, US and UK – connecting Alumni with Saltus.

• Expanding the work experience/outreach model for SGY1 students with alumni and local businesses to provide “real world” experiences for Senior School students and opportunities to build networks upon graduation.

• Improved messaging around the strength and flexibility of the SGY Programme and Advanced Placement course offerings and increased the number of applications to SGY 2020.

• Working to refine a strategic financial assistance model that will assist admission in meeting socio-economic goals.

• Created distributed leadership opportunities within the staff-base as a continuation of the R&D process that begun in 2018, including two working groups formed to study ‘Portrait of a Graduate’ and ‘Faculty Growth and Evaluation’.

• Adjusted hiring cycle to allow for a more pro-active recruiting model that will enable us to attract and retain excellent teachers and faculty.

• Improved opportunities for professional learning for staff and students to build understanding around diversity and inclusion in the Saltus community.

• Presented summer research grants to faculty to explore studentcentered time-tabling and course pathways.

• Launched a new spelling programme in Upper Primary to improve student vocabulary and spelling strategy.

• Improved student course load in Middle School to support student engagement and expand curriculum offerings.

• Revised assessment and reporting model in middle school to provide more clear communications for parents regarding ongoing student progress.

• Instituted a full review of our Lower and Upper Primary math programme utilising external resources to ensure our teaching methodology and content/curriculum is fulfilling the needs of students.

• Revised primary principles of practice to focus on our environment, resulting in more student friendly classrooms and shared spaces.

• Developing a sustainable student leadership model, together with students, which includes mentorship opportunities and student legacy projects.

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The four pillars that comprise the Saltus Strategy are the beacons that guide our journey to achieve the goals we’ve set out. Our goals are ambitious but we have made significant strides in this academic year towards fulfilling our strategy. Below is a summary of ‘Key Accomplishments’ but you will also see The Key icon throughout this publication. The icon indicates an example of the impact of our strategic plan and the ongoing activities designed to achieve our goals.

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Look for The Key icon!

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Stability

Establish an International Reputation for Innovation and Excellence.

Build a Solid and Stable Resource Platform.

Saltus is a proud and long-standing member of the Bermuda community with a rich history and heritage. We are also evolving with the times and looking toward the future with confidence.

Unlocking our ambitions for the future requires sustainable and reliable resources. Saltus will build the basis for ongoing strength by enhancing financial resources and broadening our appeal to families in Bermuda and around the world.

KEY ACCOMPLISHMENTS

KEY ACCOMPLISHMENTS

• Created a view book to share with potential Saltus families highlighting the strengths of the school community and curriculum.

• Launched the online shop at shop.saltus.bm as a result of student research and revisited suppliers and products to meet demand.

• Revised the Saltus brand to create clarity around the school’s value proposition for student recruiting and retention.

• Sourced new suppliers for promotional materials and, as a result of research conducted by a Year 7 class, have ordered “eco-blazers” for 2020–21.

• Revised the Saltus logo to reflect school tradition, but ensured the focus is on moving forward in a position of strength and in to support the Saltus vision.

• Launched SaltusLive as an online platform to improve communications and provide a central source for information on classroom activities, grading, athletics, and school news.

• Reviewing social media and advertising to position Saltus for the future.

• Personalised fund-raising efforts to help create a donor-centred philanthropy model where the needs of the school and interest of donors intersect.

• Released our whole-school inclusion statement, prepared by the Diversity and Inclusion Committee of the Board of Trustees in April 2019.

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The Next Revolution

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Planning for the Fourth Industrial Revolution and What It Means for Education he world is poised for a disruption that will rival anything our ancestors experienced, whether triggered by the steam engine, the light bulb or the personal computer.

Dubbed ‘the Fourth Industrial Revolution’ by economist and World Economic Forum founder Klaus Schwab, this revolution is also triggered by technology. But this time, it’s about technology merging with the human, physical and biological worlds – at dizzying speeds.

As this economy emerges, technology is not the passenger; it is in the driverless seat. Automation, artificial intelligence and digital commerce are projected to replace human capital at levels never

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before seen. Put that into the context of globalisation, changing population trends and political unrest, and you have a cauldron of uncertainty.

Preparing young people to enter this strange new world is a daunting challenge for educators. In an environment that is shifting in monumental ways, designing a curriculum that is equal to the task and will deliver on the goal of closing a growing skills gap with an effective and ‘right-skilled’ future workforce, means having the courage to upend conventional wisdom. This begins with the youngest learners, and forges a new path through a very different landscape.

Continued on following page

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THE FUTURE OF WORK he future of work is on the cusp of a seismic transformation. While politicians and policy-makers fiddle with outdated notions of an economy rooted in traditional manufacturing, industry and agriculture, the world of work is moving on. People who resist acquiring new skills to function in this environment will find themselves either unemployable or underemployed. If taxi drivers were upset

by Uber, just imagine when driverless cars take over the roads altogether.

Right now, robots are being deployed to till fields, collect data on crops and offer an analysis of the soil conditions to improve next year’s yield. Gymnastics judges are being augmented by robot judges which literally see everything.

And if you think driverless cars are a long way off, researchers are already at work on technologies to help people avoid car sickness from working on their phones while their cars take on the drudgery of the commute.

The World Economic Forum’s (WEF), 2018 Future of Jobs Report reveals half of all surveyed companies anticipate that as soon as 2022, their workforces will be reduced as a consequence of automation.

The same report stated that 54 percent of employees will need to ‘re-skill or up-skill’ to meet future demands. In 2018, about 71 percent of ‘task hours’ across all industries were performed by humans and 29 percent by machines. By 2022, the WEF predicts that 58 percent will be human, and 42 percent will be machine.

That is a game-changing disruption.

On the bright side, the WEF reports that employers expect to be adding new ‘productivity-enhancing’ roles, some of which will arise out of automation technologies, meaning there will be new forms of work that only humans can do, alongside the technological changes.

The U.S. Bureau of Labor Statistics (BLS), claims that skills in math, technology, sustainable energy and health care will likely see the biggest growth in the decades ahead. However, there persists

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THE FUTURE OF SCHOOLS a troubling and growing skills gap between the demands of the job market and current workforce skills which could result in 2.4 million vacant job openings in the U.S. over the next decade, according to Deloitte and the Manufacturing Institute. As Boomers retire, those vacancies will grow.

When examining skills gap studies, of which there are a multitude, it becomes clear that there is a set of skills that will be critical in the Fourth Industrial Revolution: • Technology and computer skills • Digital literacy and competency • Knowledge of technology enabled tools and techniques • Robot and automation programming • Critical thinking The last on the list is important to note because this and other so-called ‘soft skills’, those which, for now at least, are fundamentally and irreplaceably human, are expected to be in high demand.

According to a Harvard University report, emotional intelligence, collaboration, the ability to inspire others, analytical focus and innovative or creative thinking, will be critical for leaders and workers alike.

Another example is the importance of ‘network skills’. Not the technological kind, but the human kind. The future workforce will not be different from the past in this sense – who you know matters and how you are able to build networks will continue to be vital. But, research shows, perhaps unsurprisingly, living in high-income neighbourhoods and going to top schools can lead to a 12-fold advantage in accessing opportunities, according to a Global Risks Report by the WEF. So, two people with the exact same skills will have different opportunities depending on where they came from.

Future leaders will have to be visionary to address bias in hiring practises, recognise the value of equality and possess the courage to make the changes necessary for accessing skilled talent from every part of society.

magine teaching today’s students to sit quietly at a desk taking notes while the teacher instructs from the blackboard.

Traditional classrooms are the antithesis of the learning experience students now require. They need opportunities to collaborate, stretch their imaginations, make discoveries and experience learning as a real-world project. Teaching to a test and imagining that the results are the full measure of student progress and teacher performance, is fast becoming antiquated – at least in reality if not in practise.

For this generation to succeed in the economy 4.0, schools are undergoing a sea of change, not only in curriculum design and assessment tools, but also in pedagogical approaches that align with the relevant outcomes for a new world of work.

In a seminal study released this January by the WEF, called The Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution, sweeping recommendations are identified based on global research.

In it, researchers concluded that there are eight key characteristics of ‘high quality learning’ that are relevant for the new economy: 1. Global citizenship skills 2. Innovation and creativity skills 3. Technology skills 4. Interpersonal skills 5. Personalised and self-paced learning 6. Accessible and inclusive learning 7. Problem-based and collaborative learning 8. Lifelong and student-driven learning Each of these characteristics involves the process of learning as much as the outcome. They ask, ‘what kind of learner are you?’ The future is looking for leadership that is comfortable with constant disruption, re-skilling, and critical thinking rather than people who simply know a lot.

This, according to Saltus Head Deryn Lavell, is what the school’s strategic plan is really about.

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“The Key,” she explains, referring to the Saltus strategy for the future, “is challenging us to examine our students’ needs from the outside in. We can’t transform our programme by looking only at what we do and asking how we can do that better; we must be prepared to address the coming demands of a different world of work and evaluate our programme in that context.”

With that in mind, Ms. Lavell and her team, are digging deep into the programme from Foundation Year right through SGY2. They are designing a programme that is rooted in inquirybased learning and flows seamlessly, in a consciously integrated format, between and among subject areas, and from one learning level to the next.

“Inquiry-based learning is ‘edu-speak’ for empowering the student to explore subject areas and enabling the teacher to guide learning in different directions,” explains Ms. Lavell. “It takes a lot more skill on the teacher’s part to deliver the required curriculum outcomes in a way that encourages exploration, experience and innovation. Of course, there is still room for development of content knowledge, but in the end, the student emerges with a much deeper understanding of the subject and greater intellectual confidence.”

This is the profile of the successful university candidate – not only to gain entry, but to manage the demands of post-secondary academic programmes that are also changing with the times.

The world’s top colleges and universities are being relied upon to train future workers who will close the skills-gap and infuse the economy with new ideas. Their programmes reflect the same characteristics identified by the WEF. The academic experience emphasises character as much as knowledge; it encourages a way of learning and thinking that establishes lifelong curiosity and heightened critical thinking skills; it exposes students to global issues and global-scale

problem-solving. It is active learning, collaborative and creative.

Measurement is a tangled knot in this environment. How do you assess confidence? What’s the metric for effective collaboration? The traditional emphasis on exams as the gold standard of student progress has shifted dramatically. There continues to be a place for tests, but educators are being asked to find laudable assessment tools to measure leadership and learning style traits. That’s why university applications are far more comprehensive than ever before. There’s a place for test scores and academic standings, but now for some there is equal emphasis on resumes that include community service, sports, creative pursuits, character references, entrepreneurialism and much more. It is the rounded student that brings more to the table than the high-achieving mathematician with no other interests.

For Saltus, the times are exciting and energising. Faculty and school leadership are actively engaged in a journey that is challenging, at times frustrating and always demanding. But all believe the effort to be well worth it.

“The team at Saltus is running a sprint and a marathon at the same time,” says Deryn Lavell. “It is remarkable to see the passion they have for our students and how deeply they care about creating the best possible educational experience for them.”

Over the next four years, the programme at Saltus will continue to evolve to include a robust blend of British and North American curricula. As the school builds on the foundations laid from year to year, the enhanced curriculum will seamlessly expand through the programme from Foundation Year to SGY2.

Teaching methodologies will also evolve to support the enhanced curriculum.

Traditional methodologies, including direct instruction, will be supplemented by a renewed focus on inquiry and project-based learning methods, and problem

solving. The goal is to continue the path towards academic excellence, culminating in the Saltus graduates having benefited from enrichment opportunities and course pathways that support our successful Advanced Placement (AP) programme; which is a globally respected programme recognised by universities everywhere and aligns with the ‘schools of the future’ characteristics.

Saltus is strengthening its focus on character, confidence, collaboration and creativity offering more opportunities for growth in the arts, athletics, community service and extra-curricular programmes.

“Change is tough,” says Ms. Lavell, “but we simply cannot afford to stand still. In this environment, change really is the only constant, but we have to be measured, thoughtful, highly researched and inclusive if we want the best outcomes.”

It appears that Saltus is on the right path and taking its engaged and talented students along for an exciting ride into their own futures. l

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Teachers as Reflective Practitioners Professional Learning is an ongoing pursuit of Saltus Faculty and Staff.

Teachers, in particular, thrive on continued development opportunities pertaining directly to their fields of study and student learning. Since 2017 professional learning opportunities at Saltus have focused on The Key and the skills required to prepare students for their future. Below is a sample of recent conferences and learning provided to faculty and staff.

NSRF Protocol Training and CFG Since 1994, the National School Reform Faculty has created and refined more than 200 protocols and activities to use in Critical Friends Group® communities, classrooms, meetings, and beyond. Each one is designed to help you arrive at a specific desired outcome, efficiently and effectively.

NSRF Belonging Training What is Belonging? Why is it important and how to we foster a feeling of belonging for our students, staff and community here at Saltus. Faculty and staff spent a day with the Director of the National School Reform Faculty, Michele Mattoon, working through the concept of how to build belonging in our classrooms and our community.

NAREA The North American Reggio Emilia Alliance exists to connect early childhood educators and advocates together in discovering, interpreting and prompting Reggio Emilia inspired education. NAREA believes in the inherent abilities and basic rights of children and adults, particularly with regard to their competence and right to actively

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construct relations, knowledge, feelings and identity. Through conferencing, networking and resource sharing, NAREA is advancing an inspiring and innovative movement that is giving more quality and excellence to education.

administrators and counsellors.

Over the past year our staff have participated in training for AP Biology, AP Art, AP Research, AP English Language as well as courses and networking events for our Student Services team.

Many additional opportunities were provided through local course, webinars, and consultation:

HTH

Portrait of a Graduate

Dr. Sandy Kleinman (McTighe and Associates)

High Tech High (HTH) is guided by four connected design principles – equity, personalisation, authentic work, and collaborative design – that set aspirational goals and create a foundation for understanding this approach.

The Project Based Learning (PBL) Design Camp uses project development systems including design thinking, HTH protocols to help participants to draft, critique and document original PBL curriculum.

Growth and Evaluation

Bard College Institute for Writing and Thinking

Deeper Learning

As we shift our curriculum and pedagogies to prepare students for the world they will inherit, we must also shift the way we think about and use assessment.

Dr. Kleinman is spending time with the faculty this academic year working with teachers to explore how to ensure our curriculum is relevant, challenging and aligned.

CAIS Leaders Conference A unique program of Keynote speakers, Workshops and opportunities for collaboration within and across networks in order to meet the educational needs and interests of our members.

The CollegeBoard This is the awarding body for SAT, AP and CLEP exams. This, internationally recognised group offer professional developing and learning for teachers,

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Bard College Institute for Writing and Thinking seeks to enrich learning in all disciplines with programs that focus on the role of writing in reaching and learning. The workshops offered are rigorous and experiential: all participants experience the practiced they will bring to their students.

Working Groups Senior School Pathways

Middle School Behavioral Policy Staff and Faculty Reading 100 Languages Purposeful Play Working in the Reggio Way An Encounter with Reggio Emilia What We Say and How We Say It Matters Creating Cultures of Thinking Making Thinking Visible Visible Leaners Discipline with Dignity

Lifelong Learning The members of the Saltus Leadership Team, consisting of both Academic and Non-academic Directors, participated in a book study, recently reading, “Deeper Learning: How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century” by Monica R. Martinez and Dennis McGrath.

“The critical objective of Deeper Learning is for students to become more responsible for their own education, something the teachers and principals at our eight schools make possible through embracing six core strategies: create a cohesive, genuinely collaborative school environment; make learning more active and engaging; integrate subjects with each other and with real-world issues; reach beyond the school walls to make learning more meaningful by involving partners in the wider community; inspire students by finding the “hooks” that motivate them; and incorporate technology in ways that enrich and support learning experiences.”

(Martinez & McGrath, 2018, pp. 21–22) Our Academic Directors clearly need to be on top of the successful initiatives that are taking place around the world regarding student engagement and deeper learning. It is less clear, but equally important for our other Directors to be well-versed in this research. Whether it is through working on our school budget, hiring of new staff, raising funds or enrolling new students, our nonacademic Directors need to fully embrace and understand the direction that Saltus is moving in.

To get an idea of their experience, we have asked them a few questions about “Deeper Learning”.

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Throughout the book study you were asked to highlight quotes and discuss their significance.

What was your overall favourite quote and why?

“Now more than ever we need to reignite students curiosity and instill a hunger for learning for expecting and empowering students to achieve more. That expectation has to go beyond memorization of facts, and has to embody the development of an academic mindset that enables students to master core academic content, think critically, solve complex problems, work collaboratively, communicate effectively and the true leaders of the their own learning.”

I feel this quote is relevant to today’s fast changing world. Times have changed and students need to take initiative and apply what they have learned to a variety of different situations.

Paull Davis, Director of Finance and Operations

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Please explain the text protocol used during your sessions. What is it and how did it help further your understanding of the text?

As children, we are taught to read for understanding so that we can recall and discuss the important components of a text and be prepared to engage in conversation about what has been learned.

With our reading of Deeper Learning, the Leadership Team was assigned a section of the book to read and mark passages that resonated with them, so that we could recall and discuss what we had learned with clarity.

Weekly, we would meet and divide into different groups to participate in a Text Protocol. In three groups of four, one at a time, we would share our marked passages and then share thoughts on the passage and how the passage impacted individual Divisions or Departments – without interruption. When the two-minute timer sounded, the remaining three would then have the opportunity to respond to

the original sharer. Each member of the foursome would have a turn until each member had shared and then we would share a synopsis of our findings as a group to the others.

This protocol encouraged us, as the readers, to not only determine which passages or messages really resonated, but to also delve into the reasons why, and look at the opportunities we each have to incorporate our learning into our everyday practices as educators at Saltus.

Denise McAdoo, Director of Advancement

3.

How did the discussion groups assist you in implementing new ideas? How is what you learned relevant to Saltus community?

Our discussions generated real enthusiasm for the new strategic plan and the direction that Saltus is heading in. Our ultimate goal is to create an environment where learning is deep and meaningful.

The material is relevant, not only to our interactions with students but to faculty recruitment and selection, growth and professional development.

Crystal Edwards, Director of People and Culture

4.

With your participation in the book review, how did it feel to be a student again with homework and assignments to complete?

It has been many years since I have been asked to do homework and even more since I have needed a highlighter! I found it a very cool exercise and more importantly, it established a learner’s mindset within our Leadership Team. Not just with our Academic Directors, but with all of us. We expect our students to come into their classes each day and be inspired, take risks, get outside of their comfort zone, share their opinions, and want to learn. What a great model to expect the same thing from our Leadership Team.

Amanda Skinner, Director of Enrolment Management SALTUS MAGAZINE SPRING 2020

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FACILITIES UPDATES

Student Spaces

Facilities Team

Front Row: Ricknel Rutherford, Andrew Carmichael, Sheridan Ming | Second Row: Olin Jones, Lionel Cann | Third Row: Mario Foote, Willard “Alroy” Darrell, Brandon White | Back Row: Calvin Fubler, Selwyn Scott | Missing from Photo: Damon Mussenden, Carol Parfitt

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SALTUS MAGAZINE SPRING 2020 WWW.SALTUS.BM

Lionel Cann, Handyman/ Second in Command Andrew Carmichael, Security Guard Willard “Alroy” Darrell, Janitor/Custodian Mario Foote, Plant Superintendent Calvin Fubler, Handyman Olin Jones, Groundsman Sheridan Ming, Carpenter/Handyman Damon Mussenden, Director of Facilities Carol Parfitt, Security Guard Ricknel Rutherford, Janitor/Custodian Selwyn Scott, Janitor/Custodian Brandon White, Janitor/Custodian

STUDENT LE ADERSHIP

Student Leadership Student Prefects Zachary Bucher, Library Eleanor Dunleavy, Head Girl Kennedy Durfy, Wellness Mason Illston, Sustainability Emma Mayor, Student Life Isabella Murdoch, Service Julianne Oatley, Yearbook India Paynter, Diversity & Inclusion Xe’Azjah Paynter, Athletics Nuno Rebelo, Communications Cody Richardson, Athletics Noa Sadeh, Academics Robin Stempel, Head of Gold Key Ryan Topple, Head Boy

Front Row (L–R): Robin Stempel, Kennedy Durfy, Cody Richardson | Second Row (L–R): Julianne Oatley, Isabella Murdoch, Eleanor Dunleavy, India Paynter | Third Row (L–R): Xe’Azjah Paynter, Emma Mayor, Noa Sadeh, Mason Illston | Back Row (L–R): Nuno Rebelo, Ryan Topple | Missing from photo: Zachary Bucher

Student Council Jaime Ashton Chloe Burns Ywione Darrell Erin Davies Alyssa De Silva Eleanor Dunleavy Carys Fuhrtz Sebastian Grob

Somers Mello Alejandro Pena Samantha Soares Kennedy Steves William Sylvester Ryan Topple Sam Webel

Front Row (L–R): Chloe Burns, Jaime Ashton, Kennedy Steves | Second Row (L–R): Erin Davies, Alyssa De Silva, William Sylvester | Third Row (L–R): Sam Webel, Samantha Soares, Carys Fuhrtz, Eleanor Dunleavy | Back Row (L–R): Ywione Darrell, Sebastian Grob, Ryan Topple, Somers Mello

Gold Key Kyra Adams Ellen Butterfield Vincent Darrell Ywione Darrell Gaby Furr Mason Illston Natalie Lightbourne Cassandra Mello Daniel Osset

Cody Richardson Noa Sadeh Simone Sadeh Chris Skinner Robin Stempel Ryan Topple Sam Webel Alex Zuill

Front Row (L–R): Kyra Adams, Cody Richardson, Robin Stempel, Natalie Lightbourne, Gaby Furr Second Row (L–R): Sam Webel, Vincent Darrell, Noa Sadeh, Ellen Butterfield, Cassandra Mello Third Row (L–R): Ywione Darrell, Chris Skinner, Mason Illston | Back Row (L–R): Alex Zuill, Daniel Osset, Ryan Topple

SALTUS MAGAZINE SPRING 2020

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Building and Supporting a Racially Equitable School Bermudian Dr. Vernée Butterfield grew up and worked between Bermuda, New York and Connecticut, which provided her a unique perspective of various educational systems. These experiences instilled in her a passion for and dedication to excellence in education, ensuring that all children are given an opportunity for global citizenry and responsibility.

Dr. Butterfield has a PhD from Texas A&M University with a Dissertation focusing on Urban African American Charter School Principals: Cultural Competence and Teacher Faculty Development. The central theme of Dr. Butterfield’s work is the impact of culturally competent school leaders on teacher faculty development, particularly professional development. Among her research interests are Culturally Responsive Practices and Racial Equity and she has presented internationally on the topics of discriminatory educational tracking, curriculum theory and culture, and social justice leadership.

Dr. Butterfield has previously visited Saltus as our guest speaker at Founder’s Day and hosted a Professional Learning

Day with all faculty and staff. Most recently she has worked with all staff and faculty on discussions around diversity, inclusion, identity and race.

She also spent time with students and facilitated discussions with our Senior Prefects, Gold Key Ambassadors, Student Council and selected Year 10 advisories on questions revolving around identity and belonging. This is all part of our commitment to ensure that inclusivity and diversity are the centre-piece of the Saltus experience for our community.

The staff at our Cavendish campus also wanted to educate our younger students on the lessons that they took away from the session with Dr. Butterfield.

They celebrated the idea of ‘diversity and inclusion’ by wearing odd socks with their school uniform. By doing this, the students had the chance to visually understand and celebrate the cultural, intellectual and physical differences that are found in their environment.

We look forward to continuing our work with Dr. Butterfield in the future when she returns to Saltus. l

Dr. Butterfield facilitating discussions with our Senior Prefects

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Saltus Cavendish students’ “Odd Socks”

Inclusivity and diversity are a focal point of the Saltus experience

Report on Philanthropy 2018–19 Annual Report

22 Saltus Overview 23 Message from Chair, Board of Trustees 24 Key Success Indicators 25 Message from Advancement 26 Thank You to Our Donors 30 Consolidated Financial Statements SALTUS MAGAZINE ANNUAL REPORT 2018–19

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Saltus Overview

Strategic Plan

Mission

Accreditation & Membership

Saltus believes that students are the key to a better future. Our Strategic Plan – The Key – was released in 2018 and comprises four pillars:

To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.

Bermuda Educators Council

Community – to be the first choice for top faculty and all deserving students

Vision

Programme – to assert our place among the world’s leaders in education

Inspiring students to lead us to a more just, fair and sustainable world.

Image – to establish an international reputation for innovation and excellence

History & Diversity

Stability – to build a solid and stable resource platform Our community and our curriculum are engaged with the world beyond, which will ensure that our students are prepared for global challenges. Saltus is prepared to meet the future with a clear vision, a thoughtful approach to tackling challenges and the determination to take our place among the world’s top schools.

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Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became a multi-racial private school. In the 1990s, Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all.

SALTUS MAGAZINE ANNUAL REPORT 2018–19 WWW.SALTUS.BM

Canadian Accredited Independent Schools (CAIS) National Association of Independent Schools (NAIS) College Board Authorized Advanced Placement Course Provider AP CAPSTONE School Edexel and Cambridge Exam Centre SAT Centre National Collegiate Athletic Association (NCAA) North American Reggio Alliance Canadian Council for the Advancement of Education (CCAE) Council for Advancement and Support of Education (CASE)

MESSAGE FROM R. GIL TUCKER, CHAIR, BOARD OF TRUSTEES

Commitment. Service. Progress.

The Saltus calendar is full of exciting events and the publication of Saltus Magazine and the enclosed Report on Philanthropy is among them. As such, we are pleased to include the audited financial report for Saltus Grammar School 2018–19.

I would like to take this opportunity to thank the Board of Trustees, the Board Committees and the Saltus Association.

The individuals who have committed to serving on these Committees and our Saltus Association have made great strides over this last year in preparing Saltus for the future.

I also offer my gratitude to the the faculty and staff at Saltus. The commitment of this team to both teaching and learning is commendable and has been demonstrated over the past year in the execution of recommendations that were made by the cross departmental Research and Development Teams tasked with reviewing critical areas within the school such as diversity and

inclusivity; innovative technology; student leadership; growth and evaluation; and curriculum development.

This report includes so much more than the raw financial data that defines our operating budget. We have included ‘Key Performance Indicators’ that demonstrate our progress in tasks associated with our strategic plan; stories and tributes related to our students and alumni; and donor information which provides some insight into the importance of philanthropy from our larger Saltus Community.

Finally, on behalf of the Board of Trustees, I would like to thank you for your continued support of Saltus and encourage you to take every opportunity to visit our campuses and witness some of the amazing learning happening every day.

Board of Trustees Gil Tucker ’71 Alexander Green ’96 Alison Swan Andrew Pereira Christopher Coleman Dominic Powell ’79 Douglas Mello ’90 Kelly Francis Robert Cooney Sacha Simmons Tammy Richardson-Augustus ’89 Vanessa Hardy-Pickering ’94

R. Gil Tucker Chair, Board of Trustees

SALTUS MAGAZINE ANNUAL REPORT 2018–19

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KE Y SUCCESS INDICATORS

Key Success Indicators assist Saltus in the measurement of progress towards its goals outlined in the strategic plan – The Key. Demographics

People & Culture

Curriculum

85%

GCSE performance (%of grades in A*-C/9-4 range)

Saltus Staff and Faculty 151

University Destinations 2019

22% n Canada n UK n US n Other

n Bermudian 117* n Non-Bermudian 134

University Subjects

*Includes Spouses of Bermudians

28%

11% 15%

17% 10%

Post-Secondary Studies 2019

n Business/Finance/IT/ Computer Science n Science/Psychology/Engineering n Arts/Humanities n Sociology/Criminology/Law n Working/Gap Year n Education

52%

In total, 75 Senior School students took a total of 196 of the high-level subjectbased AP exams, with 88% of the students scoring a 3 or higher (5 is the highest score). This is up 11% from the previous year.

45%

2019

Web Engagement as Result of New Saltus Website From Nov. 1, 2018 to Feb 21, 2020 10,486 kWh

105,382 kWh

63,849 kWh

97,590 kWh

7,201 kWh

Tons of C02 Emmisions Avoided

US Collegeboard Designations 2018–19 AP Scholar designations were awarded to 40% of Saltus SGY students.

Technology

Solar Energy Produced: 284,511 kWh

221.7

Percentage of students gaining 3 or higher in AP examinations

n National AP Scholar n AP Scholar with Distinction n AP Scholar with Honors n AP Scholar 2018

Operations

88%

14K Total Clicks

103K

Total Impressions

2016 2017 2018 2019 2020

858 Enrolment

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200 Advancement

Total Enrolment 2019–20 n Senior School (Year 10–SGY*) – 211 n Middle School (Year 7–Year 9) – 196 n Upper Primary (Year 3–Year 6) – 261 n Lower Primary (Foundation–Year 2) – 190 * S altus Graduate Years provide a college-preparatory programme for 106 Saltus students.

SALTUS MAGAZINE ANNUAL REPORT 2018–19 WWW.SALTUS.BM

Alumni involved in student mentorship

MESSAGE FROM ADVANCEMENT

Creating a Legacy of Giving On behalf of the Advancement Department, I am pleased to share the successful results of our fundraising efforts for 2018–19 and update you on the exciting things happening for 2019–20.

Through the Stronger Together annual campaign, Saltus saw significant growth in our culture of philanthropy.

The generosity of our community has resulted in tangible initiatives in our academic, arts, and athletics programmes; as well as providing significant resources for our ever-important financial assistance programmes. Participation from Trustees and the School’s Leadership Team reached 100% and participation from parents more than doubled from the previous year.

Support for financial aid was a top priority in the 2018–19 fundraising efforts.

Three significant initiative resulted in an increase in our ability to offer financial assistance to 15% of our enrolled students and provide opportunities for education to which they otherwise would not have access. These initiatives included the launch of the Green Primary Assistance Fund – providing financial assistance to (up to) 14 eligible Bermudians in the primary years; a new Recruitment Award for a transferring student supported by generous alumni; and the generous $200,000 contribution by two alumni families toward the Alumni Scholarship Fund dollar-for-dollar match.

In November 2019, Saltus launched an Annual Giving campaign with a focus on the future – The Future is Saltus.

We know, that for our students, the future is … Creative, Innovative, Diverse and Collaborative. In short, the education Saltus provides is leading our students into this future and we need an all-in community to make this happen. This effort is well underway, and we continue to work toward our goal of raising $550,000 through gifts from our parents, grandparents, alumni, alumni parents, trustees, employees, and friends. We continue to ask every family to make a gift of any size in support of the Saltus Fund and look forward to the day we can report 100% participation!

In March 2020, we launched our newest fundraising effort designed

specifically for our Alumni – The Alumni Scholarship Fund – and the Match campaign. This scholarship fund is an opportunity for Saltus Alumni to make a meaningful difference providing assistance towards an education that shouldn’t be out of reach to deserving students. Our goal is to encourage alumni to give back to the school and provide others the opportunities they themselves have had. Therefore, all Alumni gifts will be matched dollar-for-dollar up to $200,000 in 2020.

Alumni engagement events continue to take place the world over. Most recently our team was in London to meet with alumni and additional events are scheduled in Boston, NYC and, of

course, there are always opportunities for alumni to engage right here in Bermuda.

Additionally, we have increased our efforts to involve alumni in mentorship and internship opportunities through Saltus Connect and have initiated an alumni newsletter to help improve our communications.

We are very pleased with the progress thus far and would like to extend our thanks to all of the donors listed on the following pages. To create a culture of philanthropy, we know we need to work with all of you and to share the ‘real stories’ around the benefits of financial support within the school community.

Thank you for supporting Saltus! l Denise McAdoo, Director of Advancement

SALTUS MAGAZINE ANNUAL REPORT 2018–19

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DONORS

Thank You to Our Donors SAMUEL SALTUS CLUB Diana and Lars Bergquist Judy and John Collis ’76 Ernest E. Stempel Foundation The Green Family Saltus Association Calvin Stempel ’76 Carla and Neil Stempel ’80 Vallis Educational Testamentary Trust FOUNDER’S CLUB Buchanan Foundation Hayley Williams-Eiselt and Holger Eiselt Alyson and Christopher Grasso Lindo’s Market & Lindo’s Family Foods Orbis Investment Management Ltd. Partner Reinsurance Co. Ltd. Bob ’65, Rob ’93, Tom ’95, and Brian ’02 Steinhoff Brian and Wanda Mello Cherie-Lyn and Andre G. Zanol ’88 Judith and Marco Zanol ’85 Mr.Giorgio Zanol, M.B.E. and Mrs. Marilyn Zanol HEAD OF SCHOOL CLUB Anonymous (1) Cortney and Andrew Bernstein Angela and Robert Cooney Britt and Jonathan F. Reiss ’87 Sacha and Eugene ’Penny’ Simmons ’54 The Peter Cundill Foundation Beverley and R. Gil Tucker ’71 Zhi and Henry Ziegler BENEFACTOR’S CLUB Anonymous (1) Arch Re Candice and Christopher Coleman John W. Cox ’73 Tracy and Sean Durfy Franck Charitable Trust Louise and Michael Freisenbruch ’69 Gayle and Rory Gorman Vanessa Hardy-Pickering ’94 and Mark Pickering Emily Hopkin ’97 and Adam Hopkin Katarina and Nicholas Hoskins Vanessa Lovell Schrum ’88 and Michael Schrum Neptune Group Limited Vanessa and James Peniston ’00 THE KNIGHT’S CLUB Anonymous (2) Rosalind and Matthew Ball Bermuda Islands Pipe Band

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Bermuda Pest Control Steven H. Burgess ’76 Cary and Spencer Butterfield ’99 Natalie and Vince Chaves ’83 Chubb Charitable Foundation Bermuda Conyers, Dill & Pearman Linda and Will Cox ’81 The Hon. Michael H. Dunkley J.P, M.P.’76 and Mrs. Pamela Dunkley Michelle and Christian S. Dunleavy ’91 Helen Thornton and Alain Fournier Caroline and Scott Lines ’82 LOM Group Mr. Charles Marshall, M.B.E., J.P. and Mrs. Lesley Marshall The Hon. Everard ’Bob’ T. Richards and Mrs. Pauline D. Richards Dana and Christopher Spurling ’85 Alison Swan Teitel and Robert Teitel Rosemary and John Talbot ’55 Justin Tavares Susan and Glenn Titterton ’62 Brock Webel and Family Anne Carmignani and Stephen Weinstein Christina Westholm-Schroeder and Henrik Schroeder Wyndham Worldwide Corporation FRIENDS CLUB Anonymous (20) Brittany and Sean Adams Jennifer and Kyle Adams Tracey and Wendy Adams Rebecca and Brad Adderley ’80 Allied World Assurance Co. Ltd. American Online Giving Foundation, Inc for Google Inc. Mr. James F. Amos, M.B.E. and Mrs. Sandra Amos Jan Quinn and Richard Amos ’82 Anna Anthony ’97 and James Anthony AXA XL Bermuda Bacardi International Limited Dianne and R. Bruce Barritt ’73 Lisa and Mark Baumgartner Jeanne and Anthony Bean Jon Beard Benevity for Google Inc. Bermuda Marathon Derby Bermuda Pacers Track Club Maria Bolarinho Becky and Martin Bolton Ann D. Boorman Beatriz Serna and Guy Bowker Grant J. Brandson ’84 Kerry and Galen Brislane Tracy and Matthew Brodie

SALTUS MAGAZINE ANNUAL REPORT 2018–19 WWW.SALTUS.BM

Shelley Ray and Colin Brown ’81 Jon L. Brunson, J.P. Trudy and Larry Bucher George Buckley ’19 Naomi and John M. Buckley ’77 Daniela Buglione ’19 Bradley Burgess ’19 Tina and Scott Burns Butterfield & Vallis Fredrica Butterfield Evans Michelle P. Butterfield Shay-Coy and Audley Campbell Cathy and Tony Carreiro Ryne Cash ’19 Lucy and Neville Ching Dr. Nigel Chudleigh Belinda Clarke ’84 Jordan Clarke ’19 Beatriz Cobeno Lopez Cameron Coffey ’19 Caroline and Graham Collis ’77 Adam Cooper ’00 Christopher Cooper Jessica Corbett ’19 The Hon. Anthony T. Correia ’47 and Mrs. Patricia R. Correia Mackenzie R. Costa ’19 Lesley and David W. Cox ’82 Cripps Foundation Aisha and Janson Cross Jewell Cumberbatch ’19 Christianna and Kris Dakin ’02 Antoine Daniels Lt. Col. Michael L. Darling OBE, ED, JP ’48 and Mrs. Elaine Darling Stephanie and Richard Davidge ’74 Stephen Davidson ’84 Jordan Davies ’19 Paull and Alison Davis Mekana and Rui De Sa Nicole Chichon-De Silva and Keith R. De Silva ’91 Maya De Silva ’19 Hannah and Andrew DeCosta ’90 Katherine and Jesse DeCouto ’95 Manuel DeSilva Bitten and Nicky Dill ’46 Takara Dill David A. Dodwell ’66 Judy and David Doidge ’67 Rosie and Andrew Doughty ’73 Liz Dowdell and Wayne Washington Neera and Sean Dunleavy ’89 Janis and Charles Dunstan ’81 Guylaine Dupuis and Martin Laframboise Madeleine and Seamus Durkin ’99 Safiya Dyer Benjamin Edwards ’19 Crystal and Stanfield Edwards

Silvia Realejo and Lynn Emery Hayley Evans ’10 Liam Evans ’15 Evening Light Pentecostal Church Inc. Jake R. Field ’19 Michele and Frank Fischer Aisling and Mario Foote Ianthia and Edward Fox Rosemary Veras Francis and Andrew Francis Pauletta Francis Erik Frederick ’19 Christina and Esan Frederick Kalpana Gangwani and Nick Daswani Wilma Garrod Dr. the Hon. E. G. Gibbons, III, O.B.E. ’70 and Mrs. Kathryn Gibbons Claire and Anton Goldstein Jennifer and Shannon Gosse Jean Gutteridge and Family Tracy Outerbridge and Alfonso Harris Susie and Christopher Harris Leo Harris ’19 Cynthia and Jeremy Hassell Alexandra and Brian Hayne Mr. J. H. Hayward M.B.E.. J.P. ’52 and Mrs. Patricia Hayward Tracy and Kelland Hayward Angela Bruce-Heath and Harold Heath Fiona Herring ’98 Matthew D. B. Hogan ’11 Berta Barreto-Hogan and Vincent Hogan Karla Holder and Ryan Yarde Kelly Holmes Robyn Hooper ’04 and Alex Hooper Sherrall and Peter Illston Ashley E. Irby ’19 Janice E. Irby ’93 and Derrick Irby Susan and Graham Jack ’79 Helen M. and Colin C. James Colin G. James ’05 Mark C. James ’08 Spencer Johnson ’19 Tawnya White and John Johnston ’82 Ryan Johnston ’19 Becky Jones Gabriel Jones ’19 Shirwin A. Jones ’18 Shirelle and Winston Jones Megan and Somers Kempe Cynthia and Patrick Kenahan Kim Aubrey Klement ’77 and Joseph Klement ’77 Roger Lambert ’75 Deryn Lavell and Steve Johnson Emma Law ’99 and Geoffrey Law ’99

Manal and David Leach Kim Sue and Claude Lefebvre Emily Ranson-Leverock and Michael Leverock Kimberly and Darrin Lewis Sara Lewter ’94 and Robert Lewter Vicki and Brian Lightbourn ’86 Kathy and Ricky Lines ’79 Karen and Chris Lusher Mikiba Maloney Patrick Mahon Mall Studio Kietny and Allan Marshall, J.P. ’72 Jesse Marshall Max Marshall ’19 Haleigh Martin ’19 Jack Martin ’19 Nicholas Martin ’19 Angela and Hal Masters ’75 Margaret Smith and Robert Masters ’72 Steven Masters ’70 Bria Maybury ’19 Denise and David McAdoo Erica McArthur and Phillip Blue Debra and Malcolm McBeath ’78 Lorna McDonald Tina and Michael McGuire Angela and Liam McKittrick ’84 Tasha and Chance McLean Laurence McNaughton Sy McPeek ’19 Aidan V. McPhail ’19

Tyler Mello ’19 Laura and Andrew Mellor Elizabeth and Ian Mills ’64 Patrice K. Minors Rachel and Edward Mishambi Valerie and Mark Moffat Nea and Nathan Moore ’99 Samantha and Richard Morris Sam Morris ’19 Cheryl and Michael Moulder Jennifer and Miguel Mount Johanna and Ryan Murray Elizabeth and Paul Nystrom McKenna O’Donnell ’19 Melissa and Dermot O’Sullivan Kathy and Mark Pacheco Myles Packwood ’19 Tracy and Raymond Packwood Lyn Pantry Ann Paynter Christine and Ilario Pepi Hanna Percy ’19 Sydney Pereira ’19 Janice B. Perry Sophie Campeau and Nicholas D. Pettit ’92 Patra and Wesley Phillips Matthew Pichery ’19 Maria and Nigel Pichery Lise and Gary Pitman Kaleo C. Place ’19 Jennifer Johnson-Porter and Richard Porter

Dayah Raynor ’19 Kathleen and Pat Reardon Cindy and Graham Redford ’80 Renaissance Reinsurance Ltd. Calvin Richardson Zahn Richardson ’19 Heidi and Sean Ringsted Jill Roberts Kristen and Andrew Rollin ’00 Kate and John Ross ’68 Sarah and Adam Rossides Suki Rowden ’19 Doreen and Ricknell Rutherford Alisa and Nir Sadeh Cormac Sagurs ’19 Claire and Richard Sammons Marisa and Keir Savage Shelly and Peter Sayers Vanessa Younger-Scott and Shayne Scott Elizabeth Simmons ’97 and Lars Simmons ’95 Sharon and Larry Simmons Lisa and Peter Simons Becky and Colm T. Singleton ’94 Amanda and JP Skinner ’84 Zoe Skinner ’19 Dion Smith Gabriel Smith ’19 Sandel and Ian Smith Schyler Smith ’19 Connor Somerville ’19 Liz and Timothy Southern

Jackson Spurling ’19 Michelle Squire and Antoine Harvey Zachary Steeves ’19 Lori and Russell Steinhoff Susan and Daniel Sullivan Reeshemah Swan ’90 The Estate of Reginald Sylvester ’48 Tokio Millennium Re Ltd. Molly and Greg Tolaram ’81 Haley and Martin Trott Brandon Tully ’19 Charlie Venton ’19 Susan M. Venton Kathleen Lied and Mike Viotti Rachael Ward Olivia Washington ’19 West End Development Corporation Lesley White Tiahna Wild ’19 Lisa Willis ’98 Samantha Willis Wendy and Christian Wiseman Janice and Dick Witkowski Alexander Woodroffe ’19 Year 6 – Class of 2026 Patricia and Colin Young ’40 Luke Young ’19 Lauren Zanol ’19 Adam Zuill ’19 Katherine and Cummings Zuill ’57

Trustee Donors Anonymous Christopher Coleman Robert Cooney Ianthia G. Fox Kelly Francis

Alexander H. Green ’96 Vanessa J. Hardy-Pickering ’94 Douglas Mello ’90 Andrew Pereira Sacha Simmons

Alison Swan Gregory Tolaram ’81 R. Gil Tucker ’71

SALTUS MAGAZINE ANNUAL REPORT 2018–19

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DONORS

Thank You to Our Donors Current Parent Donors Anonymous (10) Brittany and Sean Adams Jennifer and Kyle Adams Rebecca and Brad Adderley ’80 Anna Anthony ’97 and James Anthony Rosalind and Matthew Ball Lisa and Mark Baumgartner Cortney and Andrew Bernstein Maria Bolarinho Beatriz Serna and Guy Bowker Galen and Kerry Brislane Tracy and Matthew Brodie Shelley Ray and Colin Brown ’81 Angela Bruce-Heath and Harold Heath Trudy and Larry Bucher Naomi and John M. Buckley ’77 Tina and Scott Burns Michelle P. Butterfield Fredrica Butterfield Evans Shay-Coy and Audley Campbell Sophie Campeau and Nicholas Pettit ’92 Lucy and Neville Ching Belinda Clarke ’84 Candice and Christopher Coleman Angela and Robert Cooney Lesley and David W. Cox ’82 Antoine Daniels

Stephen Davidson ’84 Mekana and Rui De Sa Hannah and Andrew DeCosta ’90 Katherine and Jesse DeCouto ’95 Nicole Chichon-De Silva and Keith De Silva ’91 Liz Dowdell and Wayne Washington Michelle and Christian S. Dunleavy ’91 Neera and Sean Dunleavy ’89 Guylaine Dupuis and Martin Laframboise Tracy and Sean Durfy Madeleine and Seamus Durkin ’99 Hayley Williams-Eiselt and Holger Eiselt Michele and Frank Fischer Helen Thornton and Alain Fournier Ianthia and Edward Fox Rosemary Veras Francis and Andrew Francis Christina and Esan Frederick Jennifer and Shannon Gosse Alyson and Christopher Grasso Ika and Alexander H. S. M. Green ’96 Susie and Christopher Harris Cynthia and Jeremy Hassell Alexandra and Brian Hayne Tracy and Kelland Hayward Emily J. Hopkin ’97 and Adam Hopkin

Katarina and Nicholas Hoskins Sherrall and Peter Illston Janice E. Irby ’93 and Derrick Irby Jennifer Johnson-Porter and Richard Porter Megan and Somers Kempe Cynthia and Patrick Kenahan Emma Law ’99 and Geoffrey Law ’99 Kim Sue and Claude Lefebvre Emily Ranson-Leverock and Michael Leverock Sara Lewter ’94 and Robert Lewter Tina and Michael McGuire Angela and Liam McKittrick ’84 Tasha and Chance McLean Kendra and Douglas Mello ’90 Laura and Andrew Mellor Patrice K. Minors Rachel and Edward Mishambi Samantha and Richard Morris Jennifer and Miguel Mount Elizabeth and Paul Nystrom Melissa and Dermot O’Sullivan Tracy Outerbridge and Alfonso Harris Kathy and Mark Pacheco Ann Paynter Vanessa and James Peniston ’00 Christine and Ilario Pepi Paula and Andrew Pereira

Maria and Nigel Pichery Kathleen and Pat Reardon Britt and Jonathan F. Reiss ’87 Heidi and Sean Ringsted Kristen and Andrew Rollin ’00 Alisa and Nir Sadeh Claire and Richard Sammons Marisa and Keir Savage Elizabeth A. Simmons ’97 and Lars A. Simmons ’95 Amanda and J.P. Skinner ’84 Dion Smith Sandel and Ian Smith Liz and Timothy Southern Dana and Christopher Spurling ’85 Lori and Russell Steinhoff Carla and Neil Stempel ’80 Susan and Daniel Sullivan Reeshemah Swan ’90 Alison Swan & Robert Teitel Susan M. Venton Brock Webel and Family Anne Carmignani and Stephen Weinstein Samantha Willis Wendy and Christian Wiseman Cherie-Lyn and Andre Zanol ’88

Employee Donors Anonymous Brittany L. Adams Anna Anthony ’97 James G. Anthony Berta L. Barreto-Hogan Jeanne Bean Jon Beard Becky Bolton Ann D. Boorman Jon L. Brunson Larry Bucher Catherine Carreiro Nicole Chichon-De Silva Christopher P. Cooper Aisha Cross

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Christianna Dakin Paull M. Davis Takara Dill Rosemary J. Doughty Elizabeth D. Dowdell Safiya S. Dyer Crystal Edwards Lynn Emery Aisling Foote Mario A. Foote Pauletta Francis Kalpana Gangwani Cynthia Hassell Karla E. Holder Kelly Holmes

SALTUS MAGAZINE ANNUAL REPORT 2018–19 WWW.SALTUS.BM

Robyn R. Hooper ’04 Deryn Lavell Emma Law ’99 Darrin Lewis Sara Lewter ’94 Vicki Lightbourn Karen Lusher Patrick Mahon Steven Masters ’70 Denise McAdoo Erica McArthur Debra McBeath Lorna McDonald Angela M. McKittrick Laurence R. McNaughton

Kendra A. Mello Nea Moore Johanna Murray Ryan Murray Kathy Pacheco Lyn Pantry Ann Paynter Patra Phillips Jill Roberts Adam Rossides Sarah Rossides Ricknel Rutherford Alisa Sadeh Shelly Sayers Shayne Scott

Sharon Simmons Lisa Simons Amanda Skinner Michelle Squire Emily C. Steinhoff ’98 Haley Trott Mike Viotti Rachael Ward Lesley White Lisa Willis ’98 Samantha Willis Vanessa Younger-Scott

Alumni Donors 1940s The Hon. Anthony T. Correia ’47 Lt. Col. Michael L. Darling OBE, ED, JP ’48 Nicky Dill ’46 Reginald Sylvester ’48 Colin Young ’40 1950s Mr. J. H. Hayward M.B.E..

J.P. ’52 Eugene ‘Penny’ Simmons ’54 John Talbot ’55 Cummings Zuill ’57 1960s David Doidge ’67 David A. Dodwell ’66 Michael Freisenbruch ’69 Ian Mills ’64 John Ross ’68 Bob Steinhoff ’65 Glenn M. Titterton ’62 1970s Anonymous ’78 Anonymous ’79 R. Bruce Barritt ’73 John M. Buckley ’77 Steven H. Burgess ’76 Graham Collis ’77 John Collis ’76 John W. Cox ’73 Richard Davidge ’74 Andrew Doughty ’73 The Hon. Michael H. Dunkley J.P, M.P. ’76 The Hon. Dr. E. G. Gibbons, III, O.B.E. ’70

Graham Jack ’79 Joseph Klement ’77 Kim Aubrey Klement ’77 Roger Lambert ’75 Ed Lawrence ’79 Ricky Lines ’79 Malcolm McBeath ’78 Allan Marshall ’72 Hal Masters ’75 Robert Masters ’72 Steven Masters ’70 Calvin Stempel ’76 Roger Titterton ’70 R. Gil Tucker ’71 1980s Anonymous ’80 Anonymous ’83 Brad Adderley ’80 Richard Amos ’82 Grant J. Brandson ’84 Colin Brown ’81 Vince Chaves ’83 David Chew ’85 Belinda Clarke ’84 David Cox ’82 Will Cox ’80 Ken Dallas ’87 Michelle Dallas ’88 Stephen Davidson ’84 Sean Dunleavy ’89 Charles Dunstan ’81 Cheryl Hayward-Chew ’81 John Johnston ’82 Nick Jones ’82 Brian Lightbourn ’86 Scott Lines ’82 Vanessa Lovell Schrum ’88 Liam McKittrick ’84

Mark Orchard ’80 Gary Perry ’81 Graham Redford ’80 Jonathan F. Reiss ’87 JP Skinner ’84 Neil Stempel ’80 Chris Spurling ’85 David Swift ’83 Greg Tolaram ’81 Simon D. Tully ’89 Andre G. Zanol ’88 Marco Zanol ’85 1990s Anonymous ’92 Anonymous ’99 Anna Anthony ’97 Spencer Butterfield ’99 Andrew DeCosta ’90 Keith De Silva ’91 Christian S. Dunleavy ’91 Seamus Durkin ’99 Dennis Fagundo, Jr. ’92 Alexander Green ’96 Andrew Green ’98 Vanessa Hardy-Pickering ’94 Fiona Herring ’98 Emily J. Hopkin ’97 Janice E. Irby ’93 Emma Law ’99 Geoffrey Law ’99 Sara Lewter ’94 Douglas Mello ’90 Nathan Moore ’99 Nicholas D. Pettit ’92 Elizabeth Simmons ’97 Lars Simmons ’95 Colm T. Singleton ’94 Emily Steinhoff ’98

Rob Steinhoff ’93 Tom Steinhoff ’95 Reeshemah Swan ’90 Lisa Willis ’98 2000s Adam Cooper ’00 Kris Dakin ’02 Matthew Durrant ’00 Robyn Hooper ’04 Colin G. James ’05 Mark C. James ’08 Mark Mitchell ’02 James Peniston ’00 Andrew Rollin ’00 Brian Steinhoff ’02 Lindsey Steinhoff ’02 Teddy Terceira ’01 2010s Anonymous ’19 (7) George Buckley ’19 Daniela Buglione ’19 Bradley Burgess ’19 Ryne Cash ’19 Jordan Clarke ’19 Cameron Coffey ’19 Jessica Corbett ’19 Mackenzie Costa ’19 Jewell Cumberbatch ’19 Jordan Davies ’19 McKenna O’Donnell ’19 Ben Edwards ’19 Hayley Evans ’10 Liam Evans ’15 Jake Field ’19 Erik Frederick ’19 Leo Harris ’19 Matthew D. B. Hogan ’11 Ashley E. Irby ’19

Spencer Johnson ’19 Ryan Johnston ’19 Shirwin Jones ’18 Gabriel Jones ’19 Jesse Marshall ’11 Max Marshall ’19 Haleigh Martin ’19 Jack Martin ’19 Nic Martin ’19 Bria Maybury ’19 Tyler Mello ’19 Sam Morris ’19 Myles Packwood ’19 Sy McPeek ’19 Hanna Percy ’19 Sydney Pereira ’19 Aidan V. McPhail ’19 Matt Pichery ’19 Kaleo Place ’19 Dayah Raynor ’19 Zahn Richardson ’19 Suki Rowden ’19 Cormac Sagurs ’19 Maya De Silva ’19 Zoe Skinner ’19 Gabriel Smith ’19 Schyler Smith ’19 Connor Somerville ’19 Jackson Spurling ’19 Zachary Steeves ’19 Brandon Tully ’19 Charlie Venton ’19 Olivia Washington ’19 Tiahna Wild ’19 Alexander Woodroffe ’19 Luke Young ’19 Olivia Zanol ’17 Lauren Zanol ’19 Adam Zuill ’19

Golf Sponsors and Donors GOLF SPONSORS AON Arch Reinsurance Ltd. AXA XL BAC Universal Electric Ltd. Bermuda Pest Control BF&M Butterfield Bank Chris Garland ’93 Chubb Ltd. Conyers Dill & Pearman D&J Construction Ltd. The Durfy Family

Efficiency Limited Eurocar Ltd. Freisenbruch-Meyer Group Ltd. La Trattoria Restaurant Miles Market Nelson Pimentel Signworx TOPS Ltd. TreeCon Ltd. Zurich Insurance Group

GOLF PRIZE DONORS AXA XL Bacardi International Ltd. Belmont Hills Golf Club Bermuda Bistro at the Beach Bermuda Pest Control Burrows Wines & Spirits (local distributors of Bacardi brands) Butterfield Bank Divot’s Bar and Grill Freisenbruch-Meyer Group Ltd. Gibbons Company Hamilton Princess and Beach Club

Harry’s Lindo’s Market and Lindo’s Family Foods Link Bermuda Mary Kay Terceira Pembroke Paint Port o’Call Saltus Grammar School Take Five Limited Tangles Hair Bermuda The Market Place TOPS Ltd. Warwick Gas Station – Rubis

SALTUS MAGAZINE ANNUAL REPORT 2018–19

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CONSOLIDATED FINANCIAL STATEMENTS

With oversight from the Finance Committee of the Board, the finance department of Saltus Grammar School maintains a system of internal controls over financial reporting, to provide assurance to the School’s management and Board of Trustees that assets are protected, and that transactions and events are recorded properly in the financial statements. This includes engaging an independent audit firm, KPMG Bermuda, to ensure the financial statements are accurately presented.

Revenue $23.08M

87 per cent of our revenues are generated by tuition.

In 2018–19 school fees totaled approximately $20.1 million with total expenditure, excluding amortization, totaling $21.6 million. Revenues earned from tuition alone do not cover operating expenses. Other revenues come through facility rentals, camps and fundraising initiatives. The generosity and participation of our philanthropic community is key to ensuring we continue to provide excellence in our academic programme and facilities as well as a strong financial assistance programme.

Expenses $23.78M

n School Fees 87% n Rental and Other Income 6% n Donations 2% n Investment Income 5%

n Salary and Benefits 65% n Amortization and Operating Expenses 29% n Financial Aid 5% n Loan Interest 1%

Saltus Grammar School Consolidated Statement of Operations For the Year Ended June 30, 2019 Unrestricted Expressed in Bermuda Dollars

Operating Fund

Restricted Bursary & Endowment Fund

Campaign Fund

Building Fund

Total Funds 2019

Total Funds 2018

Income School fees

$ 20,072,306 $

– $

– $

– $ 20,072,306 $ 19,619,578

Rental and other income

1,399,944

–

–

– 1,399,944 1,348,072

External scholarhip income

170,583

–

– 170,583

324,220

Donations

308,869

–

–

–

– 308,869

333,633

Income from Saltus Fund

–

–

–

–

182,051

Net gain (loss) on sale of investments

– 900,107

–

– 900,107

–

– 2,272,460

–

(1,780)

Interfund building rental income

(2,272,460)

Interest and dividend income

52,690 176,568

48

–

–

– 229,306

79,328

Total income

$ 19,561,349 $ 1,247,258 $

48 $ 2,272,460 $ 23,081,115 $ 21,885,102

Expenditures Salary and payroll benefits

$ 15,541,046 $

– $

– $

Other operating expenses

4,802,374

30

48

– $ 15,541,046 $ 15,000,738 – 4,802,452 4,347,155

Amortization

1,354,487 766,413

–

– 2,120,900 2,281,963 – 1,192,468 1,085,718

Further education awards

– 1,192,468

–

Loan interest

–

–

– 122,038 122,038

–

–

Endowment expenditure

Total expenditures

$ 21,697,907 $ 1,958,911 $

Change in fair value of investments

$

– $ (252,196) $

(Deficiency) excess of income over expenditures $ (2,136,558) $ (963,849) $

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SALTUS MAGAZINE ANNUAL REPORT 2018–19 WWW.SALTUS.BM

– 48 $ – $

–

–

135,738 21,425

122,038 $ 23,778,904 $ 22,872,737 – $ (252,196) $

– $ 2,150,422 $ (949,985) $

156,665 (830,970)

Saltus Grammar School Consolidated Balance Sheet As at June 30, 2019 Unrestricted Expressed in Bermuda Dollars

Operating Fund

Restricted Bursary & Endowment Fund

Campaign Fund

Building Fund

Total Funds 2019

Total Funds 2018

Assets Current assets Cash and cash equivalents

$ 8,352,715 $

School fees receivable – net of allowances for 272,218 doubtful accounts of $112,093 (2018 – $112,093)

1,929 $ –

934 $

– $ 8,355,578 $ 12,447,802

–

– 272,218

223,848

Other receivables

16,868

–

–

– 16,868

103,899

Other prepaid assets

289,469

–

–

– 289,469

146,910 296,887

Inventories

273,401

–

–

– 273,401

Interfund amount receivable

3,062,296

–

–

– 3,062,296 3,012,485

Total current assets

$ 12,266,967 $

Non-current assets

1,929 $

Investments

Capital assets

12,566,651

– 13,166,651 –

Deferred financing costs

–

Total assets

$ 24,833,618 $ 13,168,580 $

–

934 $

– $ 12,269,830 $ 16,231,831

–

– 13,166,651 3,929,628

– 9,192,576 21,759,227 22,082,342 –

–

–

26,529

934 $ 9,192,576 $ 47,195,708 $ 42,270,330

Liabilities Current liabilities

Current portion of long-term debt

$ 1,719,024 $

Current portion of obligation under capital lease 42,488

– $

– $

– $ 1,719,024 $ 2,204,212

–

–

– 42,488

–

Accounts payable and accrued liabilities

778,872

–

–

– 778,872

Prepaid student accounts and other deposits

7,848,015

–

–

– 7,848,015 7,522,230

940,523

Deferred contributions

800,169 1,029,021

–

– 1,829,190 1,373,975

Interfund amount payable

–

– 3,062,296 3,012,485

Total current liabilities

$ 11,188,568 $ 4,091,317 $

– $

– $ 15,279,885 $ 15,053,425

– 3,062,296

Long-term liabilities Defined benefit pension assets

377,733

–

–

– 377,733

Long-term debt

–

–

–

Total liabilities

$ 11,566,301 $ 4,091,317 $

– $

– $ 15,657,618 $ 24,152,475

–

–

– 9,099,050

Net assets Net assets (liabilities)

$ 32,797,089 $ 995,712 $

Interfund transfers

(9,529,772) 8,081,551

Net assets (liabilities) after interfund transfers

$ 13,267,317 $ 9,077,263 $

$ 24,833,618 $ 13,168,580 $

Total liabilities and net assets

(842) $ (2,253,869) $ 31,538,090 $ 18,117,855 1,776 11,446,445

–

–

934 $ 9,192,576 $ 31,538,090 $ 18,117,855 934 $ 9,192,576 $ 47,195,708 $ 42,270,330

The financial information provided is an extract of the audited financial statements for fiscal year 2018–19.

SALTUS MAGAZINE ANNUAL REPORT 2018–19

31

Saltus Grammar School P.O. Box HM 2224 Hamilton HM JX Bermuda www.saltus.bm

Congratulations Class of 2019!

Saltus Student Post-Secondary Destinations 2016–19 BERMUDA Bermuda College CANADA Acadia University Brescia University College Brock University Carleton University Concordia University Dalhousie University Georgian College King’s University College Laurentian University McGill University McMaster University Mount Allison University Mount Saint Vincent University Ontario Tech University Queen’s University Ryerson University Sheridan College St. Francis Xavier University St. Mary’s University University of New Brunswick University of Guelph University of Ottawa Western University Wilfrid Laurier University

UNITED STATES Appalachian State University Brookhaven College Bryant University California College of the Arts California Institute of the Arts Central Connecticut State University Coastal Carolina University College of Charleston Colorado College Dartmouth College Drexel University Elon University Fort Lewis College Georgetown University Georgia Institute of Technology Georgia State University Marymount University Northeastern University Nova Southeastern University Oklahoma State University Providence College Roger Williams University Sacred Heart University Savannah College of Art & Design (SCAD) Southeastern University Spelman College

St. John’s University Stonehill College The Wharton School of the University of Pennsylvania Union University University of Arizona University of Central Florida University of Maryland University of North Carolina, Charlotte University of Tampa University of Virginia University of West Virginia Wagner College Washington Adventist University Word of Life Bible Institute Xavier University of Louisiana UNITED KINGDOM Anglia Ruskin University Cardiff Metropolitan University Cardiff University Coventry University Durham University Inchbald School of Design Kings College London Kingston University Manchester Metropolitan University

Newcastle University Nottingham Trent University Oxford Brookes University Royal Central School of Speech and Drama Royal Veterinary College Solent University University College of Football Business (UCFB) University of Bangor University of Bristol University of Edinburgh University of Essex University of Exeter University of Kent University of Leicester University of Manchester University of Nottingham University of South Wales University of Southampton University of St. Andrews University of Surrey University of the West of England ITALY Florence Culinary Arts School NETHERLANDS Maastricht University SALTUS MAGAZINE SPRING 2020

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FY to SGY2 Students Saltus is proud to highlight the class of students who started from the first Foundation Year (FY) to now graduate in 2020.

Braeden Baumgartner Zachary Bucher Ross Cooper Owen DeCosta Eleanor Dunleavy Evan Elliott Tyler Hurdle Mason Illston Samuel King Shane Krueger Keiran Malott Jessie Marshall Emma Mayor

Front Row (L–R): Isabella Murdoch, Julianne Oatley, Robin Stempel, India Paynter, Lindsey Pacheco Second Row (L–R): Braeden Baumgartner, Samuel Palmer, Owen DeCosta, Emma Mayor Third Row (L–R): Samuel King, Eleanor Dunleavy, Noa Sadeh, Mason Illston, Shane Krueger, Keiran Malott | Forth Row (L–R): Nuno Rebelo, Ryan Topple, Christian Truran, Tyler Hurdle, Ross Cooper, Evan Elliott, Spencer Young | Missing: Zachary Bucher, Jessie Marshall, Shane Steinhoff

2019–20 Saltus Fund The Saltus Fund is the lifeblood of Saltus’ fundraising initiatives and benefits each and every student. Tuition covers the essentials, the Saltus Fund takes care of the rest, allowing the School to provide programme that are diverse, collaborative, and innovative – inspiring our students to continuously develop knowledge and solutions. Your support benefits all aspects of teaching and learning and we encourage every family to contribute to the best of their ability. saltus.bm/giving All gifts are made through our Bermuda registered charity, the Saltus Foundation #970.

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SALTUS MAGAZINE SPRING 2020 WWW.SALTUS.BM

Isabella Murdoch Julianne Oatley Lindsey Pacheco Samuel Palmer India Paynter Nuno Rebelo Noa Sadeh Shane Steinhoff Robin Stempel Ryan Topple Christian Truran Spencer Young

These students will have a special celebration with their Foundation Year teachers in May, at the ‘Lifer’s Lunch.’

ALUMNI RE VIEW

Alumni Review Accolades R.Gil Tucker ’71 Was honoured by the Hamilton Princess and Beach Club as an honouree for the 2020 Black History Month Ernie Morrison ’74 Featured in “Chambers and Global” – an international legal publication Ricky Wright ’76 and Zeiko Lewis ’12 Found themselves on opposites sides – Ricky as assistant coach for Greenville Triumph, Zeiko as a top player for Charleston Battery Michael J.A. Darling ’78 Promoted to Managing Director at Morgan Stanley Wealth Management in New York

Adam Collieson ’98 Joined Carey Olson Law Major Ben Beasley ’ 98 Appointed Commanding Officer of the Royal Bermuda Regiment Shiona Turini ’99 Renown fashion designer has just designed the fashion for the latest Barbie Doll. She also was the designer for Kerry Washington’s article in “Variety” magazine, and was a designer for the film “Queen and Slim” Tyler Butterfield ’01 Won Cozumel Ironman Sophia (Steffanato) Collis ’04 Is a lawyer with CDP in London Richard Hillen ’04 VP for Blackrock Investment Company in London

Oscar Andrade ’80 Was an umpire in the 2019 South American Cricket tournament

Kyle James ’05 Honoured for his work with Big Brother – he was deemed Big Brother of the Year

Richard Talbot ’81 Placed the Bermuda flag at the North Pole

Stacee Smith ’05 Was called to the bar in Bermuda Ziggy Stoneham ’07 And friends have again had a used sneakers drive to provide sneakers for the underprivileged T’Deana Spencer ’07 Has joined MJM Law’s Dispute Resolution team

Thomas Dunstan ’85 Appointed as Director General of Bermuda Civil Aviation Nick Pedro ’89 Promoted to Detective Superintendent in the Bermuda Police Service Daryl Fubler ’96 Appointed as COO at Ababcus Jamie Rego ’98 Joined Appleby Law firm

Caitlin Conyers ’07, Kaden Hopkins ’18, Conor White ’17, Nic Narraway ’20 Continue to be in great form in the cycling world both in Bermuda and internationally Alex Nanud ’08 Works for counsulting firm “Accenture” in San Francisco Richard Tucker ’08 General Manager of the Complex at the “Assemblage” New York Matthew Ross ’09 Assistant Principal trumpet with Calgary Philharmonic

Submit Your Nominations Today!

Saltus Alum of the Year Award The Alum of the Year Award is the highest honour bestowed upon alumni of Saltus Grammar School and recognises an alumnus/a who has distinguished themselves throughout their time at Saltus and beyond.

• Has made a significant contribution to his or her community, on a local, national, or international level.

• Has made an outstanding contribution to their professional field or has accomplished something else worthy of honouring.

• Demonstrated integrity in his/her personal life and gained the respect of those around them.

Nominations submitted via email to alumni@saltus.bm before 30th April 2020 will be considered. Please mark the “subject” of the email Alum of the Year and include a brief statement of support stating the reason for the nomination, nominees name and graduating class of.

The honour will be awarded at Saltus on Founders Day – Friday, 12th June 2020

Palee Womack ’09 Is a researcher in the Neurology department of Duke University

Matthew Hogan ’11 Called to the bar of England and Wales

Dante Leverock ’10 Captain of the Bermuda national football team has signed with Polish club Radomiak Jacari Brimmer-Landy ’10 called to the Bermuda bar Brittany deSilva ’10 Recognised by “Bermudian” magazine as one of Bermuda’s rising stars in the international business world

Jessica Lewis ’11 After terrific performances in the World Para Athletics in Dubai was highlighted in the international body’s magazine

For regular updates on Alumni Happenings, be sure to subscribe to our monthly newsletter The Knight’s News with an email to alumni@saltus.bm

SALTUS MAGAZINE SPRING 2020

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ALUMNI RE VIEW

Dr. Leonard Teye-Botchway

by R. Gil Tucker, FCPA, JP, Chairman, Board of Trustees, Saltus Grammar School Every so often one has the good fortune of encountering someone whose spirit truly moves us to be a better person. If we are lucky as I was, we can spend time with that person, even becoming their friend. Dr. Leonard Teye-Botchway was such a person. Over the course of several decades, our lives intersected on a host of platforms. He was a fellow Trustee who served in this capacity from 2009–2017. Despite his many responsibilities to his patients, Leonard viewed his commitment to the school as a priority, often dashing straight from surgery to our meetings where we benefited from his full attention and spot on insights.

Although he retired from the Board in 2017, he remained a steadfast champion of the school and was revered by his fellow Trustees, faculty alumni and students.

Leonard was also my doctor, a member of my extended family and most cherished of all, my friend. Leonard had a gift that is becoming rarer and rarer these days…the ability to genuinely listen.

He used to say that God gave us two ears and one mouth, and we should remember to use them proportionately. By listening as he did, he made everyone who crossed his path feel valued and as such, the impact he had on those he encountered was immense.

Leonard was a gentle, kind and considerate friend; a loving and devoted family man and a brilliant and beloved doctor. Being around Leonard made you want to be a better person, his ability to give himself seemed limitless. Leonard enriched our community and our lives. He was class, grace and elegance personified.

A real renaissance man and we will miss him terribly.

Jonte Smith ’12 Is with Cheltenham Town (English Football League 2) Ruggero Barlaba ’13 Was runner-up in Costa Coffees’ International Barista of the Year competition Andrew Wallace ’13 A member of the Royal Bermuda Regiment successfully completed a training course at Sandhurst (UK) Artists and siblings Nashon ’13 and Shanna Hollis ’14 Figured prominently in the Charman exhibition Marcus Smith ’14 Choreographed 2020 production of Bugsy Malone Kii Small ’14 Was featured in the New Zealand newspaper “Dominion Post” Kii has graduated from the University of Wellington

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Nathan Trott ’16 Is making a name for himself as goalkeeper for the England Youth team, and for Wimbledon (English Football League 1) Ruskin Cave ’16 Is now studying at the Veterinarian College of Bristol University Eva Frazzoni ’16 Has been a standout player for her university (College of St. Rose) soccer team Robin Horsfield ’17 Won the bronze medal in the Caribbean Mountain Bike championship Luke Stirling ’17 Has been starring for Adelphi University tennis team Johndell Cumberbatch ’17 Has been a lead runner for Morehouse College Cross country team

SALTUS MAGAZINE SPRING 2020 WWW.SALTUS.BM

Tim Hodgson ’80 in Upper Primary

Laura Hope ’18 Was voted to Atlantic Universities of Canada All-Star Field Hockey team Isabelle Dutranoit ’19 Set a new Bermuda record in the 3000m Ashley Irby ’19 Set a new Bermuda record in the 1000m Hanna Percy ’18 Was awarded the prestigious Joe Johnson scholarship from Bank of Bermuda Foundation

Andrew Whale ’05 Became a father to August Murphy Tse Minors ’07 Became a mother to Kwinn Andrew Spencer-Arscott ’09 Became a father to Grayson Robin

Condolences Ernst Benevides ’39 Miles Outerbridge ’51 Harry Lancaster ’52 Richard Dean Gibbons ’70

Wedding Bells

R. Guy Lightbourn ’78

Joanna Traxel ’03 Married Travis Silva

Tim Hodgson ’80

Kelsey Wotton (10) Married Ed Petty

Aaron Bleeker ’92

Simon Hodgson ’83

Next Generation

The Saltus community extends their condolences to the family and friends of Dr. Leonard Teye Botchway – Former Trustee and parent

Ashleigh Moffat ’03 and Max Fiedler ’02 Became parents to Oliver

Marcelle Clemons – Voice teacher in our Performing Arts Dept

Dominique Simons’04 Married Janelle

Tommy Edwards ’03 Became a father to Wilkes

Upcoming Alumni Events Saturday, 21st March 2020 Alumni Children’s Easter Egg Hunt Thursday, 26th March Alumni Reunion (NYC) Postponed Friday, 27th March Alumni Reunion (Boston) Postponed

Friday and Saturday, 12th and 13th June Alumni Weekend and Founder’s Day Friday, 19th June Stephenson Golf Tournament

ALUMNI RE VIEW

24th Annual Francis L. Stephenson Memorial Golf Tournament

Don’t miss the next Francis L. Stephenson Memorial Golf Tournament 19th June 2020

The 24th Annual FLSMGT was held at the Belmont Hills Golf Club on Friday, 10 May 2019. $37,033.32 was generated from the tournament, which will be used for the FLS Scholarship Fund. The Scholarship is named after former Deputy Headmaster, Francis L. Stephenson. Majority funding for the Scholarship is derived via sponsorship and team fees, which sustain the Scholarship. As in the past, the proceeds from the tournament will be used to award scholarships to students entering the Senior Department at Saltus. Awards are made to students based on need, although recipients must also be of sound academic standing, and are initially for one year only.

Subject to the continued good academic progress and need of the student, the Scholarship may be renewed for further

periods of one year as the recipient moves through the Secondary Department.

Special thanks to the Sponsors who provided financial support and prizes as well as planning committee members, Simon Tully ’89 and John Rego ’81, and a huge thank you to Belmont Hills Golf Club specifically, Bushara Bushara, Darron Swan, Dwayne Gibson and all the Groundsmen. And last but not least, Chris Garland ’92, Mike Sheehy and the staff at Divots for a delicious light lunch and Prize Giving Buffet. We could not have done this without all of you!

Please visit our Alumni page at www.saltus.bm to see the results and sponsors.

Saltus Alumni Make a Match.

Right now, every dollar you donate to the Alumni Scholarship Fund will be doubled.

It was the generosity of Saltus alumni that established the fund in 2018, and that spirit of giving back continues with this new challenge to fellow grads. Like you, the current students at Saltus are aspiring to do great things with their lives.

There are so many highly gifted young people who would benefit from the unique education and community that Saltus offers. This Fund can be the key that unlocks those bright futures.

That’s why your gift, no matter the size, will make a real difference in a child’s life. And now, with the Saltus Match challenge, every dollar will be doubled up to $200,000.

Make Your Match. saltus.bm/match

SALTUS MAGAZINE SPRING 2020

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ALUMNI SPOTLIGHT

What do anthropology, engineering, surfing and Burt’s Island all have in common?

Saltus Alum, John Paul (JP) Skinner.

JP has explored all these and more, in a life spent primarily as an ocean educator, culminating in the creation of an immersive environmental programme in Bermuda.

JP started at Saltus at the age of five when Mary Hopkins was Head of Cavendish and graduated in 1984 as Deputy Head Boy. Nigel Kermode was Head of School and Jon Beard, current Deputy Head, was his form advisor. “I have very fond memories of Saltus and made life-long friends there,” he says.

JP graduated at age 17 and began university at Dartmouth College in New Hampshire to study engineering. After two years however, he took a year out to shift gears: “I discovered that I could transfer my university credits to UC San Diego and realised – I can live by the ocean, I can be barefoot and it’s always sunny… so that was a no-brainer for me!

I moved to the West Coast and launched a new life chapter in California.”

It was not just a change of scene however, but also a 180-degree change in academic focus, from engineering to anthropology then to education. “I decided to follow the opposite of my parents’ advice. Both were teachers, and advised, ‘Whatever you do, don’t become a teacher!’ It was definitely tongue-incheek though; they loved their careers and were great role models.”

After postgraduate work in Education, JP taught for four years at the Bermuda

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SALTUS MAGAZINE SPRING 2020 WWW.SALTUS.BM

High School. This was a formative stage in life which cemented 2 future paths for JP; he met his future wife Amanda (nee Cox) and discovered a real passion for ocean education. The Bermuda Institute of Ocean Sciences (BIOS) had just started hosting “The JASON Project”, an interactive virtual expedition led by explorer and oceanographer Dr. Bob Ballard.

When JP took his students to BIOS for the annual “expedition” he found himself captivated by the ability of experiential education to inspire students. The seed was sown! Following an eye-opening visit to the Catalina Island Marine Institute (CIMI) in 2001, JP left BHS and with the blessing and support of his wife and family, JP launched Waterstart summer programmes, initially on Burt Island (Great Sound) and then on Paget Island (St. George’s).

“My goal was to fill a niche in Bermuda for hands-on ocean education.

I have always been fascinated by the sea and love all kinds of water sports. I saw a local need for a programme that would give students similar opportunities to explore Bermuda’s marine realm while also learning practical skills.”

In 2003, JP accepted the position of Education Officer at BIOS that allowed him to merge Waterstart with other education initiatives there, including the JASON Project. He spent 13 happy years at BIOS, eventually as the Director of Ocean Academy. During his time there, he was introduced to The Island School in Eleuthera, Bahamas, an innovative school that is paving the way in experiential learning. This led to JP’s decision to take Waterstart independent once again and

the programme was relaunched at Burt Island in 2017.

“At Waterstart, we teach ocean science as well as SCUBA through the Professional Association of Diving Instructors (PADI) – which the students love to do – but our broad focus is on sustainability.” For JP, this means immersing students in what it means to have a sustainable lifestyle and to have them help design an “off-grid campus” on Burt Island that will serve as a microcosm of a “sustainable Bermuda.”

Waterstart projects on Burt Island include an organic garden to tackle the issue of food security, the restoration of seagrass meadows to provide habitat for juvenile fish, the restoration of native shellfish populations and the planting of native and endemic trees.

JP’s vision aligns closely with that of the Saltus Vision: Inspiring students to lead us to a more just, fair and sustainable world. “Saltus is leading the way towards this goal in the classroom, and I am excited to be reconnecting with the school and to provide outdoor curriculum to Bermuda’s students. The social and environmental challenges facing our community will only be solved through critical-thinking and a multi-disciplinary approach: when we ask students to be a part of the solution, and when we trust them to solve real-world problems, motivation skyrockets and they just come alive! I feel very fortunate to have had a great education as a teenager at Saltus and am honoured now to provide experiential education opportunities for the next generation of Saltus students.” l

Photograph: Ben Von Wong

Riding the Wave

LE ADERSHIP TE AM

Vision and Instinct Deryn Lavell Head of School

Jon Beard Deputy Head

Nicole Chichon Deputy Head, Student Life

Jeanne Bean Director of Lower Primary

Shelly Sayers Director of Upper Primary

Diverse Networks Ann Paynter Director of Middle School

Curiosity and Creativity James Anthony Director of Senior School

Christianna Dakin Director of Curriculum

Denise McAdoo Director of Advancement

Taking Risks Amanda Skinner Director of Enrolment Management

Crystal Edwards Director of People & Culture

Paull Davis Director of Finance and Operations

SALTUS MAGAZINE SPRING 2020

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TE ACHER PROFILE

Reflection and Gratitude

S

helly Sayers has held many roles at Saltus since the first day she graced the halls of Cavendish in 1998.

A primary teacher for more than 12 years, Deputy Head of Upper Primary, Director of both Lower and Upper Primary, and perhaps most importantly, the proud mom of two Saltus graduates; ‘Ms. Sayers’ as she is affectionally known by so many, will be missed by both staff and students.

We asked Shelly what some of the highlights of her Saltus career have been and were not surprised that that her focus was on the students and teachers she has worked with over the years. “Joining Saltus in 1998 was the best decision that I made. I have thoroughly enjoyed my work at Saltus, it’s such a great school,”

she said. “The top of my highlight list has to be when students come back to see me and remember being in my class!”

A favourite memory for Shelly was hard to find (as there are so many) but enrolling both of her boys at Saltus – Ben (class of 2013) and Jamie (class of 2016) – and watching them graduate from SGY as confident young adults certainly brings top honours. “The little things that happen around campus every day and interactions with students throughout the school mean more than all of my personal accomplishments combined”.

As for the future, Ms. Sayers plans to spend time with her husband Peter and is looking forward to the freedom to be with family and friends whenever possible,

whether it is going out on the boat in the middle of the week or preparing a nice meal, the plan is to enjoy life to its fullest.

Shelly enjoys traveling, reading, and swimming so there certainly won’t be a dull moment!

Shelly Sayers has seen many changes at Saltus over the years and is confident that the school continues to grow in the right direction. “We have amazing teachers at Saltus, and I know the Primary Department teachers will continue to embrace their love of teaching. If we continue to work towards the goals outlined in our strategic plan, Saltus will continue to be a leader in education not only in Bermuda, but among independent schools everywhere.” l

Q: How do you want your students to remember you?

A: I want to be remembered as a kind, happy, fair and understanding teacher

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SALTUS MAGAZINE SPRING 2020 WWW.SALTUS.BM

An Ocean of Opportunity.

Learning is an adventure. Finding our voices and the courage to use them is part of it. Instilling confidence by pushing boundaries, opening doors to new opportunities, trying things, exploring the world, taking the lead – that’s an underlying concept at Saltus that will strengthen students’ independence and belief in themselves. Self-confidence is the engine that will drive future success.

Discover the Saltus Difference. www.saltus.bm