Shore Country Day School Bulletin - Fall 2023

The Joy of an Interim

By Amy Vorenberg

I have been struck by the aspirations of the faculty, working to balance both academic rigor and joyful, engaging learning.

The flags have been raised and the school year at Shore has been successfully launched. Lower School students skip into classrooms, just as Upper School students connect with friends by lockers as they move toward their advisory meetings. It’s an ordinary morning at Shore, filled with warm greetings, smiling faces, and a palpable sense of enthusiasm and joy.

I have the unique opportunity to get to know Shore this academic year as Interim Head of School. It’s a rare chance to pull back the curtain and see and understand the inner workings of an exceptional school. Sitting in the Head’s office, I can feel the power of Shore’s capable leaders who have come before

me. Contributions from Clair Ward, Larry Griffin, Brian Walsh, and others are many, and they can be found throughout the school in its spaces, programs, and in the faculty and staff they hired. Shore’s impressive faculty and staff — some long-tenured and others newer, like me — are all committed to creating the best program possible for every Shore student.

Throughout the summer, as I met with employees, themes emerged from their stories. A deep love for Shore, pride in the hard work done by students, and the impressive growth made by children over their years attending this wonderful school. I have been struck by the aspirations of the faculty, working to balance both academic

These values — kindness, truth, dependability, openness, and respect — combine as we strive, every day, to be our best. This year, we continue to use the Community Code to guide our interactions and ground our work.

rigor and joyful, engaging learning. Sitting with administrators and board members, I have felt incredibly lucky to join in the daily work of building community and strengthening relationships that lead to risk-taking and academic achievement.

At the school’s annual Flag Raising, I shared my hopes for our year together. “Strength in Community” connects us through the Community Code, in every interaction, and within all constituencies. These values — kindness, truth, dependability, openness, and respect — combine as we strive, every day, to be our best. This year, we continue to use the Community Code to guide our interactions and ground our work. It’s an honor to be part of a community with such clear values and a dedication to community.

A year will fly by — but there’s lots of work to be done! As I discover more Shore stories and strengthen connections with students, employees, trustees, parents and caregivers, alumni, and others who share a passion for Shore, we have great opportunities to celebrate what makes Shore special and unique. For me, it starts with gratitude for the children, their joyful optimism, and their desire to connect, while they work to get smarter, every day. This gratitude expands to the adults in the community who love these

children and work in partnership in a myriad of ways, and it grows larger as alumni, friends, and others touched by the Shore community share pride and joy in all we do.

I look forward to continued joyful learning at Shore in the months ahead. It’s an honor to be a member of this community for the 2023-2024 academic year.

Twenty Years of LIVING

Shore’s Community Code

Attend a class or division morning meeting, pause to listen to a lesson in progress, or simply walk down a hallway, and you will know that the Community Code is integrated in every facet of a Shore education. Each component of the Community Code unites the Shore community with a shared vision of respect and responsibility to ourselves and to each other. It has influenced generations of Shore students, along with faculty, staff, and families, to be the best version of themselves both at school, and in all moments of daily life.

This year, Shore celebrates twenty years of the Community Code. Within the pages that follow, we share examples of how this important community agreement is a centerpiece in Shore’s identity, shaping students’ current school experience, and helping them build and practice values they can continue to live throughout their lives.

COMMUNITY CODE

Be Kind

I will be caring and thoughtful of others in my words and actions.

Be True

I will be honest and trustworthy, and I will own my mistakes.

Be Respectful

I will take care of myself and be considerate of others.

Be Open

I will be open to change, differences, new ideas, experiences, and people.

Be Dependable

I will be responsible and accountable to my community and myself.

Be My Best

I will strive to be curious, courageous, and cooperative.

Icons designed by Betsey Holland

How Grade 4 Took Oral Storytelling to New Heights

In the Janet and William Ellery James Center at the Cape Ann Museum, an eight-minute show featuring a “babble” of languages overlapping into the sounds of crashing waves was played on a loop, programmed to lasers to visualize the web of connectivity between stories.

Not Your Average

Folktale

The tradition of folktales and oral storytelling is centuries old, and while not as long, learning about them in school has been going on for quite some time. This year, fourth grade teachers James Hubbard and Stacy Tell partnered with World Language Teacher Omar Machado and Shore parent Stephanie Benenson to give the lesson a well-deserved revamp for the twenty-first century.

The shining star of the unit was a project where students interviewed an adult in their lives to learn about a story, lesson, or experience that they have carried with them. Students then took steps to retell the story to their classmates and in a recorded audio piece, helping them understand oral storytelling and putting aspects of the Community Code into practice.

With a long list of guiding questions from StoryCorps, a non-profit organization whose mission is to “preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world,” Hubbard and Tell worked with their students to pick questions to ask their chosen adult outside of school.

“They collected a really wide range of stories, from funny family memories to family traditions, and family heritage,” said Hubbard. “To emphasize that oral stories are passed down, we guided them towards retelling it.”

This is where Machado came in, said Hubbard. With a background in the performing arts, and a passion for the unit’s material, Machado individually mentored students to use expression and enthusiasm when retelling their stories.

“Because these are stories about their families, they are going to be connecting and honoring them and are going to be impacted by what they’ve been through. For me, that is the passion,” said Machado. “The better they can tell the story, the better the audience will connect with it and be transported into their own family and their own curiosity about their family.”

When Hubbard and Tell emailed parents and caregivers to explain the project and how it included their partnership, parent Stephanie Benenson reached back out to tell them about a project she was leading with her artist collective, Harbor Voices. 100 Voices, Our Collective Story is an immersive public artwork of light and sound created with community voices and their stories of ancestral and recent local immigration, migration, and origin stories specific to Cape Ann.

Benenson, who is the Artistic Director & Founder of Harbor Voices, said that upon receiving the email from Hubbard and Tell she was thrilled to learn that Grade 4 was exploring a storytelling unit, particularly related to interviewing elders. “Harbor Voices believes that intergenerational storytelling can have incredible benefits on young minds,” she said. “Students gain confidence, increased empathy, and are proven to be more engaged in social activism and community engagement when they feel part of the larger narrative of local history, even just family history.”

The installation and its proximity to Shore, in both location and relation with Benenson’s son in the fourth grade, offered itself as a perfect opportunity for a field

trip. Hubbard and Tell spoke enthusiastically about, and with an appreciation for, place-based trips that tie into curriculum and partnerships with families and special subject teachers, pointing to the value and importance of ties that are authentic and strong.

“We both always want to make sure that if we’re doing something, we’re doing it with intention, not because we want to check off a box,” said Tell. “We want to make sure that we are committed to something that’s really going to grow.”

In addition to being “super fun,” a fourth grade student said that collecting and retelling a story she had a direct connection to helped her better understand what she was learning. She explained that in the library she and her classmates would see books prefaced with the fact that they had been retold. “Once we started actually doing oral stories it was a lot easier to understand some of the things they [books] would mean when they say they’re passed down.”

The connection that this student made is the higher-level thinking that Hubbard and Tell say comes from students doing something that applies to them and that they care about. “We talk about thematic ideas in the context of literacy, but also thematic ideas that come from any experience,” said Tell.

“A lot of people will say ‘Oh, oral storytelling, isn’t that just telling a story with your mouth?’ and it’s a lot more than that,” said the student. “It’s expressing in different ways, using different tones to be happy or be silly. You can really express yourself I think a lot better when you’re telling oral stories because you get to move around and be creative almost like a picture book.”

On the trip to Cape Ann, Benenson spoke to students about how through hearing the stories of others, you not only get a better understanding and appreciation for them but for yourself, too. The student reflected this sentiment, saying that she grew closer to her classmates as they continued to share stories and lessons passed down to them, outside of the ones they had initially collected for class. With vulnerability comes empathy, both of which are intrinsically linked to the lesson, as well as the Community Code.

The most prominent theme that Hubbard saw in the lesson is being open, due to students’ increased mutual understanding. His hope is that as his team continues to tweak the lesson, it can reinforce the social-emotional learning skills of social-awareness, self-awareness, and community engagement.

From the beginning of the lesson, Tell said that dependability and ‘being accountable to one’s community and oneself’ was vital. She and Hubbard discussed with their students that in order to share a story in a way that made them feel proud, the space had to be safe.

“A lot of people will say ‘Oh, oral storytelling, isn’t that just telling a story with your mouth?’ and it’s a lot more than that,”

... “It’s expressing in different ways, using different tones to be happy or be silly. You can really express yourself I think a lot better when you’re telling oral stories because you get to move around and be creative almost like a picture book.”

—Grade 4 Student

“They had to make sure it was understood that everyone is going up in front of each other and sharing what can be a really vulnerable story, what can be a really funny story, that there’s some sort of emotion that they are trying to elicit from their stories, and we really have to be careful as members of the audience with that,” said Tell. “It takes a lot of bravery to speak in front of people, even if it’s folks you’ve known for so many years.”

Machado echoed the importance and power of vulnerability and the critical life skills that it teaches kids in and out of the classroom. For him, ‘Be True’ is the Community Code facet that stands out.

“You have to feel it,” said Machado. “In order to feel it, you have to have it in you.” While it’s not easy to do, Machado said that in order for a story to evoke emotion and provide a strong message, it has to reveal a bit about the storyteller. By doing so and sharing a story with the community, one can learn from the same community that they are sharing with.

“It will make you more vulnerable, but it will make you more reassured of who you are,” said Machado.

While the personal investment in the stories students told helped them to gain a better understanding of the curriculum, they also helped them learn more about their identities and values; lessons that will follow them far beyond the fourth grade and into their lives as citizens of the world.

Students exploring at the Cape Ann Museum

Brooksby Buddies:

Grade 1 Builds Meaningful Community Connections Through Intergenerational Learning

Thursday is an extra special day for first grade students at Shore Country Day School, and for a handful of residents of Brooksby Village, too.

Every week, seven residents from the senior living community in Peabody come to campus for a program coined “Brooksby Buddies” by first grade teachers Emily Glore and Kelsey Mercier. Students and residents partake in a wide range of activities including STEM-building challenges and art projects, each of which share a common goal — creating and nurturing a unique community connection with lasting impacts for all involved.

“We know the benefits of intergenerational learning and building relationships with people who might not be in their life if it weren’t for programs like Brooksby Buddies,” says Glore.

Data suggests that intergenerational programming such as service learning “improves academic performance and various dimensions of health” while strengthening compassion. The research from Generations United also says that benefits go beyond those directly involved, reaching “administrators and staff members of these programs, family members of program participants, and other community residents.”

In addition to reaping the benefits shown in the data, Brooksby Buddies is living out essential aspects of the Shore Community Code. Whether it’s students being open to making new connections with people who would not be in their orbit otherwise, or teachers having the freedom to initiate programs because they work and have meaning, the values of Shore serve as a compass.

“We know the benefits of intergenerational learning and building relationships with people who might not be in their life if it weren’t for programs like Brooksby Buddies,” says Glore.

“What I love about Shore is that we’re really seen as experts in our field,” says Mercier. “We’re trusted to bring in ideas like this and are met with positivity, and the support to make it possible.”

Despite it being Mercier’s first and Glore’s second year teaching at Shore, they began Brooksby Buddies in February and plan to continue the program in the future due to the impacts they are seeing as well as the universal positive reception. Glore’s great-aunt lived at Brooksby Village and says that on a personal level, the program is a way of honoring her. “We also know that there are so many people living in Brooksby Village who don’t get to have young kids in their lives,” Glore adds. “Every Brooksby Buddy comes in and scoops up the first graders like part of their own.”

Jean Hancock is one of the Brooksby Village residents for whom this program has had a special impact. Despite having grandchildren in her life, she says that her favorite part about the program is getting back to spending time with children in an educational setting.

For 37 years Hancock worked in private schools in California, Maryland, Virginia, and Washington, D.C. as a school counselor, religion, and physical education teacher, and sports coach.

“It has been a wonderful experience working with the first graders,” says Hancock. “I look forward to Thursdays. It has been fun, energizing, interesting, and rewarding. I hope to be part of this program next school year.”

The list of programming and activities that Brooksby Village offers its residents is robust, but Resident Life Manager Melissa Luke says that Glore and Mercier “captured something that wasn’t already there.” Luke echoed the benefits of intergenerational programming, and the mutually rewarding nature of Brooksby Buddies.

First grade student Aidan B. says that Brooksby Buddies makes him feel “happy and excited” and starts looking forward to their visit “about two days before.”

As Aidan B. and the Brooksby Buddies work on projects and play, they exchange stories about their

lives. He noted that all of the Brooksby Buddies have different interests and things that make them special, just like him and his classmates.

Aidan B. says that he will miss Brooksby Buddies next year, but offered a few words of wisdom to incoming first graders. “You’re gonna have some Brooksby Buddies and they’re gonna be nice to you. You will have fun with them and do different kinds of stuff. You will like them.”

Glore and Mercier say that they are excited for Brooksby Buddies in the fall. “We can’t wait to hit the ground running and see how these relationships flourish.”

Creativity & Innovation:

A Year In Review

An open and curious mindset is central to a Shore education, and who we are as a community. The landscape of technology is ever-changing and constantly evolving, so naturally, Shore is too.

From the iLab to coding classes, there are countless opportunities and resources across all grade levels for students to learn new skills and how to use tools that exist in the world of innovation they live in. Innovation Specialist Jill Codding and former Head of Lower School Sara Knox saw space for more creativity and innovation in the Lower School, outside of coding classes. Together they brainstormed how faculty could incorporate innovation tools at Shore into their curriculum to enhance what their students were already learning.

The result was ‘Tools to Inspire: Creativity & Innovation,’ a book made by Codding following a framework she learned in a class called Master Making in the Classroom that she took at MIT in the fall of 2021. “The framework is for teachers to think about how to really thoughtfully incorporate a tool into a project,” Codding said. “Let’s not use a laser cutter just to use a laser cutter so we can check the box, let’s use it because it makes sense.”

ideas, fleshed them out, and filled out a form made by Codding explaining their plans for new projects utilizing Shore’s variety of tools.

The student projects spanned digital fabrication, coding, robotics, and hands-on creation, and in the spring, Knox and Codding organized an Innovation Showcase for teachers to present the projects that were inspired by Codding’s book. Teachers shared their experiences of what it was like to work through the project and learn to use the tools that their project included. Afterward, a number of teachers who hadn’t done a project reached out to Codding to see if they could involve the tools in student projects before the school year was up.

“It just shows that teachers learn from teachers,” said Knox. “When you create an environment that promotes and celebrates teachers coming up with really cool ideas and living them, it really does encourage other teachers to try something that they haven’t dipped their toes into before.”

The 28-page book lists all of the tools on campus, where they are located, a short description of what they are and how they work, what might be needed to use them in terms of software or training, and sample projects full of pictures. The book makes its mission clear, saying it hopes to spark teachers’ own ideas to go along with their existing curriculum.

Codding and Knox introduced the book at a professional development day at the beginning of the 2022-2023 school year. Teachers brainstormed

“One of the best things about this year is that it’s just broadening the scope of tools and skills that teachers can use to help kids learn, and to help them express their ideas,” said Codding. She fully expects that even more collaboration will take place each year, adding that she feels it’s taken on a life of its own.

‘Tools to Inspire: Creativity & Innovation,’ is an example of how hard Shore faculty work to intentionally stay up-to-date and current, contextualizing and making things that have existed in the curriculum more applicable and relational to the world students are growing up in. By introducing technology and innovation early, students are building a foundation for future applications and skills in the Upper School and beyond.

Creativity and innovation are weaved throughout the Shore curriculum.

These are just a few examples of how our students apply their newly learned skills.

Digital Fabrication Makes Its Way into the Grade 4

Oral Storytelling Project

After the Grade 4 team saw other projects at the Innovation Showcase, they immediately thought about ways to incorporate technology into their Oral Storytelling Unit (see article on page 6). After students recorded their stories on an iPad, Grade 4 teacher Stacy Tell created a QR code for each recording. A student drew an outline of a leaf which Codding then used to digitally assemble the leaves with each student’s QR code and name. The leaves were then cut on the laser cutter so families and caregivers could easily access the recorded stories.

Grade 3: Odysseus’ Journey, Enlightened

The Grade 3 Olympic Festival is a long-held Shore tradition celebrating the end of the students’ year-long study of ancient civilizations. This year, students also presented interactive maps of The Odyssey. Inspired by Codding’s book, they made 12 panels using cardboard and other supplies from the MakerSpace cart, each representing a phase of Odysessus’ journey. Students also learned how to draw objects in 3D using an online program, and each group designed an object to be printed on Shore’s 3D printer to include on their map. Since third grade science class includes lessons on electricity, it was only natural to incorporate a parallel circuit to light up the panels with LED lights. Students had to sketch out their circuit, determine where each LED light would be placed, and then connect wires to make the circuit. To complete the circuit, students built mini-Odysseus figures to act as the “switch” for each location. They put conductive tape on the bottom of the figurines; when Odysseus landed on a determined spot (marked with conductive tape), all the LED lights would turn on, as he was the switch of the circuit!

Grade 5

American Heroes

The American Heroes project is a fifth grade favorite. Students learn about women in American history who are less well-known — you might call them unsung heroes. From scientists to Supreme Court justices, and athletes to actors, all of the women the students study have made significant contributions to their fields, as well as the world we live in. At the end of the unit, families and friends gather to learn about the heroes, first hearing students from each fifth grade class read a ‘Tweet’ that they wrote in the style of the American Hero they focused on. Students then return to their classrooms and are paired up with a classmate to present a script that they wrote that highlights the research questions about their heroes — an obstacle they overcame, major accomplishments, etc.

This year, they added a technological aspect to the project using a small circuit board called a touch board, which uses the concept of capacitive touch to make a recorded sound play. Each class designed a mural incorporating the touch board, a battery pack and a small speaker that represented the connection between their chosen American Heroes.

The visualizations were all very different! For example, David Lund’s fifth grade class designed a decorative timeline using sketches that each student drew of their hero on their iPads. The sketches were printed onto cardstock and attached to the timeline using metal paper fasteners that were wired to one of twelve ports on the touch board to create a conductive button. When each button was touched, the quote from that particular hero would play.

Lund said that hearing the student’s voices reading the quotes coming out of the speakers was powerful. “We weren’t just doing it for technology’s sake. In the end, it really added to the whole,” he said. “It’s a very powerful thing to study these women, and it added to the seriousness of the whole thing.”

Electric (Sound) Orchestra in Grade 2

“The Electric Orchestra is a cross-curricular project completed by students in the second grade. They begin by studying the families and instruments of the symphony orchestra in music classes, using Benjamin Britten’s “A Young Person’s Guide to the Orchestra.” Then they each choose an instrument to feature in the final project. Students drew a picture of their instrument on their iPads using the app Sketches School. Using our new Roland Pianos the students are able to play, and record, a short clip of their instrument’s sound. These recordings were downloaded to a Bare Conductive Touch Board.

Each homeroom worked together to design the layout of their Electric Orchestra, separated into their families. That design was printed as a five-foot-long poster on Shore’s large format printer. Using wires, the students connect a metal fastener located next to their instrument to the appropriate section of the touch board containing their instrument’s sound. The touch board is then connected to a small external speaker. The students in the Lower School loved pressing the metal fastener buttons to hear the sounds of the instruments of the orchestra!”

— Alexandra Asacker, Lower School Music Teacher

Block City in Grade 1

“Block City is the culmination of our Beverly, Boston, and Beyond social studies unit. In our unit, the students study and visit Beverly, Salem, and Boston to learn about community helpers, port cities, and civics. To demonstrate their learning, we then invite them to build their own city, considering its layout with a civil engineering lens. Students also determine what community helpers will benefit the city, and what the rules of the city will need to be in order for things to run smoothly. The children are paired up and, in conjunction with our math study of flat and solid shapes, draft and then build their buildings.

Jill also used the laser cutter to create blank cardboard people templates, which the children decorated to represent the community helper/ worker that corresponded with the building they built.

This year Jill busted out BeeBots, programmable robots that the kids used as cars for their person to travel through the city. She also helped the kids consider the design of the city, as they had to code the BeeBots to get from place to place and had to consider how wide to make the roads based on the width of the BeeBot and if traffic would flow in one direction or two. We also brought BeeBots into their math curriculum when learning about measurement. They created their own “BeeBot rulers” based on their observation of how far a BeeBot traveled each time the forward button was pressed.

It was (and will be again this year) a pretty epic convergence of cross-curricular magic!”

—Emily Glore, First Grade Teacher

Grade 7

Independent Study Leads to School-Wide Obsession

There is a new game outside. It’s called Gaga Ball, and thanks to Grade 7 students Ella F., Sasha F., and Clara S., it has quickly become a favorite at Shore amongst all grade levels.

The idea to build a Gaga pit came about last year during the annual sixth grade trip to Camp Hulbert. “Everyone loved playing it,” says Sasha. “And we were like ‘we could create this for sure.’” And for sure they did. After meeting with Cam McNall, Upper School Innovation Specialist and Math Teacher, Ella, Sasha, and Clara went to the drawing board to build Shore a Gaga pit as an independent study.

“I think the kids get really into the concept and the idea when they first arrive,” said McNall. “That’s the piece that really gets them motivated and gets me motivated. Then it’s the moment when they start to realize how much effort and time is involved with really putting it together.”

“I learned that it takes more time to make than just a few sessions,” said Ella. “There are a lot of parts to it and it takes a lot of preparation because you don’t want to make a mistake.”

In addition to the moving and cutting of material, the students had to make contact with important stakeholders across campus to ensure that the Gaga Ball pit would benefit the whole Shore community. If you step outside during any recess, the joy that the pit provides is clear.

“It’s really cool seeing people play with it because we built it and worked on it,” said Clara.

“A lot of people are enjoying it.”

McNall said that he is excited for something thought out and made by students to be so visible, and so well-loved. “My hope is that it inspires other kids to think ‘Maybe I can make a change like this and do something really meaningful for the community that I’m in — either here or elsewhere.”

Grade 6

House

Project:

Architecture with Empathy Across Disciplines

While the House Project is technically a math project, over the years the walls have been broken down to result in a more integrated experience. As an Upper School math teacher, Katie Sullivan has expanded the project to incorporate more subject areas.

In this project, students become architects as they choose a specific location in one of the countries they have studied in History (Sudan, Kush, Kenya, Egypt, China) to design and build a house. Using empathy as a lens, they will identify unmet needs of a family and design a home that will improve the quality of life for the family, and incorporate sustainability with consideration for its impact on the local and global community.

Using their geometry knowledge, each student creates a 2-dimensional floor plan of the first floor of a house with at least five rooms including a kitchen, full bathroom, dining area, common room, and one bedroom. Using graph paper and the traditional architecture scale, students have constraints on square footage and logistical considerations such as appropriate roofing for the climate their house is in.

After the 2-dimensional drawing, each student becomes a builder as they measure, cut, and build a 3-dimensional model of the first floor of the house, including a roof. They also calculate the cost of the interior flooring and walls based on provided material costs.

Students write a short essay from prompts spanning from “what makes a house a home,” to “describe the sustainable design features of the home.”

Integrating technology with CoSpaces, students import their floor plan into the app on their iPad and build their house in a virtual/augmented reality world. The 3-dimensional version of the home in the program allows for virtual interaction with others. Students are also able to write or narrate a virtual tour of their house in CoSpaces in the language they are studying at Shore.

—Summary courtesy of Katie Sullivan, Upper School Math Teacher

Honoring Clair Ward, Shore’s Seventh Head of School

2017-2023

By Gwen Sneeden

Developing people — and institutions — for the future, whether they are four years old, 14 years old, or 64 years old, means listening deeply and then saying, “Try this.” For Clair Ward, Shore Country Day School’s seventh Head of School, this came easily. She often attributed the foundation of this skill to her own early childhood education in which the connection between people was what mattered. This idea of strengthening relationships laid the groundwork for Ward’s career and propelled her from the classroom as a Latin teacher to other challenges such as Associate Head of School at Phillips Brooks School in California, on to Head of School at Valley School of Ligonier in Pennsylvania, and finally to Shore Country Day School in 2017. Along the way, Ward developed a multi-dimensional way of defining and pursuing institutional goals, her strategies mined not only from the personal narratives that naturally evolve when people gather in one place to do the work of education, but also from the systems needed to ensure that those experiences are grounded in organizational and programmatic excellence.

When Ward assumed leadership of Shore, she recognized the school as one with good forward momentum and a high-functioning community, but one that was facing the primary concern of every independent day school: a changing 21st century academic landscape. Jennifer Borggaard ’84, former parent and President of the Board during Ward’s first year noted, “At Valley School of Ligonier, Clair had also taken over as head of school from a retiring long-term head who was beloved by the community. When we met the families and faculty at Valley, they were so effusive in their praise of Clair and her approach to the transition of leadership in a school where transition was rare. We knew that her emotional intelligence and cultural competency would serve Shore well as we made a similar transition.” Ward spent her first year at Shore talking and listening to all constituents, observing patterns, and noting challenges. She often referred

to this time as the “honeymoon period,” which meant changes were coming, but not until she had done her due diligence and fully understood the extent of the institution’s needs.

Change in any institution is hard, but the Shore community was perched and ready for a full dive into the 21st century. The Board had created a strategic framework to address specific needs that would guide this change. It takes courage to work with so many people in order to define the right direction a school should take to ensure excellence for years to come, and, in apprenticeship with the Board, Ward began with structural organizational changes. These changes would allow people to do their jobs more effectively, and, in turn, would allow Ward and the Board to focus on refining the institution so it would be poised for growth and cultural fluency while at the same time remaining true to its established values and traditions.

Ward’s second year at Shore was largely given over to the AISNE accreditation process, a schoolwide deep-dive into every aspect of the institution. From this institutional exploration, Ward was able to develop a deeper appreciation of the school’s strengths, as well as areas that needed attention. In addition to the AISNE directives to address curricular potholes such as a health curriculum and coding

When Ward assumed leadership of Shore, she recognized the school as one with good forward momentum and a high-functioning community, but one that was facing the primary concern of every independent day school: a changing 21st century academic landscape.

classes, Ward knew she had to look carefully at the school’s programs and keep her eyes on Shore’s longterm financial health. As Ward often noted, “We have to stay true to our core mission.”

Yet behind that statement were all the gears churning to make sure the institution was embracing best practices for sustainability. What cannot be emphasized enough is the collective work of Ward and the Board of Trustees, their commitment to ensuring a steady flow of financial aid, to improving faculty and staff salaries, and to keeping tuition increases within a manageable range for families, even as the need to adjust to fiscal realities loomed. In partnership with the Board, Ward worked to create a culture that was inclusive and broadened the scope of the school, opening the door to fairness and equity in a way the institution had never seen before. “Throughout her headship, Clair remained dedicated to her guiding vision for a more equitable, diverse, and inclusive

What cannot be emphasized enough is the collective work of Ward and the Board of Trustees, their commitment to ensuring a steady flow of financial aid, to improving faculty and staff salaries, and to keeping tuition increases within a manageable range for families, even as the need to adjust to fiscal realities loomed.

Shore community,” shared former parents Jodi and Ivan Hernandez. But nothing can derail progress as much as a global pandemic can.

In the spring of 2020, when the world was alerted to a rapidly spreading, highly contagious virus that quickly was declared a pandemic, Ward, along with the Administrative Team and the Board of Trustees, tapped into reserves of energy and creativity that encouraged everyone, including Ward. These circumstances posed a test of leadership, and it was during this period that it became crystal clear that Ward had the skill set to rally everyone together and remain positive in the face of a once-in-a-hundred-year crisis.

Over the course of the next year, the Shore community pulled together in a way that made sense, given the pool of creative and dedicated people affiliated with the school. Parents cheered teachers on, teachers cheered students on, and there was, as Ward pointed out, “no loss of learning at Shore.” But the efforts of those people behind the scenes was nothing short of superhuman. To refer to Ward’s leadership that year as “effective” would be to trivialize everything that she did to keep the school safe, open, and running smoothly. As current parent and past Covid Task Force member Phil Vaccaro put it, “It’s easy to want to put Covid in the rearview mirror, but we will always feel gratitude for how Clair navigated the pandemic for our children and Shore’s staff with incredible diligence and care.” Yet, in spite of what was most certainly an exhausting time in Ward’s tenure at Shore, she was determined to get on with the work she knew needed to be done.

Pressing the reset button on a school is critical to its growth. This type of institutional introspection

Clair Ward and David Lund

Rayna Lesser Hannaway, Clair Ward, and Elizabeth Skates

requires a deep well of organizational ability, a time commitment to comb through all the amassed information, and a detail-oriented approach to present it back to the community in a cohesive manner. Visioning Day 2020, which occurred just before the pandemic struck, gave Ward the specifics she and the Board of Trustees needed to develop “Our Future in Focus,” the five-year strategic plan that centered on innovation, equity, inclusion, and financial sustainability. From the community feedback, Ward enacted a number of initiatives that would promote Shore’s best version of itself by 2025. Ward would be the first to acknowledge her gratitude to those who worked with her on this project, but it was Ward’s knack for analyzing the internal weaknesses and strengths of the institution, as well as the direction in which to go, that resulted in a finely honed document.

Ward has impressive analytical abilities. With deep respect and admiration, one faculty member describes Ward as a “data wonk,” noting that she “uses the evidence and statistics to make actionable change, while keeping the focus on a quality education for all.” And Ward did spend hours doing research, sifting through information to tease out the relevant particulars. She knew how to wield statistics and facts in the service of less abstract, undeniably human endeavors, keeping data at her disposal to inform institutional change. Ward understood that change, at both the professional and personal level, meant making the Shore experience truly inclusive. She is a creative, strategic thinker who can marshal facts to express just how the institution could improve, all the while keeping the narrative of a student-centered philosophy as the cornerstone of Shore.

Running a school means focusing on the greater good, and it is an impossible task to do alone. The job is demanding and complicated, and the Head of School needs to use both heart and head to develop the social trust that undergirds joyful academic challenges for all. Part of that trust means establishing sterling working relationships with the Administrative Team, in particular, with the person in charge of day-to-day finances and operations. Ann-Marie Flynn, Shore’s Chief Financial and Operating Officer, recalls Ward’s comment when she accepted the Head of School job offer from the Board in 2017: “You and I are going to be hip-to-hip.” Flynn quickly learned that Ward meant a genuine partnership, one that reflected the Be My Best clause of the Community Code with, as Flynn notes, “its mutual trust, goodwill, accountability, and thoughtfulness.” Flynn appreciates that Ward “led by example,”

and that she had “a holistic approach to coaching and mentoring…Yes, it was about balancing the budget, innovation, and exceeding expectations, but it was also about making sure I felt supported as an Admin Team member, a working mom, and a Shore parent.”

Former Shore teacher, coach, administrator, and parent, Walter Morris, worked closely with Ward her first year at Shore when he took on the role of Interim Upper School Division Head during an important transitional period for the school. He admired that Ward always approached “challenges with enthusiasm and savvy,” and found her to be “an exceptional listener with insightful questions…she was patient and thorough in her explanations.” Morris “appreciated her high expectations, candor, and unqualified support,” and he is “grateful for Clair’s service and exceptional dedication to the school during what has

been arguably the most challenging several years in its history.”

Oliver Hay, the current Head of Upper School, expresses his gratitude for Ward’s mentorship by remarking on the ease he felt as Ward took him under her wing and encouraged his creation of a framework for the division: “She empowered me to make decisions, and her confidence in my ability to be a leader means a lot to me. It is with this in mind that I strive to instill in students and faculty the confidence that they can try new things, overcome challenges, and be their best.”

Current eighth grader Izzy R. ’25 expresses a similar sentiment: “Ms. Ward was one of the most helpful and kind people I have ever met. When I wanted to pursue my independent study regarding a turf field at Shore, she was so excited and supportive throughout the whole process. I’m so glad I had a chance to work with her on my project.”

Ward’s democratic way of working with faculty and staff meant that even if her door was closed, it was open. She was a good listener, and she enjoyed dissecting whatever was on one’s mind, even if it entailed a bit of intellectual sparring and constructive disagreement. Part of Ward’s natural practice in one-on-one meetings with faculty and staff was being aware not only of what was being discussed, but also of emotions that sometimes unfold in the course of a conversation. Less experienced faculty in particular benefited from Ward’s support, where she embraced a coaching style of leadership to help them hold their ground in the face of challenges, and remain purposeful as they developed classroom practices that guaranteed respect as a common Shore value. As Kindergarten teacher Alex Rosati remarked, “Clair provided support to young faculty members in their professional

Clair Ward celebrating Walter Morris’ retirement in Spring 2019

development by promoting the pursuit of advanced degrees or certifications, offering guidance on classroom strategies, and assisting with the resolution of challenging situations. She consistently demonstrated a willingness to actively listen, provide diverse perspectives, and collaboratively engage in problem-solving.”

A self-described introvert, Ward never felt the need to be the center of attention, yet she had the energy, intelligence, zest, and humor to keep the full attention of a large audience when needed. She trusted people to do their jobs, because she understood that the bedrock of the Shore educational experience is a commitment to excellence, and that starts with dedicated personnel. She appreciated that this commitment is part of the institution’s memory, and it is part of its future.

Ward’s constant focus on the readjustment of the school’s health—financial as well as cultural—laid the groundwork for the next phase of Shore’s institutional growth. At every public opportunity, Ward never hesitated to remind people of her gratitude for the dedication of the faculty, staff, and families with whom she worked, and she was optimistic that the collective energy of all constituents would guarantee Shore would thrive into the future.

Her “try this” philosophy has had an impact. People knew Ward as a partner committed to the common goal of providing a quality educational experience, and as a person who was never shy about taking chances to come out on the other side better for it. All institutions have a story to tell, and Ward’s subtle, authorial shepherding of Shore’s panorama of narratives, her respectful distillation of its many voices, provided a synthesis that will propel the school into its next iteration. As a community, we honor her vision and her guidance, and we wish her well.

Ward never hesitated to remind people of her gratitude for the dedication of the faculty, staff, and families with whom she worked, and she was optimistic that the collective energy of all constituents would guarantee Shore would thrive into the future.

Shore Welcomes Shiva McClellan as

Head of Lower School

By Iz Indelicato

Joining the Shore community this year as the new Head of Lower School is Shiva McClellan. She is a seasoned educator with 12 years of leadership experience in independent schools and 20 years of experience in academia. McClellan has held key administrative roles as a lower school division head, middle division head, assistant division head, and curriculum leader. Before moving into administration, she spent twelve years teaching elementary and middle school.

McClellan comes to Shore from Williamsburg Northside School in Brooklyn, New York, where she most recently served as Associate Head of School for Curriculum, Instruction, and Professional Development. Prior to this role, she held other positions at Williamsburg Northside School including Director of Teaching and Learning and Interim Head of K-8.

McClellan says that she is excited to join this vibrant community, as her educational philosophy is reflected in Shore’s mission and values, such as the Community Code. Her desire as an educator is to help students become confident learners, have a sense of belonging, and develop high self-esteem in order to meet their fullest potential.

It is an uncharacteristically hot July day in Beverly, the temperature making the world spin slowly. The heat, however, is not slowing down Shiva McClellan, Shore’s new Head of Lower School. It is only her third day at Shore but she has jumped right into action, fluttering around campus for day three of back-to-back meetings. Her office is not yet unpacked, but she has still invited me into her space for an interview amidst her busy schedule.

As I stand at the doorway of McClellan’s office, McClellan and her new assistant Carrie Gent are deep in conversation about where to place a massive bookshelf. The two have only just met, but they interact as if it has been far longer, a strong indication for the success of their working relationship.

There is a bright bouquet of sunflowers among the boxes on McClellan’s desk. When asked about the origin of the flowers, McClellan puts her hand to her chest and smiles, turning her head to Gent. Gent smiles back knowingly and nods her head. “When you are done we will take care of those boxes,” Gent says as she turns to the door.

In the moving boxes are framed posters, thank you cards, and other mementos that McClellan has carried with her throughout her career at the various schools where she has taught and led, most recently at Williamsburg Northside School. She and her husband Michael relocated from Brooklyn for her job at Shore, which she was drawn to because of the community that mirrors her philosophy, and the culture of warmth and kindness that originally drew her to work in independent schools.

While McClellan worked with children from an early age as a babysitter and camp counselor, she received her Bachelor of Science in Business Administration and went to work in advertising in Manhattan. Disillusioned with the industry, she realized that her passion lay with children, so she went back to school to receive her Master of Arts in Teaching Elementary Education at Johns Hopkins University.

One of McClellan’s teaching placements was at a small school with a strong community, strong relationships, and a low student-to-teacher ratio. McClellan says that as she was writing letters of recommendation for her students to go to independent schools, she saw a future for herself in those schools as they aligned with her educational philosophy and provided opportunities to follow in the footsteps of her mentors.

“There are so many opportunities for growth,” says McClellan. “I’m a lifelong learner, through and through, and I don’t like the status quo. I really wanted to be in a school that mirrored my philosophy and my values.”

This led McClellan to Montclair Kimberley Academy where she taught sixth and seventh grade world history. In addition to being a classroom teacher, she facilitated professional development and served as a student academic advisor, which propelled her into more leadership roles. After two years, she moved into the positions of Curriculum Leader, Grade Dean, and Fifth Grade Teacher.

While McClellan’s time at Montclair Kimberley Academy only begins to scratch the surface of her range of experiences and wealth of knowledge gained throughout her 20 years in highly regarded schools, it was and continues to be an important touchstone. The influence its culture had on her as an educator, administrator, and leader is what drew her to Shore.

“After all these years I was looking for a community that is as close to what I experienced there. I missed that, and sensed it when I interviewed at Shore,” says McClellan. Further, McClellan recognizes Shore’s long tradition of excellence in teaching and learning as “an anchor,” and appreciates that “everyone here is aligned with the school’s mission.”

“I’m all about relationships and building them with the faculty, with the students, and with the families,” says McClellan. “We’re all partners in this for the sake of the kids.”

McClellan’s educational philosophy is reflected in Shore’s mission and values, such as the Community Code, making her experiences and accomplishments—including receiving an Education Leadership, Management and Policy Supervisor’s Certificate from Seton Hall University and an Advanced Certificate in School Management and Leadership from Harvard Graduate School of Education—all the more impressive

Lower School Meet and Greet

“There are so many opportunities for growth,” says McClellan. “I’m a lifelong learner, through and through, and I don’t like the status quo. I really wanted to be in a school that mirrored my philosophy and my values.”

and impactful. The alignment of striving for excellence and the importance of values is what makes Shore special to McClellan, and McClellan special to Shore.

As stated in her educational philosophy, McClellan sees each child as a unique individual who needs a secure, caring, and stimulating environment in order to grow and mature emotionally, intellectually, and socially. As a teacher, she assists students in finding their truth, “discovering who they are so they can express their own opinions, and nurture their own ideas.”

McClellan believes that respect is central in order for students to contribute successfully, and that “educational institutions must commit themselves to providing a strong education in an inclusive, safe, and welcoming learning environment for students with different cultural backgrounds, beliefs, family structure, race, and socioeconomic status to best reflect the multicultural world in which we live.” Openness is also key in nurturing perspectives that promote acceptance, empathy, and understanding.

This feat not only involves kindness from students, but extends to faculty and families. “There is a need for compassionate, strong, and dedicated individuals who are excited about working with children,” states McClellan. “In our competitive society, it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs.”

“I think it’s important for us as adults to think about the values that we want the kids to live up to, and then to remember that if these are the expectations for the kids, they should be the expectations of every member of the community,” McClellan added in the interview. “I think schools are all about relationships.

It takes students and adults to invest in that. I think that we have to stress how partnering with each other is really key to every child’s success.”

Modeling the behavior that is paramount in the Community Code is another way in which students become increasingly dependable. McClellan’s philosophy provides children with the tools and opportunities to become responsible members of the community through strategies including class meetings, positive discipline, and democratic principles. “In showing children how to become responsible for themselves as well as their own learning, we are giving them the tools to become successful citizens of our society, to believe in themselves, and to love themselves.”

McClellan sees helping students to be their best of deep importance. Additionally, she is continuously evolving to be her own best self. For her, teaching provides an opportunity for continual learning and growth, and she plans to learn and grow at and along with Shore.

“One of my hopes as an educator is to instill the love of learning in my students, as I share my own passion for learning with them,” asserts McClellan. “In order for all of my students to succeed academically, I make it a priority to get to know each one of my students and show them that I care about them as a whole child. By building these trusting relationships, sharing special stories, and making unique personal connections throughout the school year, each child knows that they are sincerely cared for and is supported to reach their full potential.”

SHIVA M C CLELLAN

Carrie Gent and Shiva McClellan

Shore Giving Day is a day when the entire Shore community rallies together to raise critical support for our school and students. Alumni, parents and caregivers, grandparents, employees, and friends are asked to consider making a gift to The Shore Fund. The day is about inspiring participation, celebrating the Shore community, and feeling good about giving. Shore’s fifth annual Giving Day on May 17, 2023, was a record-setting day. Thank you for your inspiring support!

349

FIRST-TIME donors

52

Nearly

1949

106

ALUMNI

194 LOYAL DONORS

(three or more consecutive years of giving)

Most

Most

23

8

2023

1. Katie Sullivan

2. Ruth Bauer

3. Rondi Kilham

4. Alexandra Asacker, Sarah Sklarsky, Weller Henderson, and Sarah Carlin

5. Jill Codding

6. Clair Ward and Katie Hinkle

7. Sara Knox and Beth White

8. Jen Mulligan

9. Cathy and Larry Griffin, Walter Morris, and Jill Codding, with Ruth, Jim, and Lewis Bauer ‘99

10. Clair Ward and Louis Frank

1

Shore Employees Honored During Annual Night of Celebration

SShore employees were honored at the annual “Night of Celebration” on May 4. Around 150 guests gathered in the Trustey Family Theatre for the hallowed Shore tradition recognizing the accomplishments, milestones, and departures of faculty and staff.

During her welcoming remarks, Head of School Clair Ward said that the celebration is a “reflection of how the school values the importance of longevity and experience.” The dedication of Shore families and employees was clear, with attendance from numerous families of alumni and past employees including former Head of School Larry Griffin and former Chief Financial Officer Bobbi Whiting.

Another example of longevity is Shore’s emphasis on the connection that exists between ongoing professional growth and the student experience. This year it was exemplified through the continued education and academic achievement of Ceramics Teacher Alexa Smith who received her Masters of Arts in Teaching from the Massachusetts College of Art and Design in December 2022.

Head of Lower School Sara Knox was then called to the stage to recognize Shore’s Teaching Assistants for their dedication and support to students. Those acknowledged were Emily Bouchard, Heather Chick, Kylie Cointot, Allison Ferdinand, Weller Henderson, Steven Kennedy, Courtney Miranda, Skylar Seligman, Abby Suchocki, and Sasha Valliere.

From there, employees with five years of service were celebrated including Katie Hinkle, Upper School Mathematics and Science Teacher; and Jocelyn Norris, Director of Auxiliary Programs. Ward spoke to the mark that they each are making on Shore, as well as their dedication and commitment to students.

Employees who had reached a 10 year milestone were then individually recognized, beginning with Upper School English Teacher and Department Chair Louis Frank. When he moved from the Grade 5 classroom to his current position, he was charged with rebuilding the English department’s approach to teaching and learning to be in better alignment with the Equity & Inclusion Commitment statement.

Ward said that in his 10 years at Shore, Frank not only “rose to the occasion, but also went on to do purposeful work in partnering with administrators to strengthen our community.” Frank fostered increased student agency at the Harkness table, and helped students to be activists outside of the classroom, all of which Ward noted is a display of “equity leadership in a complex world.”

Also celebrating 10 years of service was School Counselor Katie Hertz. “It is a daunting task to capture the impact that Katie Hertz has had on the students, employees, and families of Shore,” said Ward. While there are many visible impacts that Hertz has had on the community like her ‘Lunch Bunch’ sessions for students, and her mental health curriculum work within the newly installed LIFE Seminar, there is more that not all can see. “Much of the work that Katie does includes holding our community as a whole during some of our most desperate moments,” said Ward. “We cling to her reservoir of calm when we are supporting a family after the death of a parent or caregiver. We hang on her every word when we are creating a care plan for a student struggling to come to school due to a mental health challenge. And many of us seek her out when

the emotion of school becomes too much for us as adults. Nearly 100 adults and hundreds of students in any given year count on her wisdom, her kindness, and her care.”

Upper School Innovation Specialist Cam McNall was the third employee to be honored for 10 years of service. Shore’s “resident engineer, math whiz, outdoorsman, and builder,” Ward shared an anecdote from when McNall and Lower School Innovation Specialist Jill Codding were planning to take the Innovation Lab and technology to the next level. “It was Cam’s vision that got us from dreaming to actualization and put those incredible tools into the very hands of our students,” said Ward. McNall is regularly partnering with students and advocating for their needs in order to ensure their success. Most recently, McNall mentored a group of students through the process of building Shore’s first ever Gaga Ball pit. From overnight trips to theater help and general cheerleading, McNall’s persistence is all for the benefit of Shore students. “Thank you for 10 years of your full heart,” said Ward. “We appreciate your can-do attitude.”

The evening then transitioned to honor employees with 20 years of service. The first to be called to the stage was Nancy Keaton, the Assistant to the Director of Food Service. “For 20 years, Nancy Keaton has done anything that needs to be done at Shore,” Ward said. Keaton’s kindness and care for the community was noted in Ward’s remarks, as well as a poem entitled “The Cake I’d Bake For You” that was recited to further emphasize her grace and love for the community. “If we could bake a cake for you, love would be its main ingredient, and our deep devotion would be the icing on top,” said Ward. “Nancy, you are every bit the walking

version of Shore’s Community Code. Thank you for caring for all of us, and thank you for your loyalty to each and every Shore child.”

Also celebrating a 20 year anniversary was History Department Chair and Teacher Gwen Sneeden. Ward’s remarks centered around Sneeden’s commitment to the discussion-based model of teaching and standing beside her students as they wrestle with the sometimes difficult themes of history. Ward pointed out a few important guidelines to the Harkness method that Sneeden elegantly upholds. They included 1. asking clarifying questions and offering perspective to pursue meaning, 2. connecting one’s responses to previous comments and learning, and 3. the overall goal for everyone to participate. Ward went on to share how Sneeden “used questions to express curiosity and perspective without judging” in their own relationship not only as co-workers, but from their educator-parent relationship. Gwen Sneeden is far more than a master teacher,” said Ward. “She is a loyal and inspiring mentor willing to go the distance with anyone who will have her in the journey of learning and life.”

The next milestone to be honored was 25 years with Lower School Innovation Specialist Jill Codding, Shore’s own “tinkerer, inventor, experimenter, and jack (or should I say Jill) of all trades.” When Codding first arrived to Shore, most of her days were spent supporting adults in their use of technology but changed directions to work directly with students, recalled Ward. “A move like this is a bold one for some, but for Jill it was like watching poetry in motion.” Ward attributed this to Codding’s supportive and collaborative approach with students and teachers, as well as her willingness to discover a solution beside a student.

Left: Cam and Nancy McNall with Frank and Katie Hertz; Right: Sara and Ian Knox

Ward added that Codding’s “willingness to reinvent [herself] in a way that forever changed the kind of learning that happens on the Shore campus.”

Pre-K teacher Beth White’s 35 years of service were the next to be celebrated, which began with Ward’s recitation of lyrics from a friendship song often sung with students. “These words come to me because Beth White is Shore’s very own Circle of Friendship,” said Ward. A facet of what makes her friendships so special is their depth and longevity. The mastery in which White teaches is another thing that makes her following so loyal. “Who else could make something as abstract as hibernation or migration so clear in the mind of a fouryear-old?” said Ward. “Who else would be so committed to documenting a child’s development through monthly portraits in order to allow the child to explore their own identity? Who else would develop relationships with the families that are so deep, that parents continue to return to her for her wisdom and advice? This is the art, the talent, and the passion of none other than Beth White.” Lower School Division Head Sara Knox was invited back to the stage to honor White.

The last anniversary to be celebrated was Reading Specialist Rondi Kilham’s 40th year at Shore. Ward asked attendees to join together in song to celebrate Kilham and the impact she has made on the community. As the crowd sang “Here Comes the Sun” by The Beatles, colleagues, families, and friends were reminded of the “ray of sunshine” Kilham is. “Nothing

could better describe Rondi and all that she does for the entire Shore community,” said Ward. Her warmth has been felt through her tenure as the ‘M&M Fairy,’ refilling the candy dishes for teachers and staff, serving as the Costume Mistress for each year’s musical, and all of the behind the scenes time and effort involved in making Head’s Holiday possible. The most important work done by Kilham, however, is supporting Shore’s students. “She is patient, persistent, and a fierce advocate for all in her care,” Ward remarked. Knox was invited back to the stage along with the Student Support Services Department to congratulate and honor Kilham’s stewardship.

Towards the end of the evening, Ward paid tribute to departing employees and the impact they each have had on the Shore community, including: Ruth Bauer, Monique Clark, Debora Collison, Louis Frank, Beth Greene, Katie Hertz, Chris Hubbard, Sara Knox, Jenn Mulligan, Maddie Pomeroy, Carol Porter, and Clair Ward.

Ward informed the crowd that a special music performance would bring the Night of Celebration to a close. Weller Henderson, Alexandra Asacker, Sarah Carlin, and Sarah Sklarsky then sang a beautiful rendition of “The Irish Blessing” in a four-part harmony that moved the crowd.

Guests were thanked for their attendance and invited to stay for treats and to raise a glass to the 2023 honorees.

Clockwise from left: Peter Stewart and Deb Parkhurst; Monique Clark; Drew and Kathleen Thibodeau with Stacy Tell; Anne Babcock, Louis Frank, Jeannie LaPlante, and Lauren Gosline

A Year of Fun with the Shore Families Association

At the start of the 2022-2023 school year, parents and caregivers came together for the Shore Social 2022: Gather and Connect. The SFA transformed the Howard Gym into a warm and welcoming space with fall decor, music, snacks, and beverages. It was a great opportunity for adults in the Shore community to mingle, catch up on summer happenings, and meet new friends.

In the winter and spring, the SFA showed their appreciation to faculty and staff in myriad ways with special gifts, a cafe breakfast including a barista, a delicious lunch spread, cards and pictures made by students, and even an onsite spa with a massage chair.

Shore students were treated to a day of outdoor activities and cheer at the Fun Run. New this year, CORE introduced the World Celebration Day Cultural Fair, an interactive event where Shore community members hosted tables with displays representing their countries of origin. It was a wonderful day of learning and celebration.

Welcome New Trustees

Mark Attia ’95

Family: Katie, spouse; children: Sebastian, Grade 3, Lou, Grade 2

Residence: Beverly

Education: B.A., Muhlenberg College; Master of International Business (MIB), The Fletcher School of Law & Diplomacy, Tufts University

Professional Background: Director, MassHousing and the Massachusetts Community Climate Bank Community and Interests: Passion for housing and economic development strategy.

Katie Katzman

Family: Matt, spouse; children: Nora, Grade 3, Maggie, Grade 2, Julia, and Jack

Residence: Swampscott

Education: B.A., Salem State University

Professional Background: Former Boston television news producer and spokesperson for district attorney.

Community and Interests: Enjoys spending time with family and friends, travel, figure skating, golf, and cooking. Co-chair of the Shore Families Association.

Bethany Card (Beth)

Family: Michael J. Altieri (Mike), spouse; child: Crosby Altieri, Grade 4

Residence: Newburyport

Education: B.A., University of New Hampshire; JD, Massachusetts School of Law

Professional Background: Senior Policy Advisor, Smith, Costello, and Crawford; former cabinet secretary, Massachusetts Executive Office of Energy and Environmental Affairs. Experienced practitioner in government relations and energy, environmental, and climate policy.

Community and Interests: Spending time with my family, hanging out at the beach, skiing and hiking in Maine, and reading. I enjoy volunteering with youth environmental programs and I am really looking forward to dedicating time to the Shore community through the Board of Trustees and in various committee roles this year.

Allison Levangie

Family: child, Daniel Grade 1

Residence: Hamilton

Education: B.S., Syracuse University

Professional Background: Clinical Operations Manager, CereVasc, Inc.

Community and Interests: Spending time with family and friends, traveling, and skiing. Shore volunteer roles include Class Representative, Greeter Desk Volunteer, and member of the Advancement Committee. Allison also serves as Trustee for the Levangie Family Charitable Foundation, an organization focused on supporting educational access for populations in need.

Barbara Pattullo

Family: Donny, spouse; children: Millie, Grade 3 and Tucker, Kindergarten

Residence: West Newbury

Education: B.S., Boston University

Professional Background: Director, Training and Development-Genentech/Roche

Community and Interests: Enjoys being active (running/weights/yoga), cooking, reading, listening to podcasts, and spending quality time with family and friends over great food. Greeter Desk Volunteer and co-chair of the Shore Families Association.

John McVeigh

Family: Candice, spouse; children: Jack ’21 and Kelly ’23

Residence: Holderness, New Hampshire

Education: B.S., Merrimack College; M.M., Duke University

Professional Background: Head of School, Holderness School; teacher, varsity coach, dorm parent, advisor, and various administrative roles including admissions office, Director of College Counseling, Dean of Faculty, and Associate Head of School at Brooks School

Community and Interests: Family, travel, playing and coaching basketball, cycling, golf, hiking, travel, and mentoring young educators and coaches. Shore volunteer roles have included speaking to prospective families at Open Houses and connecting with admitted families who are considering Shore.

ACADEMIC STRENGTH & COMMUNITY CODE

Helps Shore Grads Stand Out in Secondary School Process

Competition in the secondary school landscape continues to increase, but that is not holding back Shore students from standing out and earning seats at some of the most selective secondary schools.

For the third consecutive year, secondary school applications have gone up nationwide due to the increased number of families who joined independent schools during the pandemic choosing to remain, more institutions offering a test-optional policy, and an increased interest in independent schools overall. These factors allow for more students to be considered for admission at various points of the process, making the already-selective landscape all the more competitive.

The strong placements of each eighth and ninth grade Shore graduate can be attributed to the continued historic academic strength of Shore students and the school’s reputation, but there is more that sets these grads apart from the pack — kindness, truth, respect, openness, dependability, and being one’s best are integral to who they are.

“More than ever, secondary schools value a Shore education and the relationships we have formed,” said Director of Secondary School Counseling, Pat Coyle. “To put it simply, they understand that Shore students will arrive prepared and will be a value-add to their respective communities.”

On top of academic excellence, Shore’s emphasis on emotional growth and the well-being of the whole child helps tune students’ compasses to the values of

the Community Code, preparing them for the climate and culture of esteemed secondary schools. They and their families know the value of an independent school and have a lived appreciation and understanding of the educational models and methods that make independent schools unique, such as the Harkness pedagogy.

Shore alum and current second-year student at Phillips Exeter Academy, Andrew Gould ’22, visited Shore three months into his first year at PEA and participated in a panel for students gearing up for the secondary school admissions process (see page 66). “During the panel, we discussed extensively the high school experience, and in particular how Shore prepared us for life in secondary school,” he said.

Gould noted that one of the topics the panelists spoke about was the Harkness pedagogy and its importance “to grow student confidence at the discussion table, and as a way for students to learn the importance of empathy and diversity as each student’s unique background is embraced rather than forced into conformity.”

“The curriculum [at Shore] is developed to promote academic rigor and ensure that high school feels like a natural progression,” said Gould. “And the life lessons taught by teachers ensure that students entering high school are free-minded and independent individuals who know how to perform academically, write emails, annotate, engage teachers, etc. and who also know how to perform socially. With the fundamentals down, students are able to thrive.”

Gould is not the only one noticing the benefits of his Shore education. Admissions officers of both day and boarding schools speak highly of the way Shore students continue to show up.

“We find the students from Shore not only had a solid academic foundation for high school, but a strong sense of themselves and what they believe in,” said Sarah Powers, the Dean of Enrollment at The Governor’s Academy. “Each Shore student is fun to meet and their individuality shines in the high school interview setting.”

“We have always been impressed with Shore applicants,” said Bini Egertson, the Director of Admissions at the Brooks School. “You all do a terrific job preparing your students for the academic rigor they will face in high school.”

Anne Behnke, the Director of Admission and Enrollment Management at St. Mark’s School said that working with Shore’s Secondary School Counseling Office “gives us such joy because they know and understand their kids so well,” adding “[Shore] is so thoughtful about which schools to recommend and we have loved all of the students we have enrolled from Shore.”

While we can look to the numbers to show Shore’s continued success in helping students find happy landings at secondary schools, what admissions officers have to say is telling with Behnke adding that this year’s applicants

were “among the strongest they’ve seen from Shore.”

Head of Upper School Oliver Hay said that he is excited for this year’s graduates to have achieved such wonderful results during the secondary school placement process. “The success of their placement displays Shore students’ ability to stand out as academically prepared for secondary school,” said Hay. “We are proud to have prepared them for the next step in their education and look forward to following their future growth and successes.”

CONGRATULATIONS TO SHORE’S 2023 GRADUATES!

Celebrating the Light of Knowledge With Grade 9

Members of the Shore community came together on June 8, for the Celebrating the Light of Knowledge ceremony. The ninth grade graduation took place inside the Trustey Family Theatre, where the stage and podium were adorned with blue and white flowers. Also on the stage was a large blue candle with a flickering flame that illuminated and cast shadows on the four surrounding white unlit tapered candles representing each graduating student.

“If you have knowledge, let others light their candles in it.”

—Margaret Fuller

Head of Upper School Oliver Hay opened the ceremony by sharing the words of Margaret Fuller, which serve as an inspiration behind the ceremony.

“If you have knowledge, let others light their candles in it.”

— Margaret Fuller

A native of Cambridge, Massachusetts, Fuller believed in the transformative impact of education, remarked Hay. “Fuller also knew that the knowledge we gain from our education is more than just expertise; it is about the character that we build, a process

that starts at school and continues for the rest of our lives.”

This knowledge first inspired Fuller to become a teacher, and later a writer and editor who advocated for women’s equality and joined the struggle against autocracy in Europe. “Ultimately, she used the light of her knowledge to stand for what is good and right,” said Hay.

“There is no doubt that learning illuminates the mind and enhances perspective,” added Hay. “It has been our pleasure to watch our graduates grow and illuminate their view of the world. We know that this will serve them well as they take the next step in their journey.”

Head of School Clair Ward was then welcomed to the podium, where she explained the significance of light as it directly relates to Shore.

“Graduates, before you is the candle of Shore burning brightly, but on its own.” As Ward continued, she explained that when the students receive their diplomas and light their own taper from the Shore

Graduates with Pat Coyle

Sage Smith-Pallotta lights candle with Oliver Hay and Clair Ward looking on

candle, their collective light would remain with Shore and its history.

Ward spoke about the unique, meaningful, and impactful bond between students and their advisors as they navigate change, challenges, and joy during a formative period of life. This year’s ninth grade advisors were Pamela Torres and Gwen Sneeden.

One by one students were called up to the podium by their advisors, lighting their individual tapers from the Shore candle on their way. Advisors then shared their thoughts and wishes for each graduate, presenting them with an honor cord – a tradition reserved only for students who complete a ninth grade year at Shore.

The strong relationships between ninth grade students and their advisors were evident throughout the ceremony. For example, Gwen Sneeden’s remarks about her advisee Sage SmithPallotta included the story of her habit of sticking pieces of tape onto her arm. “I like to think there is a metaphor here,” said Sneeden. “I realized maybe she was telling me to stick with her, because there are great things in store for her.” Sneeden went on to present

Smith-Pallotta with a roll of tape, to which she accepted, tearing off a piece and sticking it onto her advisor.

After each student received their diploma and lit their candle, Ward officially presented the Class of 2023. Each student was called forward once again to share some of their own thoughts of celebration and gratitude in honor of their milestone — their departure from Shore and the beginning of the next step in their educational journey.

Alder Hurley began the student remarks by thanking their family, friends, teachers, and advisor,

as well as the kitchen and maintenance staff. They also thanked Jenn Boyum and Sarah Sklarsky, and Shore as a whole for welcoming them into the community.

In her remarks, Annalisa Smith-Pallotta thanked her Shore classmates for welcoming her into the community as an eighth grade student and spoke about the bonds that she formed with the Shore faculty. Whether in or out of the classroom, she said “I greatly appreciate the memories created from these experiences and the people involved.”

Annalisa Smith-Pallotta finished her remarks by thanking Bruce Springsteen, a comment to which the audience laughed, a testament to how well the students, families, faculty, and staff knew one another.

Philip Kim thanked his teachers, peers, and the larger school community for supporting him through his ten years as a Shore student. He also thanked his family for the opportunity to attend Shore.

Sage Smith-Pallotta was the last student to give remarks and said “ever since I came to Shore in eighth grade, Shore has given me some of the best friends, and the best memories. The bond I created with my teachers and classmates is something I will never forget.”

Gwen Sneeden with Annalisa Smith-Pallotta

Alder Hurley, Annalisa Smith-Pallotta, Sage Smith-Pallotta, Philip Kim

Celebrating after the ceremony

She went on to thank “everybody who went out of their way to check up on me” and her advisor Gwen Sneeden, pointing back to the instances of sticking tape. “Thank you Shore, for these past two years of my life.”

After the student remarks, Ward continued the Shore tradition of honoring the families of the graduates. Students presented their families with a red rose, signifying the school’s respect and appreciation for their devotion to Shore and its philosophy.

“It has been a community partnership that has brought our graduates to this point, and the most influential relationship in this partnership is between the family and the child,” said Ward. “We offer our deepest gratitude for all you have done to support and encourage these amazing kids through this whole year.”

Also according to tradition, the family whose final graduate represents the largest cumulative number of years at Shore was individually recognized. This year it was the Kim family, who completed 22 years

of enrollment at Shore as Philip graduates. As Ward thanked Yun and Dowun Kim for their commitment to Shore, Philip brought the presentation bouquet to his family.

In her closing remarks, Ward spoke about light as a symbol of peace, enlightenment, prosperity, and the ability of good to prevail over evil in many cultural and religious traditions.

“Much like we look to the light of the stars for guidance and

inspiration, we hope you will look to Shore – the foundation of your educational development,” said Ward. “Know that the Shore you see now reflects the fact that you were here.”

“It is our hope that you will always see yourselves in Shore as you remember your moments of growth, your moments of challenge, and your moments of joy,” said Ward. She expressed gratitude to the students on behalf of the teachers for the ways in which they served as guides, and coaches, teaching them some lessons, too.

“Know that this will always be your home,” said Ward. While the flame itself may have extinguished as the students recessed, the knowledge, perspective, and care that they received at Shore never will.

Students were reminded that the Shore candle burns brightly for them awaiting their return as alumni.

“Use what you have been given here to make the world a better place,” said Ward. “Use what you have learned here to bring the Shore Community Code to the larger world community.”

1. Alder Hurley looks on as their boutonniere is pinned

2. Sage Smith-Pallotta prepares for the ceremony

3. Annalisa and Sage Smith-Pallotta head to the ceremony

4. Grade 9 tapers with the Shore candle

5. Gwen Sneeden speaks as Oliver Hay and Clair Ward look on

6. Philip Kim brings the presentation bouquet to his family

7. Oliver Hay, Annalisa Smith-Pallotta, Clair Ward, and Gwen Sneeden are all smiles

Shore Country Day School’s

86th Closing Exercises

Despite ominous skies and an eventual downpour, the Shore community joyfully celebrated eighth grade students and their graduation.

Shore celebrated the accomplishments of eighth grade graduates on June 8, at the 86th annual Closing Exercises.

As the students gathered on the steps of the Winslow Building holding and wearing flowers for their traditional class photo, the sky became increasingly ominous. By the time families, friends, faculty, and staff filled the seats in the tent sprawling the athletic field, the rain had begun. When the eighth graders processed into the tent, the drizzle had turned into a downpour.

Despite the rain, the excitement and desire to honor and celebrate students’ accomplishments overpowered the storm.

In her welcoming remarks, Head of School Clair Ward said how the annual Closing Exercises not

only acknowledge the hard work of students but “their very full journey on their way to this moment as they anticipate taking the next step toward all that they can be.”

Ward then addressed the graduates, encouraging them to let Shore’s Community Code and Equity & Inclusion Commitment serve as their compass in knowing what is right and just. “If you are kind, true, respectful, open, and dependable, you will in fact be not only your best, you will be the best of Shore,” said Ward. “If you are committed to being your authentic self, making space for others to be authentic, and confronting bias when any of that is not possible, you will continue to make us proud.”

Ward then welcomed Vice President of the Board of Trustees, Blake Liggio, to the podium to

congratulate the graduating students and deliver a message on behalf of the Board.

“You are the ones who embraced your learning in the classroom, supported your peers on the field and on the stage, and found opportunities to practice Shore’s Community Code throughout the years,” said Liggio. “We are proud of your successes and are confident that the schools to

Eighth graders pose for a class photo on the steps of the Winslow Building.

Roman Verde and Ben Driscoll process to the ceremony

1. Families arrive to graduation under umbrellas

2. Lâm Pham, Tien Do, Sara Knox, Whitney Morris, and Amanda Berg

3. Employee and parent Brooke Booth

4. Hugh Foster ’22 and family await the ceremony

5. Cat Foster and Addie Booth walk in from the rain

6. Families gather with anticipation

3 4 5

which you are headed see themselves as lucky to have you.”

Liggio congratulated the graduates’ families and expressed appreciation for their “partnership and commitment to supporting your students in the ways that make today possible.”

Ward and Head of Upper School Oliver Hay joined Liggio at the podium for the conferral of the eighth grade diplomas. When students were called up, they stood next to Ward as she made comments about them, their character, and their time at Shore.

After each student received their diploma, they were asked to stand and the graduated class was officially presented. The ninth grade students who had graduated earlier in the day received a round of applause in honor of their graduation and accomplishments.

Next, students presented a red rose to their families to signify the school’s appreciation for their commitment to a Shore education, and devotion to its philosophy.

“It has been a community partnership that has brought our graduates to this point, and the most influential relationship in this partnership is between the family and the child,” Ward said as families were honored. “We offer our deepest gratitude for all you have done to support and encourage these amazing kids through this challenging, yet joyous year.”

Liggio returned to the podium to specially recognize the family whose final graduate represents the most cumulative number of years at Shore, as tradition holds. The Driscoll family was honored for 21 years as their child, Ben Driscoll, graduated. After Liggio thanked Tara and Jamus Driscoll for their family’s commitment to Shore, Ben brought the presentation bouquet to his family.

In her closing remarks, Ward told the audience about the time she and the Shore Administrative Team spent studying Positive Intelligence; the idea to make sure that one is looking at life through the lens of what is positive about one’s experience, and resisting the

urge to look at things negatively or with judgment.

Ward went on to share a fable about a man who lived on a farm with his son and horse. Throughout the story, various difficult and joyous moments arise in the farmer’s life. In all of the circumstances, despite the expected thoughts and emotions, the farmer’s response was always ‘Who’s to say what is good and what is bad?’

“When difficult moments strike, it is helpful to consider this fable by saying ‘Who’s to say what is good and what is bad?’ Or you can ask yourself, ‘Where is the gift?’” said Ward. “If there is one thing that I know we all wish for you, it is that you find a way to be present in the moments of your life without the distraction of wondering how it could be different or better.”

Ward urged the graduates to think of the ceremony as a gift representing the final moments together as a class before heading in different directions, and as a final opportunity among all of the teachers who cared for them and nurtured them during their time at Shore.

“Savor this moment, because once you stand up, you will be officially in a new chapter. It will be fabulous, but you will be saying goodbye to this one. Be present in this moment and consider the gift of your final minutes in these chairs, among an adoring crowd that loves and supports you,” said Ward. “If you commit to always finding the gift in any situation, you will train your mind and your heart to look at life through the lens of what is possible. This is our simple wish for you today – always find the gift.”

Ward thanked the graduates on behalf of their teachers for the privilege of being guides and coaches, and walking beside them through their journey at Shore.

Kaelyn Bagenstose

Henry Card

Clockwise from top right: Diana Marginean and daughter Maia Schor; Brooks Marshall; Shore music teacher Jennifer Boyum with Lilith, James, and Andrew Ball; Beatrix Doeringer and family; Hugo Foster embraces daughter Cat Foster; Jaelyn Masterson, Kaelyn Bagenstose, Olivia Gates, and Sophia Bonacorso prepare to graduate

“Know that this will always be your home and that you will always be a class that finished the year in complete and utter fulfillment of our mission.”

Faculty, staff, and administrators were asked to stand to be acknowledged for their dedication to and support of the graduates throughout their journey at Shore. “Getting our graduates to this moment is a task that takes more than 90 employees and each of them knows exactly why we are here,” said Ward. “Thank you for your work ethic, your passion for Shore, and your commitment to our students.”

As A Cappella students, faculty members, and alumni sang the benediction to close the ceremony, the sun was shining brightly over Shore’s campus.

The graduates recessed to the Howard Gym and were met by bright reflections of themselves in the puddles of rain that had collected on the Greentop. Upon entering the gym, students were greeted by their teachers in a receiving line, giving each a moment of gratitude and celebration. When the students

passed through the back doors, they each gave a high five to one of the painted hands around the door.

This symbolic gesture is reserved for Shore eighth grade graduates. “When you touch the hand, you take a last touch of Shore and you leave a last touch of yourself,” Ward said of the tradition. “From this point on, you are forever members of the larger, extended Shore family.”

Upon exiting, students were met by family, friends, classmates, and loved ones who had gathered on the Greentop to congratulate and celebrate them. Group photos were taken, goodbyes were said, and wellwishes were exchanged.

Shore Graduates are:

Logan Steven Arredondo

Kaelyn Anne Bagenstose

James Phillip Ball

Sophia Marissa Bonacorso

Addison Reece Booth

Henry Mark Card

Charlotte Breckenridge Crawford

Phoebe Loomis Crawford

Annabelle Curley

Tien Thuy Do

Beatrix Louise Doeringer

Benjamin Coyle Driscoll

Zane Michael Eskandar

Kaitlyn Lucey Ferry

Catherine Isabel Foster

Samuel Hastings Foster

Olivia Anne Gates

Nixie Beatrice Gerdes

Isabella Morel Gould

Grayson Barnes Harden

Maya Elise Hinrichsen

Nathaniel Lucas Jackson

Tennyson Ozzie Kagan

Elissa Nicole Karametsopoulos

Luke Harris LeBlond

Charlie Rose Lindner

Willem Emmett Mandel

Iz Siena Marks

Gavin Teel Marsella

Brooks Allerton Marshall

Jaelyn Allyse Masterson

Anna Marguerite Pervier

Lâm Tung Pham

Alexandra Mary Porter

Ruby Michelle Poulo

Anne Elizabeth Roberts

Sophie Bilek Schlueter

Maia Ernestina Schor

Lucas Simoneau Scully

Lauren Olivia Tavares

Luke Philip Vaccaro

Roman Carlos Verde

Alexandra Phillips Williamson

Elissa Karametsopoulos and family

Shore Alumni Head to College

Congratulations to these Shore alumni on their college acceptances!

Sylvie Archer ’20 University of Michigan

Alle Benchoff ’20 University of San Diego

Sean Blundin ’20 Northeastern University

Evan Bocchino ’20 Providence College

Caroline Brennan ’20 Boston College

Liam Card ’20 Providence College

Raphael Clark ’20 Yale University

Thomas Davis ’20 Bates College

Ashley DuKatz ’20 Belmont University

Ava Finn ’20

University of Miami

Arthur Flammia ’20 Babson College

Brooke Georges ’20 Northeastern University

Evan Gerdes ’20 Pennsylvania State University

Eloise Goedkoop ’20 Tufts University

Sam Haley ’20 University of Denver

Cameron Hamilton ’20 Swarthmore College

Lauren Hamm ’20 Tulane University

Devan Hernandez ’20 Brown University

Meg Hoffman ’20 Boston College

Mackenzie Holian ’20 Georgetown University

Alicia Horrocks ’20

University of North Carolina Wilmington

Lily Iler ’20

Trinity College

Chris Kagan ’20

Boston College

Jane Kelley ’20 Middlebury College

Elizabeth Kemp ’20

Irvine Valley College

Katrina Lang ’20 University of Michigan

Matt Lappin ’20 Southern Methodist University

Ben Liptak ’20 Bentley University

Michael Makowski ’20 Providence College

Lucy Marshall ’20 Trinity College

Sam Moore ’20 Worcester Polytechnic Institute

Grace Mullaney ’20 Boston University

Grace Murphy ’20 Northeastern University

Fallon O’Connor ’20 Tufts University

Aman Patel ’20 Babson College

Zarenna Sawyer ’20 Colorado State University

Evan Smith ’20 Pace University

Logan Styles ’20 Boston University

Spencer Sullivan ’20 Northeastern University

Phoebe Thorne ’20 Bowdoin College

Cami Torres ’20 Maryland Institute College of Art

Zora Warren ’20 Northwestern University

Eden Welch ’20 University of Pennsylvania

Ella Williams ’20 University of Miami

Leverett Wilson ’20 University of Southern California

Kennedy Wilson ’20 Boston College

Othar Zaldastani ’20 Colby College

Upper School Performance Delivers Message of Perseverance

Upper School Shore students took to the stage in early March for their performance of Seussical. The musical appealed to patrons of all ages, offered members of the cast and crew important education outside of the classroom, and embodied aspects of Shore’s Community Code including openness, dependability, and being one’s best.

For three nights, friends, family, faculty, and staff filled the seats of the Trustey Family Theatre to watch the beloved musical comedy. Based on a variety of children’s stories by Dr. Suess including Horton Hears a Who! and The Cat in the Hat, students brought familiar characters to life in an unexpected way.

“It’s a mix of all of these characters, but the stories are not necessarily Dr. Seuss stories,” says Director and Theater Arts Teacher Sarah Carlin. “The students were curious about how it was all going to come together.”

Emma M. as Jojo and Ruby P. as Cat in the Hat

The Cat in the Hat serves as an emcee for a journey into the Jungle of Nool, where the audience finds Horton the Elephant discovering the town of Whoville on a speck of dust. Horton meets a Who child named JoJo and vows to protect her, as well as the abandoned egg of Mayzie La Bird. As Horton tries to get the other animals in the Jungle to believe him about the existence of the Whos, he is put on trial. Only his neighbor, Gertrude McFuzz, keeps faith in him, leading the two to form a special bond. Together, Horton and Gertrude free Horton, save the Whos and bring peace back to the Jungle of Nool, sharing the important message that being unique and fighting for your beliefs is always worth it in the end.

Eighth grader Maia S. played the self-centered Mayzie La Bird who becomes a better version of herself through an act of generosity. Maia has been performing in the Upper School musical since sixth grade, but began acting in Kindergarten at Shore with her class’s performance of The Rainbow Fish.

“The overall message of the show is persistence or grit,” says Maia. “The whole message was to keep going.”

After Maia’s first Shore musical, High School Musical Jr. was presented virtually due to the pandemic, perseverance through adversity is something that she and her cast and crew mates are familiar with.

Maia says that theater has helped her confidence, allowing her to be open and try new things. “In sixth grade and even last year I thought I could never do a solo and that it would be really terrifying,” she says. “And then I realized ‘wow, I can actually do this,’ and ‘this isn’t so bad.’”

Maia will be attending Dana Hall for high school where she plans to continue acting. She says that participating in drama at Shore allowed her to make connections throughout the grade

Opposite page, from top, left to right: James B. as Horton, Bryson P. as a Wickersham, and Nixie G. as Gertrude McFuzz; Alan C. as Whoville Mayor and Allie P. as the Mayor’s Wife; Kaelyn B. as Sour Kangaroo; Maia S. as Mayzie La Bird with Meredith C., Georgia S., Caroline W., and Madeline C. as the Bird Girls

This page, from top, clockwise: Emma M. as Jojo; James B. as Horton; Ruby P. as Cat in the Hat

levels, and plans to use it as a way to get involved in the community next year.

Ninth grader Alder H. also plans to continue their involvement in theater as a stage crew member next year at Brooks School. Despite it being their first year at Shore and their first time ever on a crew, they jumped in as a stage manager, designing sets, coordinating scene changes, and even making a cameo as a kidnapper of Horton.

Alder says that the best part about their experience had to do with the friends that they made, pointing to the relationships they developed with students in lower grades.

Sixth grade cast member Carlo C. echoed this sentiment, highlighting the importance of teamwork and dependability between the cast and crew. “Half of the things that the audience sees takes more than one person. It took all of us to get everything to run smoothly.” Carlo says that he enjoyed learning about the technology used in a production, and seeing a set come to life throughout the building process.

Sets for the Upper School musical are built by students in the Innovation Lab under the guidance of former third grade teacher Sam Hamlin, who has been the Set Designer at Shore since 2009. Despite retiring from Shore in June of 2021 after 36 years of service, he continues to return to Cabot Street every year to help with the musical.

By offering building and technology opportunities, students are able to learn new skills and “realize that they’re an essential part of the production,” says Carlin.

Carlin adds that theater covers the bases of Shore’s education and mission as a school. “It invites students into a perspective of the human experience, teaches character, accountability to a community, and working towards a common goal,” she says. “All of that is part of the Shore ethos.”

Community went beyond the 32 cast members and 9 crew members. By performing a show with such age-accessible and well understood themes as Seussical, students and families of all grades were able to be a part of the experience.

In addition to the Shore community, Seussical reached fifth graders at Beverly Middle School. 350 students and 25 adult chaperones walked across the street for a preview performance, complete with a special intermission snack.

“Especially after COVID we recognized that Seussical would be a show that would really bring everyone together,” says Carlin.

The bar for these performers is set high, but Carlin knows full well that they are able to reach it. Even more, they are able to reach the community and foster connections that last far longer than the run of shows.

This page, from top left: James B. as Horton with Miles W., Petra E., and Bryson P. as the Wickershams; Ruby P. and Maia S.; James B. with the Bird Girls and Jungle Citizens; Anne O., Jesselle L., and Claire C. as Jungle Citizens

Opposite page, top to bottom: Cook S. as Thing 1, Ruby P., and Carlo C. as Thing 2; Kaelyn B. with the Jungle Citizens and Bird Girls; Emma B., Olivia D., and Casey M. as Circus Performers

Pure Vida:

Grade 9 Travels to Costa Rica

There’s no doubt that a ninth grade year at Shore is a one-of-a-kind experience. A transformative year of discovery, achievement, and personal growth, Grade 9 students gain leadership skills, navigate increased freedom and responsibility, and are provided with impactful and unforgettable service and travel learning opportunities.

After a three year hiatus due to the pandemic, this year’s class of ninth grade students traveled over two thousand miles to Costa Rica for seven days of curricular — and humanistic — growth and exploration.

After hours of sitting on tarmacs and racing to connecting flights, the four students and two chaperones, Music Teacher Jennifer Boyum and World Language Teacher Manny Brito, safely landed in San José, Costa Rica on May 6. The group boarded a bus for the next leg of the journey and ascended once again, this time into the Cerro de la Muerte cloud forest.

There, students officially began a week-long exploration of topics and themes including living life off-the-grid, biodiversity in the rainforest, the importance of the National Park system to Costa Rica’s economic, environmental, and social well-being, and more. While traveling the country, students helped

milk cows and gather eggs on their host family’s farm. They also worked with the Bribri, an indigenous people of Costa Rica, on what their educational travel guides explained as “service projects that are focused on leaving a positive impact in the wake of our visit.”

After leaving the cloud forest, the group traveled east following the Pacaure River as it descends into the Caribbean. Here students learned about conservation areas and water cycles, while white water rafting on Class III and IV rapids.

While there is a special something to learning about howler and white-faced monkeys, reptiles, and birds through searching for them in the Costa Rican jungle, learning about the country and its cultures took place months before the trip, right here in Beverly.

Upper School teachers across subject areas made an impressive effort to tie in the trip to their lesson

Photos provided by: Jennifer Boyum, Manny Brito, and guides Alejandra Castro and Gregory B.

plans. In math, for example, students learned about the Costa Rican currency, the Colón, and calculated its exchange rates. In Spanish class, students took an in-depth look at the history and culture of Costa Rica, while a student enrolled in Latin learned about the scientific names of plants and animals they’d be looking out for in the jungle and along the coast.

Traveling to Costa Rica contextualized what students had been learning about in an academic sense, and offered a special opportunity to live out the Community Code in their final weeks as Shore students. While mastering kindness, respect, and dependability at home is one thing, putting those skills into practice with new people and in a new setting is a true test—especially in being open.

Ninth grade students said that they gained an understanding and appreciation for similarities and differences, noting a few stand-out constants:

Ninth grade students said that they gained an understanding and appreciation for similarities and differences, noting a few stand-out constants: gratitude, the power of community, and of course, soccer.

gratitude, the power of community, and of course, soccer.

Boyum and Brito think that when students reflect on their time in Costa Rica years down the line, they will remember how they pushed themselves out of their comfort zones and what they learned about themselves and the world through doing so.

“Being courageous can be a small or large act,” said Head of Upper School Oliver Hay. “I am proud of the Grade 9 students for approaching their time in Costa Rica with curiosity. Whether it was learning about others or themselves, they demonstrated an ability to absorb what was around them, and reflect on their experiences.”

The Costa Rica experience is one that will stick with students both academically and personally, solidifying their preparedness for their next steps as they head to secondary school and beyond.

Opposite page, Upper Left: Faculty and students at Escuela de Akberie (Shore donated several pieces of maintenance equipment including a power washer and a hedge trimmer)

Upper Right: Cerro Vueltas Lodge, a family owned and operated off the grid farm located in the Cerro de la Muerte cloud forest

Middle Left: Alder Hurley milking a cow under the supervision of owner Andy Seeley at Cerro Vueltas Lodge

Middle: Annalisa Smith-Pallotta and Philip Kim enjoying a beautiful sunset at Cerro Vueltas Lodge

Middle Right: Alder Hurley and Sage Smith-Pallotta, Pacaure River Rafting

Bottom Left: Sage Smith-Pallotta making bread with Satya Seeley at Cerro Vueltas Lodge

Bottom Right: Breakfast at Cerro Vueltas Lodge — all of the ingredients for these farm to table meals were sourced at the farm

This page, Top: Playing soccer with the students at Escuela de Akberie, the school located near the Bribri Tribe

Bottom: Shore students and faculty, tour guide Gregory (gray shirt) and 14 acre permaculture farm Finca Inti owners Alejandra Castro and Tristan (blue shirt)

GRADE

The 2022-2023 Year in Sports

At the end of every season it is a longstanding tradition for Shore students, coaches, and community members to come together for the Sports Celebration in the Trustey Family Theatre. Each team has the opportunity to share their season highlights, and the event is capped off by the always popular slideshow. One of the most rewarding aspects of the Sports Celebration is hearing from student leaders as they share their perspective of each season. Highlighted below are some of these student leaders’ comments that exemplify the experiences of Shore student athletes!

FALL

A highlight for Girls Varsity Soccer was a three game winning streak against Pingree, Austin Prep, and Tower. According to Annalisa S.-P., “During these games, our team made some amazing plays and we started to learn how to work together as a group, not just individuals.” Girls JV Soccer completed their season with a 5-2 record. Following their final game, Nixie G. shared, “It was not only a satisfying end to our season, but also so nice to see the entire team smiling as we walked back to the bus. As the team rallied around our goalie and the players who had scored goals, there was a palpable feeling of joy and camaraderie that radiated across the field.”

After a loss in the season opener, Varsity Field Hockey reeled off seven consecutive wins. Isabella G.

commented, “The field hockey team this year at Shore has been the most bonded, determined, and hardworking team I have played with. Even in the most frustrating and close games, our team pushed through and tried our best.” JV Field Hockey recorded three wins and one loss. Anne O. shared, “Our small but mighty team improved our skills, sportsmanship, and communication, every time we got on the field. We’re going to be a fierce team next year.”

Boys Varsity Soccer ended the season with a record of three wins, five losses, and one tie. Sam F. acknowledged, “While we did not have the best record, we had a lot of fun games against some really talented teams. This season was great, and it couldn’t have happened without the great coaching of Señor Brito & Coach

Frank.” Boys JV Soccer learned a lot over the course of the season. According to Luca B., “We showed our growth in our game against Tower, where it was tied up with three minutes left and we scored a buzzer beater to win the game. We learned to communicate with each other and bring up our teammates if they made a mistake, rather than putting them down.” Luca went on to say, “Our coaches really helped us with creating plays and keeping us optimistic even if we were having a bad game.”

The Cross Country squad was dominated by an enthusiastic core of sixth graders. According to Gavin M., a highlight was a six-team invitational at The Governor’s Academy that included 96 runners, with Shore placing third. At the end of the season, eight Shore runners competed at the State Championships against public and private school athletes alike, where one Shore runner even earned a medal for his 15th place finish!

WINTER

The Squash+Paddle program benefitted from impressive coaching expertise and competed against Fay in its one exhibition match of the season. Brooks M. noted, “Despite facing a more experienced opponent, we won more games than we did last year!”

Boys Varsity Basketball showed a great deal of grit on the court. Nate J. shared, “Our season contained many nail biting comebacks and we often found ourselves down by ten early in the game. In our game against Tower, we completed a second half comeback from down 18 and a 36-2 point run.” Go Shore! Boys JV1 Basketball started off the season with a four game winning streak that turned into a four game losing streak. Zane E. added, “Thankfully we turned around and finished off the season with a positive record, going 6-5.” Boys JV2 Basketball won their final games of the season to finish with a winning record of 5-4. Sixth grade leaders, Ben B. and Michael E., were in agreement that it was great to end the season on a high note!

With a strong core of players, Girls Varsity Basketball made tremendous progress over the course of the season. According to Maya H., “The most exhilarating part of our season was our first win versus Manchester Essex, where we came together as a team and pulled off a rewarding victory.” Meanwhile, Girls JV Basketball pulled off an undefeated season! Jaylin F. and Serena L. explained that the team practiced hard each and every day. ”We couldn’t have had such a successful season without our whole team.”

SPRING

Track & Field continued to shine. At the state championship meet, Shore athletes placed in the top ten in three events. Ninth graders Alder H. and Sage S.-P. shared the stage at the Sports Celebration and explained, “During our track meets, we always admired the sportsmanship and support that our team members showed. No matter where we placed in our races, we always feel very supported. We are very proud of the hard work and dedication that each one of our teammates displayed.”

Boys Varsity Lacrosse enjoyed its season with first year coach Kevin Murphy. Solid goalkeeping and a total team effort helped the team earn a 7-3 record. Ozzie K. remarked, “This team had the perfect mix of talent, determination and overall just fun kids to be around.” Meanwhile, Girls Varsity Lacrosse ended the season with a strong 12-4 win against Fay and a winning record. Anne R. explained, “This game was very important because it showed how much we had improved this season. When we played Fay earlier this year we lost 9-4; our hard work and dedication led us to this victory.” Girls JV Lacrosse was an energetic, talented team that finished the season with five wins and three loses. Ella V. shared, “We had an exciting last minute goal against Nashoba Brooks and ended up winning by one goal that we worked really hard to get.”

Varsity Baseball took the field with an impressive core of young talent that will make this team a force in the future. A highlight was beating Lexington Christian Academy and, later, earning a tie against Fessenden, always a formidable opponent. Varsity Softball thrived with eighth grade experience and leadership. Veteran player Tien D. stated “Whether we had a tough loss or a prideful win, we were able to keep our spirits high and work hard for the next game. I was lucky enough to watch my teammates flourish this season, and thankful that they were able to make my last season and year very enjoyable.”

The athletic program is fortunate to have the commitment and support of the entire Shore community. Congratulations to all Shore athletes and coaches for a rewarding year of Shore sports!

DAlumni Events 2022-2023

uring the school year we enjoyed seeing many Shore alumni both on and off campus. In November, Shore hosted a Young Alumni Panel for eighth and ninth graders, as well as a Young Alumni Gathering on campus. Our Alumni Association hosted a meet-up in Boston in January, and in Los Angeles in February. These events offered an opportunity for our alums to connect with one another, catch up with Shore faculty and Alumni Association leadership, and swap Shore stories.

Shore’s Alumni Association is seeking volunteers! Interested alumni should email alumni@shoreschool.org to learn more and get involved.

Young Alumni Panel

On November 22, seven alumni returned to Shore to participate in a panel for our eighth and ninth grade students, moderated by Pat Coyle, Director of Secondary School Counseling. Shore alums including Andrew Gould ’22, Annika Johnson ’21, Hal Johnson ’22, Meliena-Marie Johnson Hyre ’23, Laya Raju ’22, Ella Williams ’20, and Aman Patel ’20 gave advice and shared stories. Each alum offered a unique perspective on transitioning to high school. Shore alumni continue to shine!

Young Alumni Gathering

On November 22, Shore invited the Classes of 2020, 2021, 2022, and 2023 to campus for our annual Young Alumni Gathering. Over 70 Shore alumni attended this reunion, along with several faculty and staff members. Alumni were able to reconnect with each other and catch up with their former teachers, and attendees enjoyed the raffle drawing emceed by Upper School English Teacher Louis Frank.

Alumni Association Annual Boston Meet-Up

On January 10, Shore alumni gathered for their annual Boston meet-up. Nearly 50 attendees gathered for a fun, casual evening at Night Shift’s Lovejoy Wharf restaurant. Head of School Clair Ward P’20 and Chair of the Alumni Association Executive Committee George Noble ’85 welcomed attendees and shared updates from the year. The event was a great opportunity for alumni, current and former faculty and staff, and friends of the school across decades to meet, reconnect, and catch up.

November

Alumni Association Los Angeles Meet-Up

On February 7, Shore’s Alumni Association hosted a happy hour for alumni and friends at Superba Food + Bread in Los Angeles. In attendance were Fred Bush ’88, Todd Grinnell ’91, Jocelyn Hayes ’90, Alex Ingram ’04, Katherine Lowell ’04, George Noble ’85, and Brandon Stroman ’94. Thank you George and Brandon for hosting this fun event!

ALUMNI NOTES

Anne Bryant ’64 retired from 16+ years as executive director of the National School Boards Association in 2012. She is now serving on boards in her free time.

Brooke Cook ’64 and husband Jeff awaited the birth of their new granddaughter Vita Mari Cook following a wonderful trip to Wales in August 2022, where they visited Snowdonia and Pembrokeshire. Little Miss Vita arrived on schedule on December 13, 2022. She is the delight of her parents Ransom and Mari Cook (both 37) and her older brother John Ransom Silipo Cook (aka “JoJo”), who turned three in April. Their son Will Cook (35) is on the rise in project management at Dellbrook Construction Company in Quincy, MA. In March, Will won “project of the year’’ for his work overseeing the construction of residential housing in Brockton, MA. Their Da Rosa grandchildren (Sarah’s children) are all busy with their active lives. Karina (26) is an ER nurse at Children’s Hospital in Boston and ran the Boston Marathon in April; Sarina (24) is working with memory care patients at Sherrill House in Boston, a nonprofit skilled nursing and rehabilitation center; Antonio Jr. (21) is working at the Boston Convention Center with his father Antonio; and Christina (17) is a junior at Brookline High School. Jeff and Brooke keep busy with community involvement projects, studies, friends, exercise, and tennis.

Brooke feels blessed to have their health and their family nearby, and can only hope the same for her wonderful Shore classmates.

Biff Michaud ’65 reached 42 years as CEO of The Salem Witch Museum, the third most visited historic site in Massachusetts.

James Irving ’69 published his fourth book this past winter: Friend of the Devil is book four in the Joth Proctor Fixer Mystery Series. For more information visit: www.SpeakingVolumes.us

William (Bill) Robinson ’69 visited Shore’s campus on his way to his reunion at Phillips Academy Andover. While on campus he went on a tour, met faculty, and revisited his yearbook!

Lisa Crockett ’71 is a professor emerita of biology at Ohio University. She visited Shore’s campus in March to speak with a few classes about her research in Antarctica.

Mariah Johnson ’92 recently had her original story listed on the artists registry of the 9/11 Memorial Museum. You can find it here: https://www.911memorial.org/profile/1878811

Vita Mari Cook, granddaughter of Brooke Cook ’64

Alison McMaster ’92 and Joanne Harder

John Ransom Silipo Cook (aka “JoJo”), grandson of Brooke Cook ’64

Bill Robinson ’69 holding his yearbook on the front steps of the Winslow Building

Alison McMaster ’92 visited with Joanne Harder while she was on campus.

Brandon ’94 and Devin ’96 Stroman visited Shore’s campus in June while in town for a family gathering in Gloucester, and enjoyed connecting with Shore teacher Whitney Morris ’96 during a tour of the school.

Cherie Hendrickson ’01 visited Shore’s campus in April and spoke with Upper School students about her journey since Shore. She shared about her experiences with the National Women’s Hockey League Boston Pride and the inspiration she gained from her teammates. As a way to honor a particular teammate and push herself out of her comfort zone, she competed in her first Ironman Triathlon, and has since participated in several others. After playing at Providence College, Cherie continued to play hockey professionally before attending Tufts University’s School of Medicine. She now works as a physician assistant specializing in pulmonary and critical-care medicine. Cherie encouraged Shore students to take risks and never stop pursuing their goals.

Adam Zelenka ’04 is excited to share that he has joined Northwestern Mutual Boston.

Merrill Pierce ’06 is teaching fourth grade and continues to be inspired by her Shore teachers.

Arthur Piantedosi ’08 visited Shore’s campus in January to speak with Upper School students about his path from Shore to his current position at Piantedosi Baking Company, which he runs along with his brother Carmine ’10 and cousin. Arthur gifted students and faculty bread from his fourth-generation bakery!

Emily Figueroa ’13 had her first daughter on September 1, 2022.

Sara Pisanelli ’13 works for Soar Technology Inc. in Ann Arbor, Michigan. She graduated with computer, psychology, and language majors and is working as an AI level 2.

Tyler Hughey ’15 graduated from Babson University in 2022 and is now working to complete a one-year graduate program at Nottingham Trent University in England where he also plays lacrosse. He played a critical role in helping his team win the BUCS (British Universities & Colleges Sport) Big Wednesday national championship, earning title game MVP honors in his team’s 8-5 victory over city rival Nottingham.

Eleanor “Nori” Greer ’16 graduated from Wellesley College in May with a degree in Biology. Next, she will be continuing her studies as a Fulbright scholar researching tundra ecology in Iceland. She will be there for nine months working on an independent research project starting in September 2023.

Michael Pisanelli ’16 graduated from St. John’s University with a criminal investigations major and will be going to graduate school in the same field at St. John’s University this fall. He is working now with the Essex County Sheriff’s Department.

Gwen Schatz ’17 returned to Shore this past spring to shadow and intern in the Pre-K and Kindergarten classrooms. Gwen is entering her Senior year at UCONN in the Early Childhood Specializations program.

Cam White ’19 is at UMASS Amherst, majoring in Economics and in the Pi Kappa Phi Fraternity.

Raphael Clark ’20 was recruited for Lightweight crew at Yale. He also competed with his St. Paul’s 8 crew at the Youth Rowing Nationals in Florida.

Thomas Davis ’20 is excited to share that his FIRST Tech Challenge robotics team has won the world championship in Houston out of thousands of teams from all over the world!

Ashley DuKatz ’20 graduated high school from Pingree School in 2023 and made the honor roll.

Brandon ’94 and Devin ’96 Stroman

Beth White and Cherie Hendrickson ’01

Arthur Piantedosi ’08 spoke to students in the Trustey Family Theatre

Update Your Contact Information Today!

Your connection to Shore is so important, and with every new information update, the strength of our alumni network grows!

Visit www.shoreschool.org/alumni/ update-your-information today to network and receive event invitations, updates, and the annual Bulletin magazine.

The majority of Shore’s communications are only sent electronically, so your current e-mail address is especially important.

Charlie Pound ’21 and Thomas Davis ’20 returned to campus with their robotics team (Wolfpack Machina) from Waring School in October 2022 to speak at the Upper School meeting and give a talk to Shore’s fourth and fifth grade students. The team had a 30 minute presentation with each group, showed videos of competitions, brought robots and demonstrated with them, got the students involved by having some catch discs thrown by the robot, and answered questions.

Eric Elbling ’21 is going into his senior year of high school at North Broward Preparatory School/G10-12 - Pan American School of Porto Alegre in Brazil. With the skills he learned at Shore, he started a social project in his home town to recycle broken electronics, became captain of his school’s soccer team, and founded a few clubs at his school. He recently completed a summer course at Johns Hopkins University.

Ella Williams ’20, Leverett Wilson ’20, Hope Nardone ’20, Zori Warren ’20, Fallon O’Connor ’20, Meg Hoffman ’20, Devan Hernandez ’20, Sylvie Archer ’20, and Alana Olson ’20 were all photographed together at the Phillips Academy Andover prom this past Spring.

Oliver Hay, Elisabeth Munro, Nancy McNall, Arthur Piantedosi ’08, Gwen Sneeden, and Ruth Bauer

Ella Williams, Leverett Wilson, Hope Nardone, Zori Warren, Fallon O’Connor, Meg Hoffman, Devan Hernandez, Sylvie Archer, Alana Olson

IN MEMORIAM

Brian R. Walsh P’75, ’77, ’78 Former Head of School

We fondly remember Brian R. Walsh who served as Shore Country Day School’s third Head of School from 1971-1982. Shore’s Brian R. Walsh Science Center and Library Resource Center, a dual-purpose building that was first dedicated in 1992 and honored the beloved Walsh, continues to benefit students and teachers year after year.

Brian R. Walsh died August 10, 2023 at the age of 87. Mr. Walsh was headmaster of The Buckley School in New York City from 1982-2001, and the Shore Country Day School in Beverly, Massachusetts from 1971 to 1982. Earlier in his career, he was assistant headmaster of The Walnut Hill School in Natick, Massachusetts from 1968-1971. During his forty-two-year career in independent education, he served as president of the Independent Schools Association of Massachusetts from 1979-1982, president of the Elementary School Heads Association from 1990-1991 and president of the New York State Association of Independent Schools from 19951997. Mr. Walsh also served on the boards of the Pingree School in South Hamilton, MA and the Spence School, and St. Hilda’s & St. Hugh’s in New York. He wrote Boys Should Be Boys, a Headmaster’s Reflections, published in 2008, and from 2001 to 2014 he served as an educational consultant, specializing in independent school placement. He was known as a wonderful public speaker and for his many published essays on education. A graduate

of Yale, with a Bachelor’s degree in psychology, he then served in the Army until 1960 when he joined the faculty of the Bancroft School in Worcester, Massachusetts. While at Bancroft he earned a Master’s degree in education from Harvard. He served in the Army Reserve, maintaining the rank of Captain until 1971 when he resigned his commission in order to accept his first school headship. Born in New Haven, Connecticut, Mr. Walsh was raised there and in Scarsdale, New York. He was a longtime resident of Katonah, New York and Northeast Harbor, Maine. A devoted father, he particularly loved being a grandfather. He maintained many connections in the world of independent education until his full retirement in 2015. His humor, charm, and diplomacy will be sorely missed. He is predeceased by a brother, Walter Walsh. He is survived by his wife Daphne of 36 years, and one brother, Robert Walsh. He is also survived by his three children, Ted, Arthur, and Amory by his first marriage of 26 years, and by five grandchildren, Calvin, Violet, Adam, Noah, and Sarah.

“Brian changed the course of my life the day he hired me, and, as a result, the courses of my children’s lives. I will always be grateful to Brian for believing in me when I was a twenty-four-yearold young mother and teacher.”

— Joanne Harder P’92, ’94, Former Upper School English Teacher and Department Chair

Brian R. Walsh’s obituary was published by The New York Times on August 27, 2023.

IN MEMORIAM

Fabiano Alves P’26, ’31

Current Parent

December 18, 2022

Carolyn Buckley

Former Faculty

June 16, 2023

Stephanie “Stori”

Stockwell Cadigan ’76 Alumni

October 22, 2022

Joseph Cohen P’30, ’33

Current Parent

October 13, 2022

Harriet Davis ’56 Alumni

April 15, 2023

Ehimen Edokpa P’19, ’21, ’26, ’30

Current Parent

October 27, 2022

Gloria Hardman P’84, ’85

Former Faculty, Parent of Alumni

August 25, 2023

Mary Huntoon P’95, ’98, ’01, ’07

Former Trustee, Parent of Alumni

April 25, 2023

Julie Johnson P’81, GP’15

Parent of Alumni, Former Grandparent

July 7, 2022

Joe Lovejoy, Jr ’83 Alumni

May 17, 2023

Marie Masse

Former Faculty

December 24, 2022

Judy Miskell ’51 Alumni

June 4, 2023

H. Gilman “Gil” Nichols, Jr

P’65, ’71, ’71, ’74

Former Trustee, Parent of Alumni

August 2, 2022

IN MEMORIAM

Millie Perkins P’77, ’80, ’83

Former Trustee, Parent of Alumni

December 8, 2022

Geoff Peters ’70

Alumni

May 2022

Jonathan Reardon ’72, P’99 Alumni, Parent of Alumni

September 21, 2022

Katharine Clapp Ruhl ’52

Alumni

August 6, 2023

George Scharfe P’92, ’92, ’97

Parent of Alumni

July 24, 2023

Gary Spiess P’82, ’84, ’85, ’91

Former Trustee, Parent of Alumni

November 25, 2022

Derek Spingler ’87, P’21

Alumni, Former Trustee, Parent of Alumni

October 2022

Tom Stluka ’77

Alumni

August 15, 2022

Julie Taylor

Former Faculty

October 13, 2022

Peter Pinney Tilghman

Former Faculty

June 23, 2023

Brian Walsh P’75, ’77, ’78

Former Head of School, Parent of Alumni

August 10, 2023

Save the Date

Join the Shore community in 2023-2024 for these beloved traditions and memorable special occasions.

September 1 Flag Raising

September 22-24 Shore Safari

September 21 Back-to-School Night

October 21 Admissions Open House

October 31 Halloween Parade

November 11 Admissions Open House

November 21

November 22

Young Alumni Gathering (currently in grades 9 – 12)

Grandfriends Visiting Day

December 14 Winter Concert

February 29 – Upper School Winter March 2 Musical

April 26 World Music Concert & Lower School Art Show

May 1 Giving Day

May 9 Night of Celebration

May 30

Spring Pop Rock Concert & Upper School Art Show

June 13 87th Closing Exercises