Shore Country Day School Bulletin - Fall 2019

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SHORE BULLETIN • FALL 2019

CREATING VISION AT SHORE

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2019–2020 Board of Trustees Rayna Lesser Hannaway President Franklin Foster Vice President Denise Marks Treasurer Blake Liggio Secretary Stephen Boyko Lauren Crane Dino Di Palma Khoa Do ’86 Hugh Foster Anthony Frye Daan Goedkoop Kristin Goedkoop Leslie Hammond Elizabeth Harrigan ’92 Barbara Iler Stacylee Kruuse Amy Marks Santo Politi Elizabeth Skates Elia Tessicini Sarah Wolfgang

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CONTENTS

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BULLETIN • FALL 2019

SHORE COUNTRY DAY SCHOOL Shore Country Day School Established 1936 545 Cabot Street Beverly, Massachusetts 01915 (978) 927-1700 www.ShoreSchool.org

ADMINISTRATION Head of School Clair P. Ward Head of Upper School Gustavo Carrera Head of Lower School Sara L. Knox Director of Admissions and Enrollment Management Daphne Clark Faldi ’89 Director of Advancement Katie E. Kozin Director of Finance and Operations Ann-Marie Flynn Director of Marketing and Communications William R. Fisher MAGAZINE Editorial Brooke Booth William Fisher Maggie Glidden Linda Grodberg Katie Kozin Nancy McNall Photography William Fisher Alyse Gause Linda Grodberg Paul Pelletier Design Jeanne Abboud Design ON THE COVER:

Pre-Kindergartners programmed “BeeBots” to navigate obstacles.

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From the Head of School

Creating Vision

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From Great to Greater: Shore Earns Re-accreditation Design Thinking at Shore Understanding the Responsive Classroom Building a Student-Centered Schedule Reimagining Shore’s Library

Community

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Meet Katie Kozin, Director of Advancement Walter Morris Retires Gather and Grow Together United in Service Appreciation Night 2019 Welcome New Trustees

News 40 43 44 46 48

82nd Closing Exercises The Class of 2016 Goes to College Shore Giving Day: May 8, 2019 Dr. Wendy Mogel Speaks Chinese Educators Return

Inspiration 50 55 58 60 62 64

Oliver!

A Gift of Time: Pre-K at Shore Math and Science Find Their Ideal Vehicle A Shore Reading List Portrait of a Graduate: Ivan Betancourt ’19 Sports in Review

Past & Present 68 70 72 75 76

Boston Happy Hour: April 3, 2019 The Community Code through a Global Lens: Louis Demetroulakos ’12 Alumni Notes In Memoriam Save the Date Inside back cover: The Shore Fund

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FROM THE HEAD O F SCHOOL

By Clair Ward “Where do we want our school to journey next? How should Shore evolve, even as we consider our important ties to history?”

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uring 2019’s Closing Exercises, I spoke to the newly minted Shore graduates about resisting the urge to consider the day a final destination.

So often, we are encouraged to see life in terms of final stops, ultimate goals, and polished products. I assert that we are all better served to view moments like this not as end points, but as waypoints on a continuous journey. I love it when students think about graduation as an opportunity to take the next step. Rather than see graduation as something final, we look at it as the continuation of a life of education, curiosity, and improvement. A Shore education is the foundation on which they can rely as they reach across to the next educational waypoint. In this way, we can consider ourselves always moving forward.

For me, this always brings to mind the image of a bridge.

Bridges have the auspicious job of helping us traverse a gap that is otherwise not passable. Whether a bridge is famous or not, artistic or not, fancy or not, its most important role is a functional one: to help us get from where we are to where we want to be. Like any good bridge, Shore’s must stand firmly on a solid foundation to be sure that the bridge has all of the appropriate support for its span. This allows us to move safely, yet boldly, to the next step in our journey.

Much like our graduates are crossing their bridges to the future, Shore also finds itself ready to continue its own journey. Within the last year, we embraced re-accreditation with fantastic outcomes, and put the finishing touches on an audit of our diversity, equity, and inclusion

practices, as well as an audit of our facilities. The next step is to use this foundation to imagine Shore’s future. By studying Shore this deeply, the Board of Trustees can initiate a strategic planning process that will allow our school to realize a sustainable version of itself. Where do we want our school to journey next? How should Shore evolve, even as we consider our important ties to history?

With an inspiring vision, we can build the last remaining portion of our bridge—the span. Strategy will enable us to move confidently from where we are now to where we choose to be. Our Shore strategy bridge will take us to the next step, with the ultimate goal being to raise thoughtful, ethical, intellectually nimble, compassionate graduates.

Inside this issue of the Bulletin, you will find how we are creating vision in small ways throughout our campus. While overarching strategy is important, the work that our faculty, staff, students, and families do together each and every day is what makes Shore sing! Join us in celebrating Shore’s teaching icons, even as we welcome in new energy and initiative. Notice the way that our Parents Association partnered with us to expand our Design Thinking tools. Dig more deeply into the ways we are supporting students through social-emotional learning and classroom culture.

I invite you into our world as you enjoy the inspiring stories that all point to a vision of Shore thriving long into the future.

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From Great to

GREATER Shore Earns Re-accreditation

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ccreditation by AISNE—the Association of Independent Schools of New England, to which Shore belongs—affirms that a school meets a rigorous set of standards related to mission, educational practice, governance, non-discrimination, and financial stability.

AISNE accreditation, which Shore has held since 1979, follows a 10-year cycle of self-reflection, goal-setting, peer review, and accountability. Every 10 years, a school engages in a rigorous self-study that involves reflecting on, assessing, and affirming its practices in relation to its mission. Following the self-study, the school hosts a four-day peer review onsite visit, with educators appointed

by AISNE staff from other accredited schools in the AISNE network. Using the school’s self-study, the visiting team assesses the school’s compliance with the AISNE Standards of Accreditation, and the congruence of its educational program and practices to its mission. The visiting team produces a report commenting on their findings and highlighting commendations, recommendations, and suggestions to guide the school’s continuous improvement over the next 10 years of its AISNE accreditation term.

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“What struck AISNE’s visiting team of educators,” surmises Ward, was, “first, Shore demonstrated a willingness to articulate in its self-study not only its strengths but also its opportunities for growth. They could sense our eagerness to embrace the process in an authentic way.”

When Shore completed its 10-year re-accreditation process in fall 2018, it not only earned AISNE’s enthusiastic seal of approval, but it also found itself held up as a model for other schools to emulate during the selfstudy portion of their re-accreditation process. “This was very affirming for us,” says Head of School Clair Ward. What struck AISNE’s visiting team of educators, surmises Ward, was, “first, Shore demonstrated a willingness to articulate in its self-study not only its strengths but also its opportunities for growth. They

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could sense our eagerness to embrace the process in an authentic way. Second, the visiting team appreciated that every employee of the school had had a hand in authoring the self-study document—a clear indicator of the health of the institution and our shared culture.”

The team selected by AISNE to visit Shore in the fall was led by Jerry Ward, the revered former headmaster of the Fenn School. Ward and his fellow team members, respected educators from a number of other independent schools, produced a 58-page final report that detailed their observations and findings for the Shore community. The document, says Clair Ward, began with congratulations, affirming much of what she has come to believe about Shore since becoming Head of School in 2017: Engaging the current cycle and process of re-accreditation by AISNE, the administration, faculty, staff, trustees, and parents of Shore Country Day School have fully embraced the endeavor from start to finish as a singular opportunity to assess and strengthen their vital and robust school across its rich and varied dimensions. Grounded by a clear and inspiring mission, sustained by a strong and evolving educational program, buoyed by excellent administrative and trustee leadership, supported by a cohesive community, and blessed with excellent campus facilities, the school is thriving and is positioned well to move successfully and with excellence into this next decade.

The visiting team, says Clair Ward, clearly identified the same strengths that Shore students, parents, faculty, and staff experience daily: the sense of community and culture of care, the expertise of the faculty, the schoolwide spirit of entrepreneurialism, and the support and vision of the Board of Trustees. “What commendations such as these tell us,” Ward explains, “is that we as a school are functioning at a high level in every area—we don’t have to ‘fix’ any deficiencies or weaknesses before we can be a great school. We’re already great, and poised to be greater.”

While praise from AISNE’s visitors may be gratifying, it’s the team’s recommendations that are most exciting, says Clair Ward. These are the areas for growth that the visiting team sensed at the school, and they provide the foundation for strategic planning that will drive a vision for Shore over the next 5 to 10 years.

“The first area in which the team was able to provide us with valuable perspective for growth is the ways we are addressing diversity, equity, and inclusion across the institution,” Ward explains. “We had already identified for ourselves a need to be strategic in this area before the accreditation process even began, and Jerry Ward’s visiting team affirmed that the best way for us to make real progress is developing a guiding vision at the governance level, with the Board of Trustees.”

Jerry Ward, visiting team leader

Another affirmation the visiting team was able to offer was in the area of curriculum. Says Clair Ward, “One of the strengths of independent schools, especially one like Shore, is the autonomy we have to create exciting and nimble educational approaches that are responsive to current trends and new research, address the needs of the children in the building at the moment, and reinvent aspects of our program, all while meeting external standards and benchmarks.”

The challenge with moving fast and constantly improving, however, is that there’s still a need to slow down to reflect and check for a curriculum structure that’s aligned across every grade level. “We were happy to see the visiting team emphasize the importance of this work.”

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“The visiting team appreciated that every employee of the

Health and wellness constitute another area school had had a hand the AISNE visitors challenged Shore to grow. “We in authoring the selfas individual educators study document—a clear have many best practices in place in this area,” indicator of the health of explains Ward, “but as a the institution and our whole school we need to ensure a cohesive health shared culture.” and wellness curriculum stretches across every grade level in the way our writing or math programs do. It was helpful to have the visiting team clarify that as a goal for us.”

Identifying these key areas for growth is the real aim of re-accreditation, says Clair Ward. “When a school approaches this process right, it’s looking to use the visiting team’s report as the jumping-off point for the next 10 years of strategic planning. Shore is fortunate to have the luxury to do this—to now look ahead and as a community build our next vision for the school.” Developing a schoolwide approach to diversity, equity, and inclusion will play a central role in that vision for the future, as will aligning the curriculum, especially in the areas of health and wellness, across all grades. “In addition,” explains Ward, “we’ll turn to the entrepreneurial spirit the AISNE team identified at Shore as we look to take the next steps in integrating new technologies, emerging methodologies, and the latest research in our approach.”

As Clair Ward reflects on the completed re-accreditation process, the third of her career, she underscores the critical role in the success of the endeavor played by two individuals: Upper School Spanish teacher

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Gretchen Bowder and fifth grade homeroom teacher Louis Frank, who together created the collaborative digital working structure that would allow every employee to contribute to the self-study document, and ultimately organized and authored the final product.

“The very first impression that the visiting team gets is when they crack open the self-study; the caliber of that document determines whether the visit gets off on the right foot or the wrong. In my estimation, Gretchen and Louis’s willingness to dive into this work and to see it through to completion had much to do with the visiting team’s overwhelmingly positive experience at Shore. The self-study was simply perfect, putting our fine school in the best possible light in front of AISNE.” Shore’s faculty ensured the visitors’ first impression was reaffirmed again and again, says Clair Ward. “The happiness and morale of a school’s faculty more than any other group on campus directly correlates to the student experience. And the fact that the visiting team in their three days at Shore were able to sense the deep commitment of our faculty says a lot about the quality of the experience our students are having.” In AISNE’s report, members of the visiting team summarized what they sensed: Members of the school community across constituencies spoke with conviction and gratitude about community, care, character, and challenge. As the AISNE Visiting Team was warmly welcomed and hosted throughout its time on campus, observing school life and engaging in individual and group conversations, it was evident to us that these positive characterizations of the essence of Shore are indeed accurate.

S H O R E E A R N S R E -ACC RED I TAT I O N

Diversity and Inclusivity Report

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Recommends Systems Approach

pring 2019 saw the conclusion of an audit together, and empathize with the points of view of others. and planning process led for Shore by Most importantly, we prepare them for an increasingly Robert Greene, the principal consultant global society in which a variety of languages, religions, and leadership coach with Cedar & Burwell abilities, and ethnic groups are commonplace.”

Strategic Consulting, a San Francisco-based Shore is determined to offer this type of education firm specializing in culturally competent organizational to its students—and its families, argues Ward. “The idea development. Greene’s charge, issued by that diversity is only relevant for minority the Board of Trustees, was to undertake a community members is a myth, and one that comprehensive research study with Shore needs to be addressed.” Similarly, Ward says, leadership, employees, and families around “We need to do a better job at inclusion, diversity and inclusivity at the school, and at noticing those moments when a child to issue a final report containing Cedar & or a family may feel left out or excluded Burwell’s findings and recommendations. as a result of income and social groupings, The report, which was made available to physical ability, race or ethnicity, student the Shore community in summer 2019, offers gender identity, and other areas. Inclusivity ideas for designing a system-wide approach is the necessary first step toward a truly to increasing inclusivity and diversity at Shore. diverse school community.”

First among the report’s recommendations, Moreover, adds Hannaway, “Diversity, Robert Greene according to Rayna Lesser Hannaway, inclusivity, and equity are not achieved President of the Board of Trustees, was, through finite actions; they are practiced and “In order to set goals, measure outcomes, and track our maintained over time by the whole community.” Hannaway progress in becoming a more inclusive community, we need points to numerous historic efforts at the school aimed at to set a vision for our diversity, equity, and inclusion (DEI) increasing diversity and inclusivity. “Without a continual, work. In our ideal state, what do diversity and inclusivity systems-based approach, these individual actions have look like at Shore? Answering this core question will help never been able to increase our cultural competency us remedy what appeared as one of the dominant themes schoolwide. What we need is an initiative that is in Robert Greene’s report: that Shore has until now lacked incorporated into all aspects of the school, and is touched a clear schoolwide initiative or strategic plan around DEI.” by and maintained by all of its community members. This Forming the foundation of Cedar & Burwell’s report, means that the Board, school leadership, faculty, staff, and as well as the work Shore will undertake in response, is parents all must do the work of becoming more culturally the idea that diversity is important for all children, not just competent and inclusive.” those from historically underrepresented or underserved Accountability for change, too, rests with all groups as defined by race, gender, ability, economic status, community members. Cultural competency training will or sexual orientation. Culturally competent education— be key, according to Clair Ward. “New initiatives focused which encourages awareness of one’s own cultural identity on DEI will take many forms: faculty and staff professional and views about difference, and nurtures the ability to learn development, new areas of the student curriculum, and and build on the varying cultural and community norms ongoing parent-education opportunities. Once the Board, of all students and their families—comes with a host of leadership, faculty, staff, parents, and students begin benefits, backed up by research, says Head of School Clair receiving regular trainings to promote a more inclusive Ward. “When children are educated about diversity and community, the Board and school leadership will design inclusion, we as a society have a better chance of reducing and implement new policies and procedures to hold the biases that lead to disparities in health, education, and community members accountable for their actions. If the criminal justice system. We break barriers that support we’re to achieve the kind of school community we aspire racism, homophobia, and other forms of intolerance. to,” Ward says, “we all need to do the work that will make We strengthen children’s ability to solve problems, work us a genuinely welcoming and inclusive Shore.”

(Members of the Shore community may request a copy of the complete Cedar & Burwell report from the Head of School’s office.)

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Design

Thinking at Shore

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esign Thinking is a set of principles first outlined in 1969 by American Nobel laureate Herbert Simon, an economist, political scientist, and artificial intelligence pioneer. Simon’s work on decision-making and organizational dynamics— in which he redefined the concept of “design” as a way of thinking, rather than simply a blueprint for physical objects and systems—gave rise to a multi-phase, human-centered model for understanding problems and developing solutions.

The essential phases in the Design Thinking approach as it is practiced today are empathy (observing something about people or the world), definition (identifying a problem or challenge), brainstorming (considering many possible ideas), prototyping (quickly iterating potential solutions), and testing/reflection (evaluating results and seeking feedback before repeating the cycle).

The process is both a way of working and a way of understanding, aimed at challenging assumptions and redefining problems in an attempt to identify alternative strategies and solutions that might not be instantly apparent. It can be applied not only in solving concrete challenges or answering unmet needs, but also in envisioning entirely new insights, products, or creative works.

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Clockwise from top: Cam McNall works with second graders designing a truss bridge; third graders pursue Sphero robots; Jill Codding BU LLET IN FA LL 2019“BeeBot” coding for Pre-K demonstrates students; fifth graders practice coding.

N A ME O F STO RY

“I see it as a toolkit, a way to break down almost any challenge or process, make it approachable, and experiment with solutions from a place of curiosity, creativity, and collaboration.”

—Cam McNall, Innovation Lab Manager

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discussions of primary sources, and art; and it helps support a classroom culture rooted in empathy, teamwork, and comfort with failure. Says Innovation Lab Manager and Design Thinking guru Cam McNall, “I see it as a toolkit, a way to break down almost any challenge or process, make it approachable, and experiment with solutions from a place of curiosity, creativity, and collaboration.”

Design Thinking’s mantra—“Fail early, fail often”—is displayed prominently in the iLab, where McNall emphasizes with students of all ages that in Design Thinking, failure is the best learning tool of all. That perspective fits right in with Shore’s overarching educational philosophy, which emphasizes risk-taking and resilience in the face of challenge. “Throughout the school,” he explains, “we work hard to get kids to focus on the process, rather than the final grade. That enables them to be open to trying something new, potentially failing, and then trying again with a different perspective. There’s real strength in being able to get Remarkably, only a few decades after research by away from viewing the end result as the be-all, end-all Simon and other theorists of design became more of their work. There are so many wonderful discoveries widely known in the 1970s and 1980s, many of the to make along the way.” world’s most innovative and successful companies It’s not just about building things in the iLab, (Apple, Google) have adopted Design Thinking as underscores McNall. Design Thinking dovetails with an engine of unprecedented growth—as have the Shore’s emphasis on a social-emotional curriculum countless designers, programmers, creators, and that nurtures interpersonal skills such as collaboration, leaders who fueled their rise. Major universities empathy, and grit. “Any time you want to get to a new (Harvard, MIT, Stanford) teach the Design place, Design Thinking will help. It can apply to discussing Thinking process to students in a broad array literature or creating an experiment in science.” By of fields, from computer science to archiprivileging concepts such as empathy, Design Thinking asks tecture, from business to urban planning students to put aside their own opinions and ingrained beliefs and beyond. Design Thinking—the topic of purposefully, in order to understand things more deeply and millions of scholarly and popular articles, meaningfully. This requires both imagination and humility. books, professional conferences, webinars, “Fundamentally,” says McNall, “it’s cultivating the ability to workshops, infographics, handbooks, wonder, to ask questions about our assumptions and thought white papers, and much more—is seemprocesses, to listen and work constructively with peers, to break ingly everywhere, seen as one of the most down and compartmentalize tasks. These things are huge, not important frameworks today through just for hands-on work, but also for resolving conflicts, managing which to understand the world, and to our time, identifying causes of stress, and figuring out how to be make it better. successful at school and in life.”

In progressive learning environStill, Design Thinking may find its fullest expression at Shore in ments such as Shore, Design Thinking the rich, interdisciplinary projects McNall has devised with fellow is now taking its place in classrooms teachers to explore topics in science, social studies, history, and math. from Pre-K on up as an essential In sixth grade, for example, students studying the history of Africa model for learning, problem-solving, come to the iLab after reading A Long Walk to Water, Linda Sue Park’s creative expression, and collaboraaward-winning book based on the stories of two Sudanese 11-year-olds, tion. The Design Thinking process Nya and Salva, who both must deal with the challenges of water scarcity. can provide a structure for activiWorking in groups, students use basic materials and their understanding ties as diverse as coding, creative of concepts such as vacuum and pressure to design a water pump similar to writing, lab experiments, one that might really be used by African villagers.

Design Thinking’s mantra in the iLab

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D ES IGN T H I N KI N G

Codding explains. “The kids have to figure out how to work together “Armed with the empathy and in a very short time, listening to each other and trying many ideas historical knowledge they developed in really quickly.” But “winning” the challenge isn’t the point, she the classroom,” says McNall, “students says. “The most valuable part of the project is actually the debrief approach their work in the iLab with an at the end, when students excitedly share what worked and what urgent sense of just how critical access to clean water is.” Yet they soon find that designing an effective and economical pump system is no easy task: they struggle over several class periods with various prototypes, refining their ideas many times until they finally end up with a working water pump. That level of challenge is essential in —Jill Codding, Technology Integration Specialist pushing students to work through the Design

“I show my students that one of the most important ways they can get better at something is by sharing their ideas and seeking feedback.”

Thinking process, McNall says. “As they try and fail and try again, I can’t tell you how many times didn’t, and how they might do things differently the next I’ve watched a child create something new that time. Pretty much every child wants to dive in and repeat I’ve never seen before.” the exercise right then—which truly demonstrates the Those “eureka!” moments are equally prized power of the Design Thinking philosophy.”

by Technology Integration Specialist Jill Codding, Computer coding, too, encourages students to who brings computer coding and design projects flex their Design Thinking muscles. “It’s not about to classrooms throughout the Lower School. “One simply learning the specifics of a programming of my favorite activities is something called the language,” says Codding. “Instead, I see coding as ‘Marshmallow Challenge,’” says Codding. Teams of a vehicle for creative expression, for practicing students get 20 sticks of spaghetti, a yard of masking logical thinking and sequencing, for analyzing a tape, a yard of string, and a marshmallow, and in 18 problem and refining your ideas to find a solution. minutes they’re asked to build the tallest structure they I also appreciate that coding gives students a can that still supports the weight of the marshmallow on chance to become experts and learn from each top. “It’s a fascinating exercise to observe.” The raucous other. They come to see that it’s not copying to activity is eye-opening and genuinely challenging, be inspired by someone else’s ideas. It’s how learning happens; it’s how we’re creative.”

Sharing one’s work isn’t an option with Design Thinking, Codding emphasizes; it’s a requirement. “I show my students that one of the most important ways they can get better at something is by sharing their ideas and seeking feedback. Encouraging them to be open to receiving and acting on feedback is critical—just as critical as helping them practice giving that same kind of constructive feedback to their peers.”

McNall and Codding have big ideas about how Design Thinking can support Shore’s program even more broadly.

“In today’s world, manufacturing and innovation are driven by digital technology, and incredible new tools are everywhere,” explains McNall.

“For kids, excitement about that technology inspires curiosity and inquiry. But to take advantage of what the technology offers us—to Sixth graders collaborate to design empower our students to address a working water pump. sophisticated new challenges

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Fourth graders tackle the “Marshmallow Challenge.”

and ninth graders recently had the chance to in the world by imagining solutions that haven’t been experiment with new Sphero app-enabled robots, possible until now—they need a real understanding of gyroscopically stabilized spheres that can be what those digital tools can do. Getting to that point programmed to navigate a space, light up, and will be a game-changer for Shore. Entering the realm respond to infrared signals from other Sphero of digital creation will give our students a real step up in devices. Grade 3 experimented with guiding the mastering richer ways to engage with the world.” robots around the Center for Creativity, while Whereas the iLab was conceived as a “dirty” Grade 9 wrote code so they could play lawn space—filled with tools and materials for hands-on skill games like cornhole with the agile spheres. development and experimentation with wood and metal, “What’s so special about this type of techglass and plastic—digitally imagining new ideas in the nology,” says Codding, “is that it can be used physical world requires a “clean” space built to support the for everything from solving math problems next generation of tools. “That includes things like laser and exploring geometry to telling stories cutters, high-quality 3D printers, CNC routers, vinyl cutters, and having fun.” and plotters,” lists McNall. “These are all important tools At heart, Design Thinking’s purpose for kids to know and understand and be able to incorporate is nurturing a mindset of discovery and into their Design Thinking approach.” Imagine a student who creativity that applies whether the discovers an interest in historic machines or architecture, and task at hand is an inquiry into history, can precisely manufacture period-appropriate parts, McNall a science experiment, a computer suggests; or picture inlaid wooden art projects or custom furnianimation, the assembly of a simple ture shaped using a CNC router. truss bridge, or the fabrication of a For Codding, robotics and circuitry are key in the new digital complex architectural model. “Every world of Design Thinking. “I want our students to be able to teacher at Shore wants the same interact with the world, express ideas, and solve problems by thing: to enable breakthrough using sensors, motion, and DIY computing platforms like Arduino moments for our students,” says and Raspberry Pi.” With these types of resources, digital “makers” McNall. Design Thinking is a tool around the world have created homemade Geiger counters to measure that seems tailor-made for the radiation, automatic lighting and safety systems, weather and health purpose. monitors, video and music devices, and much more. At Shore, third

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UNDERSTANDING The Responsive Classroom

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n every classroom across Shore’s Lower School, each day begins the same way. Students sit together in a circle on a rug for “Morning Meeting,” during which they’ll review the daily schedule, establish goals, ponder a “Morning Message,” and practice greeting one another with kindness and respect. The meeting is often playful, incorporating quick games that encourage sharing and communication; some of the fast-moving games, like “Whizzball,” even include unique rules and terms personalized by the class. “The not-sosecret purpose for all of these,” explains Head of Lower School Sara Knox, “is nurturing social skills and nonverbal communication, such as making eye contact when greeting someone. The Morning Meeting also builds community and inclusion, as students are pushed to be vulnerable, to support their peers, and to grow in their ability to take risks by sharing a personal story or feeling.”

Morning Meetings are one of the most visible components of Shore’s Responsive Classroom approach to social-emotional learning. Responsive Classroom is an evidence-based teaching methodology that focuses on engaging academics, positive community, effective management, and developmental

This page: second graders practice a morning greeting; opposite: fifth graders stand in a circle for an Energizer.

Previous page: fourth graders talk during Closing Circle.

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awareness. It is based on a specific set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors—and social-emotional skills—cooperation, assertiveness, responsibility, empathy, and self-control. Responsive Classroom’s guiding principles posit that great cognitive growth occurs through social interaction— that feeling a sense of belonging and success in a healthy community of learners is just as important as what is being taught and how. “The defining competencies and goals are the same ones that we value and prioritize as a school,” says Knox, “which is why Responsive Classroom is a perfect fit for Shore.”

The methodology employs child-facing structures like Morning Meeting alongside teacher-focused strategies of language and behavior modeling to transform the tone and effectiveness of elementary classrooms. According to research conducted by the University of Virginia’s Curry School of Education, the Responsive Classroom approach leads to higher academic achievement, improved teacher-student interactions, higher quality instruction, fewer behavioral issues, improved student social skills, and deeper student engagement with learning. “At Shore,” explains Knox, “Responsive Classroom has given us

TH E R ES PO N S IV E C LASSRO O M

Morning Meetings are one of the most visible components of Shore’s Responsive Classroom approach to social-emotional learning. Responsive Classroom is an evidence-based teaching methodology that focuses on engaging academics, positive community, effective management, and developmental awareness. a shared set of understandings and language to talk about our teaching with each other and with families.

It’s helped us give names to many of the best practices we already use.”

Bookending the school day opposite Responsive Classroom’s Morning Meeting is “Closing Circle,” typically an opportunity to reflect and celebrate achieving the goals set in the morning. “Even if the day has been less than awesome or the class didn’t quite achieve their goals,” Knox says, “the Closing Circle helps children acknowledge the challenges but still take the time to do something fun so that all students, regardless of what happened during the day, go home feeling supported and upbeat.” Though students and teachers at the end of any given day may feel rushed, anxious, tired, or even hungry, the Closing Circle brings a sense of calm, safety, and community to the classroom, reinforcing a sense of accomplishment and belonging.

Between Morning Meeting and Closing Circle, “Energizers” give students a chance to move their bodies and have a few minutes of fun in the classroom when transitioning between subjects. Usually quick, game-like activities, Energizers build community by encouraging students to interact with one another in new and interesting ways. “Quiet Time,” on the other hand, provides a mental and physical break from high-

intensity activities like physical education or recess.

While there are no formal expectations during Quiet Time, most children use the break to draw, write, or work on a puzzle or origami. It’s a midday reset that “often gives children the boost they need to get through the end of the day successfully,” explains Knox.

Throughout the daily schedule, teachers employ other Responsive Classroom techniques to proactively support students academically and emotionally.

“Interactive Learning Structures” are interwoven through numerous subject areas to push children to mingle and work with more of their classmates more regularly. “These are fun and creative,” says Knox.

Small groups of students may be invited to discuss a social studies question in four corners of the room that correspond to four possible answers, or to take a “museum walk” to view and offer feedback on their peers’ completed projects. “Because children are expected to interact with each of their classmates on a regular basis,” Knox explains, “they quickly become comfortable working with anyone and everyone.”

Less visible but still crucial components of Responsive Classroom are what’s known as “Effective Teacher Language” and “Interactive Modeling.”

To name and reinforce expectations, teachers use positive language to point out good choices, rather

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than negative or punitive terms. “Instead of ‘Don’t do that,’ or ‘Stop tapping your pencil,’” explains Knox, “teachers might reinforce behavior by saying, ‘I love the way Joseph is dabbing the paintbrush gently in the paint tin to protect the paintbrush.’ To remind students about classroom rules, they might ask something like, ‘Who remembers what it should look like and sound like when we line up for recess?’” Interactive Modeling is similar. Teachers use it to demonstrate expectations in a visible and concrete way. “We use interactive modeling all of the time at Shore. Sometimes it is used for academic procedures”—such as modeling how to use a graphic organizer, or how to sculpt with clay— “and other times it is used for more logistical or social purposes”—how to carry a tray in the Dining Hall, or how to manage a conflict with a friend.

“The idea in all of these practices,” Knox says, “is that if we are using them consistently in every place and space on campus, we have fewer behavioral problems and thus less need for formal discipline.”

Even in disciplinary conversations, she adds, the approach is proactive and supportive. In the Responsive Classroom model, discipline is viewed through an empathetic, community-oriented lens. The primary goal when responding to misbehavior is not to punish students, but to end the negative behavior as quickly—and with as little disruption—as possible, so everyone can get back to learning. Equally important is helping students understand the effects of their actions. Here the focus is on repairing any damage caused, and giving students the social-emotional tools they need to make better choices in the future.

Ultimately, the Responsive Classroom methodology seeks to place responsibility for discipline and behavior regulation in the hands of students themselves, as they develop self-control and self-discipline and learn to be responsible, contributing members of a classroom community. This is why, says Knox, every Lower School classroom features a prominent display of “Hopes & Dreams” collaboratively created by students at the beginning of the school year. While children often record their academic aspirations—learning to write a story, becoming a better reader or mathematician— teacher coaching prompts them to identify larger goals such as being kind to classmates, demonstrating respect, and considering the needs of others. “These, in turn, serve as the foundations for student-created ‘rules’ of the classroom,” Knox explains. Teachers ask children to reflect on their shared hopes and dreams and to identify things they’ll need to do to achieve them, such as listening when others are speaking, keeping one’s hands and body to oneself, or using classroom iPads appropriately.

Fourth graders share ideas during Morning Meeting.

Top: first grade Hopes & Dreams are displayed; opposite: second graders work collaboratively on iPads.

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Mistakes are a healthy part of growing up, explains Knox; they help us to learn how to act, how to communicate, how to organize, and how to plan.

“When children make a poor decision or do something that conflicts with the class-created rules, they’re encouraged to remember that list of behavioral expectations they helped create at the beginning of the year,” says Knox. “We get students invested in regulating their own behavior by reminding them of the ‘why?’” When appropriate, teachers identify a logical consequence for disruptive or damaging behavior. For example, “A child who misuses technology by typing ‘bathroom’ words into a Google search may have to spend their next writing period in my office so I can monitor their technology use.”

Lower School classrooms also have what’s called a “take-a-break” chair. Again, this and other behavioral interventions—such as having a child take a walk down the hallway with a teacher—are not used as punishment. Instead, Knox says, “They’re meant as a way to reset and recharge. We invite children to go take a break when their ‘gas tank’ for appropriate behavior has been emptied. They can refill and return with new energy and focus.”

Any visitor to Shore’s Lower School notices that energy and focus. “Students are more and more aware of their own behavior and how it affects learning and the health of the classroom community as a whole,” observes Knox. Even when challenges arise—project partners who struggle to work successfully together, unkind words overheard at recess, side conversations distracting from a math lesson, even a bathroom left untidy after use—students themselves often

“What Responsive Classroom gives us is a positive, proactive, and consistent approach to supporting kids through whatever hurdles, successes, and learning moments they encounter.”

take the initiative to resolve the situation, using teacher prompting and the language and practices of Responsive Classroom to come to their own solution.

Still, Knox insists, “Kids are kids. Kids make mistakes, and Responsive Classroom shouldn’t be seen as a cureall. It may help to lessen misbehavior and improve the classroom environment overall, but that doesn’t mean there aren’t bumps in the road.” Mistakes are a healthy part of growing up, explains Knox; they help us to learn how to act, how to communicate, how to organize, and how to plan. “What Responsive Classroom gives us is a positive, proactive, and consistent approach to supporting kids through whatever hurdles, successes, and learning moments they encounter. Most importantly, it helps kids rebound from any experience with a plan to be better, stronger, more organized, or kinder the next time around.”

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T

o a casual observer, it may appear inconsequential that, for the 2018-2019 school year, the length of Shore’s schoolwide academic cycle went from ten days to seven.

But according to Upper School Spanish teacher Pamela Torres and fifth grade homeroom teacher David Lund, who worked together to create the new schedule after months of internal research and consultation with industry experts, that seemingly small change could bring big benefits in the day-to-day experience of Shore students.

Up until the 2017-2018 school year, Shore observed an academic cycle whose structure was devised more than a decade earlier. The school year was divided into ten-day cycles—alternating five-day “A” and “B” weeks in the Upper School, and repeating five-day weeks in the Lower. This schedule was designed to accommodate the larger number of part-time faculty Shore employed at the time, and was structured to align with the five-day work week familiar to parents.

However, according to Torres and Lund, most independent schools in recent years have moved away from this type of schedule, which requires short class periods and can force wide scheduling variations from day to day. In addition, they explain, in an academic cycle aligned with the calendar week, too often holidays and conference days that fall on Fridays or Mondays disproportionately impact some classes more than others, reducing already constrained teaching time for important subjects. These combined pressures tend to make the school experience more frantic and stressful for both students and teachers, limit the space available for non-classroom activities such as music rehearsals and advisory, and inadvertently increase

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Building a StudentCentered Schedule

By Bill Fisher

homework load because of unforeseen scheduling pile-ups.

Today, best practice among independent schools calls for a six- or seven-day cycle, which not only avoids these pitfalls, but also ensures that every major subject receives about the same amount of instructional time per year.

This is a key goal in the model of “student-centered scheduling” recommended by leading educators as well as ISM (Independent School Management), the consulting firm that Shore worked with to devise its new cycle of seven numbered days that governs the whole school.

There were a number of goals in making Shore’s academic schedule more student-centered, say Torres and Lund. One, of course, was equalizing instructional time across major subjects and removing constraints on non-classroom activities. Two, explains Torres, was reducing stress. “We wanted to give kids more consistency day-to-day than in the old schedule.” For example, she says, “In the Lower School students now begin every day with their Morning Meeting, and in the Upper School the first period starts at 8:00 a.m. all seven days. Things are just more predictable.”

Predictability isn’t just a “nice-to-have,” Torres explains.

It’s closely related to addressing broader concerns about student stress and anxiety, which are inextricably tied to any discussion about scheduling. Large volumes of research have now demonstrated that stress and anxiety directly impact students’ ability to be successful in school. “The way we design our schedule has everything to do with how the pace of school affects student learning and wellbeing,” Torres says. One outcome of implementing a seven-day cycle was opening up more advisory periods, allowing students additional opportunities to spend quality time with their peers and their advisor. “Recess time also went up in the Upper School,” adds Torres, another way students get more space to recharge, both mentally and emotionally, throughout the day.

Meanwhile, in the Lower School, says David Lund, adjusting the schedule created “breathing room” for both students and teachers. “Adding two days to the existing five-day rotation means Morning Meeting and Closing Circle”—touchstones in Shore’s social-emotional curriculum—“now fit into the structure of every day for all grades in the Lower School.”

The extended cycle also helps meet another major scheduling goal: offering more instructional time in Spanish for Lower School students.

In addition, explains Lund, “We gained the ability to place Spanish and music back-to-back, with both of those special-subject teachers located next door to each other in the Center for Creativity.” This change takes pressure off homeroom teachers, giving them a larger block of time for their own planning and lesson preparation.

Similarly, in the Upper School, adds Torres, the new schedule allows back-to-back grouping

Under the new schedule, students find more quality time with their advisors and peers, Lower Schoolers get plenty of instruction in music, and Upper Schoolers enjoy more time for recess.

of subjects such as English and history, so that teachers can more easily work together and create continuity in their cross-disciplinary units.

With so many benefits, the new seven-day schedule has been enthusiastically received in both Upper and Lower School classrooms. “Kids are noticing they have more time with their advisor and at recess,” says Torres. “Homeroom teachers are happier, too,” adds Lund, “with things like P.E. and reading groups scheduled consistently every day.” While parents and teachers continue to adjust to changes brought about by the

new schedule, students, naturally resilient and adaptable, are sailing along, observe Torres and Lund.

Most importantly, they say, Shore’s schedule now more closely aligns with its mission, in which academic challenge lives sideby-side with creativity, health, compassion, and valuing diversity and the world. “The new schedule gives us more time for the arts, more time for world language, more time to take care of our students and ourselves—it addresses every point in our mission,” Torres says.

As for challenge, she observes, “One ISM researcher has said, ‘Fun is not the enemy of challenge; it

is its fuel.’” In other words, to be challenging, school must be fun for students; for it to be fun, it must be challenging for them. In this formulation, fun must be understood through students’ eyes. When young people are asked what they think is “fun” about school, they identify experiences in which they get to be active, work with their peers, do what they’re passionate about, and become better at something. In Shore’s new student-centered schedule, Torres explains, there is more room for all of these experiences. “When we look at the schedule through this lens of ‘fun,’ we see the gains across the board.”

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Reimagining

Shore’s Library

W

hen pallets of plastic-bound tables and chairs appeared in Shore’s Library one day in fall 2018, curious students were among the first to start tearing the wrapping off the bright, modern furniture to try it out.

This made teacher-librarian Debora Collison smile.

Along with school librarian Chris Hubbard, Collison has been one of the principal advocates at Shore for transforming the Library, originally constructed and furnished in a traditional style in the early 1990s, into a vibrant, contemporary space for collaborative learning, exploration, and serendipity. The movement to redesign old-fashioned “transactional” libraries into transformational environments that reflect modern, student-centered modes of teaching and learning has in recent years swept through schools around the world—and now, as students bounced in springy blue chairs and tested the table wheels, that wave came to Shore.

Up until the 1990s and early 2000s, school libraries mostly reflected the centuries-old idea of the library as a place to check out books or to look up

The seventh grade’s day-long poetry and art workshop was held in the Library. Opposite: Upper School students moved tables together for their coding club.

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information in heavy reference volumes. Even in the internet era, that model scarcely changed, with banks of computers replacing some reference materials or card catalogs, but other elements of library design remaining the same. Today, as one-to-one computing programs have nearly eliminated the need for rapidly outdated printed reference books, and as classroom practices have elevated collaborative learning driven by student inquiry, libraries have evolved to keep pace. No longer whisper-quiet enclaves, 21st century libraries are engaging, open, and often noisy “information commons” which serve as a focal point for investigation and knowledge-sharing that extend and enhance work done in the classroom.

In Shore’s reimagined Library, bright blue chairs, comfy sofas, and blond wood tables on casters are an invitation to just this sort of experience. While Collison is quick to note that books remain a focus at Shore, she acknowledges, “We knew we needed a truly multi-functional space that we could reconfigure at a moment’s notice, so that if someone wanted to host a debate in the round, we could accommodate that, and

if someone needed a breakout space or makerspace, we could achieve that, as well.” Now, teachers and Support Services staff can create mini-classrooms or individual workspaces for small group study, test-taking, or Extra Help and advisory periods. Students can gather in lounge-like nooks to collaborate on projects, chat, or get a head start on homework. In a new greenscreen area, classes can use iPads to record presentations, news reports, and world language skits. In another corner, math games and materials for tinkering are available for exploration. Meanwhile, in the Lower School room, children can move wheeled tables easily to read together or create their own space, even as they browse the tempting shelves of literature all around them.

It was clear from the moment the new design was in place that the open, flexible, kid-friendly feel draws children in. Says Collison, “We’ve observed much more traffic in the Library. The taller cafe-style tables by the windows are a popular spot for older students and faculty members who want to get work done, and the sofas are wonderful gathering places for larger groups.” As a bonus, she adds, the popularity of the new Library spaces has also increased circulation of books and magazines. “We wanted a hub that would serve everyone,” Collison explains, “and that’s what it’s become in a very short time. And not only for students and teachers: the Parents Association is eager to host events and guest speakers in the Library, and a public teacher workshop with representatives from Apple was a great success.” Everybody comes to the Library, she notes, so the staff can be facilitators to connect people, or just point them in the right direction.

“We see a new level of excitement about the Library, particularly with the students. They feel a real ownership of the space; they’re rearranging the furniture themselves.”

—Debra Collison, teacher-librarian

“We see a new level of excitement about the Library, particularly with the students,” Collison says. “They feel a real ownership of the space; they’re rearranging the furniture themselves. And if they feel empowered to make this space their own, to be curious, to become independent learners, then we feel like we’re true to the school’s mission, and the Library’s.” The work is not done, however. Coming soon are an expansive new collection of e-books and companion app, Sora, which enables students to explore books on the iPad for both class-assigned and pleasure reading. Also on the way are gallery areas to showcase student art and interactive works. Looking ahead, Collison envisions lower, movable book stacks that encourage more rearranging and browsing, and she imagines even more areas for casual gatherings, furnished with inviting sofas and armchairs. “We’ve seen that our students work best when they’re comfortable, so we want to encourage that,” she says.

Will Shore’s Library ever feature a coffee or juice bar like those installed by other schools as part of their own library redesigns? Probably not. But, says Collison, “The kids have said all we need now is a Dunkin’ Donuts in the Library, and if they feel that comfortable here, then that can only be a good thing.”

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Meet Katie Kozin, Director of Advancement

K

atie Kozin joins Shore in the 2019-2020 school year as Director of Advancement.

Having most recently served as Assistant Head of School for Institutional Advancement at Boston University Academy, Kozin is “gifted at growing a program of philanthropy that puts community first,” according to Head of School Clair Ward. “She brings to Shore a wealth of experience as a fundraiser, as well as a track record of skillfully integrating advancement and alumni relations efforts with those of marketing and admissions departments. We are lucky to have her joining us this year,” says Ward.

In the Q&A that follows, Kozin shares her perspective on advancement work, thoughts on working in the field of education, and her early impressions of Shore.

What brought you to working in schools?

As far back as I can remember, I’ve been passionate about education; teachers have consistently played an important role in my life. My mother was a high school English teacher, and she taught me from a young age to value creativity, working well with others, and seeking help from my teachers. Throughout my elementary, middle, high school, and college years I had the good fortune to learn from several gifted and memorable teachers who ignited my curiosity, self-confidence, and passion to learn and understand.

I’ve kept in touch with many who I credit with helping to shape me as a person—fostering my love of reading and writing, teaching me the joy of keeping a journal, encouraging me to forge my own path with independent projects and studies, and so much more.

For a time I considered a career in teaching and, in fact, became certified in TEFL and taught ESL. But ultimately I gravitated toward fundraising in schools, allowing me to still be involved in education.

My parents provided me with a model of choosing workplaces that they felt passionate about, and demonstrated to me that a job isn’t just a job— it should be meaningful in the world as well as

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meaningful personally. Fundraising felt like a natural fit, and now with over 15 years in the profession, I relish the opportunity to develop relationships with school at the center of that relationship-building. I believe that people truly have the power to change a place—and changing a place can ultimately bring about change in the world. My work excites me as I consider this larger context. We in independent schools have a great responsibility and a great opportunity to provide an excellent education to the next generation of young people who will take on the world’s most complex challenges.

Why Shore?

I love to be around people who are happily dedicated to their pursuits, and to me, Shore is a community of students and employees who are exactly that. I see excitement, joy, and vibrancy everywhere. Every time I walk across campus or stop into classrooms I am captivated by this energy. It’s dynamic, hands-on, active—there’s a sense that students are actually creating their own education, engaging deeply in their education and being part of it, rather than just absorbing information. Shore students are learning how to be in the world. They’re learning critical skills

KAT I E KOZI N

of collaboration and teamwork, public speaking, athletics, and the arts. They’re being exposed to so much of what our world has to offer, and they get the opportunity to find out where they can excel and how to overcome challenges. They’re growing as people.

Shore is a fun and safe place where young people are encouraged to be themselves, be curious, be creative, and be compassionate. All of this is nurtured here, and that is what drew me to this community.

How do you see the role of advancement in independent schools?

Advancement is about building relationships and community. People who are part of an independent school community like Shore are enthusiastic about the kind of learning that happens in a place like this, and want to get involved and support it. In my work, I am fortunate to connect with this community of constituents—parents, grandparents, alumni, people who want to know the institution better, people who are seeing the benefit of the school’s existence—on a daily basis. I get to share the boundless opportunities to support this vibrant, exciting institution, whether through volunteering at an upcoming event or making an investment at Shore that has the potential to ripple out into the world over decades, touching the lives of thousands of students. Advancement enables me to bring the causes and inspirations near and dear to the hearts of our families together with Shore’s vision, needs, and all of the good work that we’re doing with our students. I see my work as intricately tied to the mission of a place that I believe in, and that’s why I love advancement.

What is one lesson you bring with you from your previous role?

with the school. Learning about the unique stories and transformative moments families experience at school—and establishing strong partnerships built on those experiences—helps propel us forward to best serve our students.

What are you looking forward to in your first year at Shore?

I love the busy pace of the school, with so much going on each day. I am eager to dive into a community of learners (faculty and staff included!) where there’s always something interesting going on, and getting to experience special Shore moments and traditions.

Beyond that, I am looking forward to forging relationships across the campus with colleagues, faculty, parents, trustees, our Advancement Committee, and especially with the volunteers and generous supporters who are already showing so much commitment and care for this community. I will be listening and learning. I want to hear how parents and alumni would describe what “inspired for life” means to them, and why they choose to give their own time and resources to the school. I have a lot to learn from the people who know Shore well!

When you’re not at Shore, where might we find you?

You can probably find me at home in Byfield or out and about with my family, taking walks with my 9-month-old daughter and goldendoodle, taking a yoga class at my favorite studio in Newburyport, or maybe even out on a hiking trail. I’ve hiked 47 of the 48 4,000-foot peaks in the White Mountains of New Hampshire, and someday I’ll climb #48!

Years ago when attending a conference, I picked up a vendor’s button with the slogan “Fundraising is a team sport.” (There was also one that said “Worrying is not a fundraising strategy”—always a good reminder!) At Boston University Academy, I lived that slogan when working closely with a team comprising colleagues in both marketing and admissions on building a holistic vision of what a relationship with a school can be. Rather than thinking about families solely as potential supporters, we thought about our families’ experience with the school on a continuum running from the admissions office to the graduation ceremony, and beyond. We thought carefully about how families move from one stage to the next, and worked to create seamless transitions and meaningful connections that deepen over the years

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Walter Morris Retires

By Bill Fisher

I

n this line of work,” says Walter Morris, who is retiring after 26 years at Shore, “there are aspects that are familiar each year, and there are surprises, as well.

Both are appealing.”

For Morris, an English teacher for the past 13 years and the Head of Upper School for the 13 years prior, the familiar has been defined by “a daily proximity to students,” whether as an educator, advisor, or coach. “Part of me would be happy to continue teaching—the part that knows that I will miss the conversations, the writing conferences, the interactions with kids,” he observes. “As much as I’ve enjoyed teaching English, I’ve also enjoyed belonging to a community. There’s always been much to gain from my getting to know kids and their getting to know me outside the

Morris with his Varsity Girls Softball players, spring 2019

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context of the four walls of a classroom. So maybe I haven’t taught you or coached you, but maybe we’ve crossed paths in Acafellas or on a class trip. And this school is small enough that you can get ‘fluent’ in a lot of kids. I’ve always appreciated the size of Shore in that way.”

As for the surprises, Morris points to the ninth grade trip to Glendora, Mississippi, that he spearheaded along with Upper School art teacher Ruth Bauer and Spanish teacher Pamela Torres.

“The opportunity to share something with kids that can make such an impact on their lives has been one of the most rewarding experiences I’ve had in 26 years at Shore.”

Surprising and rewarding, too, have been the moments watching his own children grow up at Shore.

“Shore was a wonderful school

for a cautious, inside-the-lines child, for a child whose musical and emotional intelligence were not reflected in his grades, and for a child who was full of wonder.

Teachers who worked with two or even all three of our kids were able to give something different and valuable to each one.”

Still, throughout his time as a member of Shore’s English Department, there have always been common goals, a shared vision. “We all aspire to have kids enjoy reading, to see that the human experience is represented somehow in each book we read, whether it is To Kill a Mockingbird, Mountains Beyond Mountains, or Macbeth. ‘Tout moun se moun’ is a Haitian proverb that means, ‘We are all human beings.’ Despite the disparities in our backgrounds, students have much more in common with the characters than they might think. We read to better understand our similarities and differences so that we can better understand ourselves.”

More recently in Morris’s tenure at Shore, the Harkness method has come to play a larger role in the English classroom, particularly when it comes to discussion and writing. “The Upper School faculty buy into the idea that we want our students to be competent and confident writers.

To make that happen, the kids need to write on a regular basis, and they need an audience that can give them feedback that hopefully feels constructive. They also benefit from ‘low stakes’ writing assignments as well as ones that involve prewriting, drafting, conferencing, and revising. The Harkness table promotes a relatively free and

C H R IS M O RRI S RET I RES

respectful exchange of ideas, whether it be debating a character’s motivations or pointing out effective imagery in a piece of student writing. Harkness makes it easier for our students to share and discuss their work with classmates.”

Morris observes that Shore’s definition of academic rigor has evolved in his time here. “We memorize less and think critically more,” he explains. “Shore’s Upper School feels more like a middle school. Across the various disciplines, the focus is more on process and equipping the students with the academic and personal skills with which they can thrive after Shore. In English class, we want you to know what dramatic irony is, what a metaphor is; we want to expand your vocabulary and shore up writing mechanics. But we also cherish the teachable moments that literature affords to talk about issues such as equity and social justice, as just two examples our eighth graders encounter in books like The House on Mango Street or Mockingbird.”

This fall he’ll certainly be “mindful that having gone directly from college to full-time teaching, it will be the first September since I was four years old that I have in one

With grandson Finn

In Glendora, Mississippi, with ninth graders, fall 2016

This fall he’ll certainly be “mindful that having gone directly from college to full-time teaching, it will

capacity or other not been starting a school year.” And with the month now wide open, he’ll have plenty of time for one of his favorite things: sailing. “Typically Labor Day has been the end of the season. But September is a fantastic time to be on the water, and that’s where I hope to be much of the time.”

It’s also an ideal part of the year to visit children—and Shore alumni—around the country.

Meghan ’02 is in Cambridge with grandson Finn, Julian ’04 is in Portland, Oregon, and Ben ’08 is in Chicago. Another, more local connection is Bellisini Academy, the independent, tuition-free middle school in Lawrence that’s dedicated to providing quality education to young men and women from limited financial means. “I have been involved with Bellisini in various ways for more than ten years. The opportunity to tutor and mentor students there is very appealing,” says Morris.

It’s apparent you can take this teacher out of middle school, but it’s harder to take middle school teaching out of this teacher’s heart.

“What we’re asking them to do as

be the first September since I was four years old that I have in one capacity or other not been starting a school year.” And with the month now wide open, he’ll have plenty of time for one of his favorite things: sailing.

13- and 14-year-olds is to understand that learning to write clearly and to read critically requires consistent investment and good guided practice. There are few, if any, ‘a-ha’ moments: it’s a gradual buying in to certain habits, thinking more deeply, being exposed to more ideas, hitting an intellectual growth spurt.

Contributing to that increasing awareness of self and the ‘real world’ can be incredibly rewarding. I’m very fortunate to have worked in middle schools for 40 years and still feel that way.”

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Morris spoke during 2019’s Celebration Dinner.

Accept and Learn from My Mistakes (Life has wrinkles.)

2019 Celebration Dinner Remarks By Walter Morris

T

his past May I asked ninth graders to write a Shore reflection. What I am going to share with you now is my own Shore reflection, the lessons that I am most eager to take with me.

Contribute to My Community (Notice the good, eschew the fellowship of the miserable.)

We spend a great deal of time developing and sustaining community in the various forms that it takes at Shore. In addition to the entire school, we scale down to various subsets—the Upper School, a particular grade, a team, or an advisory. On virtually a daily basis we practice the habits of a healthy community in our work at the Harkness table: we listen carefully to each other; we build on each other’s ideas; we disagree civilly; we cite facts from the text; we make room for mistakes; we reflect on what we’ve learned.

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Something that Shore does especially well is to enunciate what helps a group succeed and what gets in the way. This happens in class, in practices and rehearsals, at Morning Meetings, and at gatherings of our six Houses. Mutual respect and cooperation are in too short supply in our country these days, but they are embedded in our community at Shore.

So the first lesson that I am taking with me is to contribute to my community. If I have a concern, I will share it, I will be open to other points of view, and I will offer a constructive suggestion. Similarly, I will be wary of complaining; the fellowship of the miserable can be comforting in the moment, but it rarely affects positive change. Finally, I will notice the good so that I maintain perspective on all that is going well. With the talent and dedication of students, parents, faculty, and staff there is so much good that takes place at Shore every day.

Until I began teaching, I didn’t know what it was to work really hard, consistently, and still struggle on a fairly regular basis.

It wasn’t until my third year of teaching that I knew enough about the craft to be able to form the questions about what I really needed to learn. But I found plenty of motivation along the way in those moments where a lesson plan clicked, a discussion was lively and on topic, or when I connected with a student over a piece of writing.

Suum Quisque Optimum—“From Each His or Her Best.” This ethic is pervasive at Shore. We set ambitious goals and work extraordinarily hard. If we fall short, we strive to honor what we have achieved as well as the considerable effort invested, though this is for many of us easier said than done. Those lofty goals connect to another of Shore’s valuable lessons: have the humility to ask for help and the resilience to cope with and learn from disappointment.

In our community we talk about the value of failure and the opportunities it affords us to learn. In life, mistakes are inevitable and therefore there must be room for them. This is as true for a 14-year-old as it is for someone comfortably three times older. Life has wrinkles, some that appear out of nowhere, and some of our own making. Resilience and support help us to deal with these setbacks.

So does perspective: sometimes what seems an insurmountable wrinkle is not nearly so hard to iron out as I think it is. I am human, therefore, I make mistakes.

So the second of Shore’s lessons that I am taking with me is that while I work hard and strive to do my best, I will make mistakes. I want to avoid taking myself too

WA LTE R M O RRI S RET I RES

seriously; a life without wrinkles would be boring; coping with them, understanding them, and moving on allows me to learn. Laughing about them promotes a healthy workplace, empathy, and a willingness to take risks.

Strive to Thrive in the Age of Accelerations (Stay in touch with what sustains me.)

One more Shore lesson has to do with relationships and the pace of life. I had not been at Shore very long before I first heard its not-so-endearing nickname, “Shore Country Day and Night School.” Time is a scarce and highly valued commodity. Between Shore commitments, various outside-of-school commitments, and family responsibilities, there are seldom enough hours in the day. I am quick, probably too quick, to condemn the amount of time we spend looking at one screen or another. My children tease me about my responsiveness, or lack thereof, to texts and voice mail. “Dad, it’s a cell phone, not a car phone.” Nonetheless, the weight of our digital commitment endangers our personal conversation, isolating and discouraging us while making us more susceptible to sloppy expression and unkindness.

I am currently reading Thomas Friedman’s book Thanks for Being Late. Friedman is interested in defining the key forces that are driving change in our world; he then seeks to identify the values most capable of managing these forces in order to get the most out of them for the most people. He describes his book as “an optimist’s guide to thriving and building resilience in this age of accelerations.”

When Friedman asks the Surgeon General what the biggest disease

in America is today, he responds without hesitation, “It’s not cancer, it’s not heart disease, it’s isolation.”

Friedman talks about how busy we are, and that we can take a perverse pride in our exhaustion, as if it were “a trophy for our ability to withstand stress, a mark of real character to whiz through our obligations without time for a single, mindful breath.” This, he worries, has become a popular model of a successful life.

To thrive in the “Age of Accelerations,” Friedman encourages us to pause. A pause gives us space for reflection and thought. Knowledge is improved by pausing. So, too, is our ability to trust and form deeper connections with others. Not everything is better faster. Pausing is where the thinking happens, it is where relationships grow. As much as we pride ourselves at Shore on working hard, we must remember that taking time to pause, to think, to rest, to enjoy what sustains us is essential to our happiness and to our long-term success. As society pursues greater and faster connectivity, I want my life to express that it is the human-to-human connections that anchor me. For 26 years Shore has been teaching me this lesson, which I have been quick to espouse and slow to learn. I absolutely plan to take it with me.

In his poem “Birches,” Robert Frost reminisces about his youth, when he would climb just high enough in a birch tree to bend it over toward the ground. At just the right moment, he’d leap from the tree and enjoy the too-brief flight back to Earth while the tree sprang back up again. Frost wishes there were time in his adult life for such seemingly frivolous things. “It’s when I’m weary of considerations/ And life is too much like a pathless wood… I’d like to get away from earth awhile/And then come back to it and begin over... So was I once myself a swinger of birches./And so I dream of going back to be.”

Students, I invite you to imagine yourselves as nesting dolls, comprising younger, smaller iterations of yourself. As you mature and pick up your respective considerations and obligations, you can avoid or at least limit your time in Frost’s pathless wood if you can stay in touch with those inner selves. Some simple pleasures are not meant to be outgrown.

As life wants to get more serious, there will be times when it is in fact necessary to put aside your childlike ways. Just be wary of for how long. Stay in touch with your inner layers and allow yourself to be a swinger of birches on occasion.

Congratulations, happy trails, stay in touch.

With his eighth grade English class

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Gather and Grow Together: Shore’s Spring Benefit accelerated the school’s vision for Design Thinking

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hore’s vision for integrating Design Thinking across the curriculum, at every grade level, was the centerpiece of the 2019 Spring Benefit, “Gather and Grow Together,” held on April 27.

At the farm-to-table-themed event in Shore’s Howard Gymnasium, 244 Shore parents, faculty, and staff members donated more than $80,000 to support the acquisition of new technology critical to Shore’s Design Thinking initiatives. Ticket sales to the event and winning bids for online auction items donated by members of the Shore community brought in more than $46,000 in additional contributions, which will go toward general support for the school’s programs.

According to Spring Benefit Committee Co-Chair Erin van Otterloo, “The theme chosen for the evening, ‘Gather and Grow Together,’ couldn’t have been more on point—Shore truly came together and grew as a community on Saturday night.” Van Otterloo singled out Dino Di Palma, the event’s auctioneer and the parent of a Shore third grader, for special recognition.

“We were all in awe of how Dino was able to inspire the room to give so generously! To exceed our fundraising goal in just 10 minutes was hugely affirming and inspiring. The event organizing team is hugely thankful.” Assisting van Otterloo in planning the benefit were fellow Co-Chair Kristin Goedkoop, Jessica Lane-Quinquis, Michelle Langille, Betsy Shields, and Carolyn Slocum.

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Lane-Quinquis managed a unique new addition to the Spring Benefit: “Great Gatherings,” a series of events hosted by Shore families and geared towards building enthusiasm for the school and boosting opportunities for involvement within the greater Shore community. Throughout the evening, guests browsed and signed up for gatherings offering dining experiences, wellness services, and much more. “The idea behind Great Gatherings is simple,” said Lane-Quinquis.

“These are times for having fun, making new friends, strengthening our community, and trying new things, all while supporting Shore Country Day School.”

Also making a first appearance at Shore’s Spring Benefit was PigPen Theatre Co., a unique group of performers whose Americana-influenced songs and original plays have earned them critical praise and seen them featured in films and alongside bands such as Mumford & Sons. PigPen’s singer and multi-instrumentalist Ryan Melia is the brother of former Shore Dean of Students and English teacher Sean Melia.

After the band took its final bows, Head of School Clair Ward, attending her first Spring Benefit, was enthusiastic. “I have heard so many families talk about the positive community spirit that they experienced.

It was great for me to see families connecting across grade levels and divisions.”

Ward was also inspired by guests’ interest in Design Thinking at Shore. “I am grateful to our families for partnering so enthusiastically with the faculty and me to enhance our ability to drive Design Thinking more deeply throughout the curriculum. I know this will pay dividends year after year as we encourage children to expand their sophistication in solving problems, designing solutions, working collaboratively, and preparing for their future.”

Auctioneer Dino Di Palma

Clockwise from top left: Sara Knox with Cam McNall and Monique Clark; event co-chairs Krtisin Goedkoop and Erin van Otterloo with organizers Betsy Shields, Michelle Langille, Carolyn Slocum, and Jessica Lane-Quinquis; Stephen Silveri and Jacy Wilson, Adam and Kerri Koncius, and Alexa and Jen Squitieri; Sandy and Jill Codding with Sam and Eve Hamlin; Bryon Williams and Clair Ward with Kim and Daren Sawyer; Stephanie and Tad LeBlond, Erin Curley, Michele and Phil Vaccaro, Sonia Brady, and Patrick Curley.

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hore families joined together in fall 2018 and spring 2019 for the fifth year of United in Service, a partnership with the United Way.

FALL

53 Shore students along with parents and teachers joined forces on November 2 at the fall United in Service event in Shore’s Dining Hall.

The volunteers worked on projects to benefit a number of local agencies. Some created reusable tote bags to distribute food donated during Shore’s Thanksgiving Food Drive, which benefits families served by Beverly Bootstraps. Others decorated holiday cards and get-well notes for patients at Beverly Hospital. Adults and children worked side by-side on “no-sew” blankets to be distributed by Groundwork Lawrence to residents still struggling after the gas line explosions in the Lawrence area in September. Eager organizers loaded backpacks of clothing and supplies to be distributed to children in foster homes by Fostering Care, an organization founded by Shore parent Tara Driscoll.

Volunteers built beds for children at the Massachusetts Coalition for the Homeless in Lynn, sorted and organized food at Haven from Hunger in Peabody, filled garden beds and assembled financial literacy kits for the Beverly Children’s Learning Center, prepared soup kits and held a drive for Acord Food Pantry at the North Beverly Stop & Shop, sorted donated clothing to assemble complete outfits for Fostering Care, created garden beds for the Lynn Shelter Association, helped clean up gardens and campgrounds at the Torigian Family YMCA in Peabody, created cards, bookmarks, and flowers for patients at Beverly Hospital, and more.

United Way of Massachusetts Bay and Merrimack Valley is dedicated to improving the lives of individuals, families, and children in need throughout the North Shore. According to Sarah Bartley, Senior Director of Community Impact at United Way, “Our work and that of our partners makes a real impact on communities across the region, from Beverly and Gloucester to Lynn, Newbury, and Salem.”

According to United in Service Co-Chair Patti Murphy, “Enthusiastic Shore families were able to do a lot of good in a short time.” Much of the credit goes to Murphy and her two co-chairs, Nina Wilson and Shari Card, who organized numerous work stations in Shore’s Dining Hall so that teams could move efficiently from one project to another, quickly generating piles of cards, totebags, and backpacks ready to go to local community members.

SPRING Dozens of Shore families joined together May 11 for United in Service events at Shore and in nearby communities. Some 120 participants—including parents, students, faculty, and friends—donated 350 volunteer hours to support 10 different organizations around the North Shore. According to Patti Murphy, “The beautiful weather brought out the best in our community! Everyone worked hard to accomplish so much for worthwhile local causes that serve families in our area.”

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Appreciation Night 2019 Faculty and Staff Celebrated

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hore employees past and present, parents, grandparents, trustees, and friends celebrated milestones on Faculty and Staff Appreciation Night, May 2, 2019. Head of School Clair Ward led the proceedings as teachers and staff members were honored.

Also recognized at the event were outgoing and incoming Board members.

The evening in the Trustey Family Theatre began with the annual meeting of the Shore Corporation, during which the President of the Board of Trustees, Rayna Lesser Hannaway, called for the election of new trustees and recognized those completing their terms at the end of the year. Joined by the Chair of the Board’s Committee on Trustees, Elizabeth Skates, Hannaway welcomed Amy Marks, Elia Tessicini, Stacylee Kruuse, and Barbara Iler to Shore’s Board. She next expressed gratitude for the work of parent volunteers, led by Parents Association Chair Kristin Goedkoop, and four outgoing trustees: Jenn Borggaard ’84, Jim Hamilton, Will Shields ’84, and Duncan Wilkinson. To conclude the meeting of the Corporation, the Treasurer of the

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Board of Trustees, Denise Marks, presented an overview of the school’s strong financial position.

It was then Clair Ward’s turn to take the stage. She began by congratulating fifth grade teacher Louis Frank on receiving his masters in English Literature from the Middlebury Bread Loaf School of English.

“Our school puts a great emphasis on the connection between ongoing professional growth and the student experience,” Ward said.

After acknowledging Shore teaching assistants, Ward praised the valuable contributions of five-year faculty and staff members: Betsey Holland, S.A.I.L. teacher; Jody Johnson, the departing Director of Advancement; Tracy Keith, Pre-K 1 teacher; and Riley Lucey, art teacher. Congratulating Johnson on her tenure as Director of Advancement, Ward said, “Jody, we are so grateful for all that you have done to coordinate volunteers and secure additional resources for Shore. The Advancement Office does the work that makes the vibrancy of Shore possible. In addition to closing up Shore’s most recent capital campaign and shepherding nearly $2 million in additional giving, under Jody’s leadership the annual fundraising efforts brought Shore close to $4.5M cumulatively.”

Ward also invited attendees to bid farewell to Sean Melia, Dean of Students and Upper School English teacher. “Sean has been a champion of our advisory program,” she acknowledged, “and taken a leadership role in installing and implementing Shore’s House system.”

Next, Ward recognized employees celebrating their 10-year anniversaries at Shore. “What makes middle school students adore their teachers,” Ward said, “is when they sense the teacher can see something in them that they haven’t yet seen themselves. Such is the gift of Sarah Carlin.” Ward went on, “Hundreds of Shore students have felt the power of Sarah’s passion for theater, her professionalism, her high—yet achievable—standards, and her ability to bring out the best in middle school actors who are still finding themselves.”

Ward next celebrated Director of Admissions and Enrollment Management Daphne Faldi ’89 for her 10

Photo caption to

A P P R EC I AT I O N N I GH T

years of service. “Daphne began her time at Shore as a young child running around the sports fields as her mother coached games,” Ward reminded listeners.

“She went on to become a student, an alumna, an employee, a parent, and soon the parent of an alumnus.

This is the true meaning of the Shore circle of life.”

Faldi wants every member of the Shore community to feel as though they belong, continued Ward, working tirelessly to find the best school fit for each and every child. “She wants everyone to feel about Shore the way she feels about Shore.”

Maintenance team member Peter Green was also recognized on his 10-year anniversary at Shore.

According to Ward, “He brings a spunk to his work that folks notice whether walking through the halls, catching up with him at morning coffee in the servery, or helping to greet and park cars during larger Shore events. Peter is an icon with adults and students alike.”

Ward moved on to celebrate second grade teacher Laura Thompson for 15 years of service. “Considered by both her peers and administrators to be a master teacher, Laura is also a Renaissance woman,” Ward said. “Track coach, choreographer, tap teacher, and House captain are among her many roles outside of the classroom. … The real differentiator, though, is the student culture that Laura is able to create in the classroom. It is one in which children feel as though they have true agency and voice, without feeling unsteady.

Laura has tremendous respect for her students, and it shows in the way she treats them in every single moment.”

At 20 years of service, reading specialist Jen Mulligan was next to be congratulated. “Jen is a fantastic educator, who is dedicated to the children she teaches,” Ward acknowledged. “Always willing to go the extra mile in meeting children where they are, Jen fills each minute of the day coaching and encouraging her young charges. When you have the good fortune to see Jen at work, you see someone who is kind, positive, nurturing, and compassionate. While these traits should be ubiquitous for any teacher, Jen Mulligan is often spending her days with our most vulnerable learners, so these traits are particularly crucial.”

Ward recognized math teacher Kent Vienot on his 25-year anniversary at Shore. “It is easy to speak about Kent’s passion for mathematics, but what equals this is his drive to care for and nurture sixth graders,” said Ward. “Kent knows how to carefully balance nurturing math minds with educating independent thinkers and doers.” Ward continued, “And in spite of having been at it for 25 years, he has found a way to remain relevant— something that is not always easy for a veteran teacher.

You are truly our math hero.”

John Beal, Superintendent of Buildings and Grounds, was celebrated for 30 years of service to

come

Retiring Assistant to the Head of School JoAnn Amatucci with family members; opposite: Head of School Clair Ward recognizing Walter Morris with a T-shirt reading, “The Legend Has Left the Building”; top: Sarah Carlin receiving congratulations.

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Photo caption to come

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Shore. “For us, that means 30 years of someone who is friendly, hardworking, and committed to Shore.

For John, that means 30 years of early morning snow plowing, boiler babysitting, and countless trips to and from his home up north,” said Ward. Noting that Shore’s facilities have grown threefold since Beal first arrived, Ward continued, “John never asks for praise and will get in the trenches with his team; he is above no job or task, and this commands respect from his longtime team members.”

Kindergarten teacher Debra Parkhurst also received congratulations for her 30 years at Shore. “While many schools can boast a veteran staff,” said Ward, “what is conspicuous about Shore is that our veteran teachers are as enchanted by childhood as the children are. This describes Deb to a tee. From fairy houses to leprechaun traps, Deb dives all the way in to the experiences of her children. Deb naturally infuses what kids might call ‘magic’ into so much of her instruction. Using her students’ unending curiosity and wonder, she is able to make the most of little moments so that children remember their Kindergarten year forever and ever.

Deb recognizes that childhood is precious and fleeting, and she takes every opportunity to ensure that children’s days are filled with belly laughs, whimsy, and fun.”

Ward concluded the evening by recognizing two retiring employees: Assistant to the Head of School JoAnn Amatucci and English teacher Walter Morris.

“JoAnn is a true professional,” began Ward, “juggling the demands of the work we do together, the work of the Board of Trustees, and keeping the lead administrative team on track for the sake of the school.

She attends to each and every detail while she simultaneously monitors the morale, health, and wellness of our community. Tremendously kind and caring, JoAnn has a sixth sense about places our team and I need to focus next.”

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Ward invited former Head of School Larry Griffin to join her on stage to pay tribute to Amatucci, and she continued, “JoAnn, on behalf of Shore Country Day School, I want to thank you for your 20 years of service marked by your fierce loyalty and professionalism. You leave enormous shoes to fill, but we are all the better for you having been here. On behalf of two very grateful Heads of School and our entire school community, I want to thank you for your kindness, your directness, your well-placed bossiness, your guidance, and above all, your protection. Please know that your presence will be here for many years to come.”

Ward next congratulated English teacher Walter Morris on his 26 years of service to Shore. “Walter has been a role model to both his students and his colleagues. Consider these famous quotes: ‘If anything is worth doing, do it with all your heart.’ ‘All that we are is the result of what we have thought.’ And, ‘Drop by drop is the water pot filled. Likewise, the wise man, gathering it little by little, fills himself with good.’ Any of these could be said by or about Walter Morris. As it turns out, they are attributed to Buddha. How appropriate, given that Walter Morris is like Shore’s very own Siddhartha. Drop by drop, Walter has filled many middle school water pots, and in so doing has passed the goodness of thought on to countless young minds.”

Ward went on to share the thoughts of several students about their teacher. “‘When Mr. Morris works with you he always gives it his full time… in other words, he does it fully… he sticks with you until he is sure you have it on your own.’ ‘Mr. Morris cares about the emotional well-being of every student.’ And, ‘His room has signs that say everyone is safe. He is a fair person overall; he always has justice on his mind.’

Walter, we think it is important that you never forget the imprint you have made on Shore or on the countless numbers of young writers and readers you have guided. You are our Buddha: humble, wise, enlightened, and inspirational.”

This page, clockwise from top left: Doug and Riley Lucey; Rayna Lesser Hannaway with Clair Ward and Elizabeth Skates; Debra, Jonathan, and Elyse Parkhurst; David and Laura Thomson; Chuck Johnson, Katie Hertz, Jody Johnson, and Brooke Booth; and Julian, Ben, and Walter Morris. Opposite page, top: Daphne Faldi with parents Carroll and Robert Clark; bottom: Sarah Carlin and Derek Beckwith with Ruth and James Bauer.

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Welcome New Trustees

Barbara Iler Family: Matt ’81, husband; Lily, daughter, Grade 9; William, son, Grade 7; Matthew, son, Grade 5.

Residence: Wenham.

Education: B.A., Hobart and William Smith Colleges; Middlesex School.

Professional Background: Dedicated to helping low-income youth overcome adversity and realize their full potential, connecting them to support services, and improving access to high quality educational opportunities; Executive Director, Stephen Phillips Memorial Scholarship Fund; consultant, independent school in Milton; Founder, ANCHOR; Student Sponsor Partners.

Community and Interests: Diversity, Equity, and Inclusion Committee member; tennis; spending time with family and wonderful dog, Teddy.

Stacylee Kruuse Family: Stephen, partner; Freyja, daughter, Grade 2; Orla, daughter, Grade 2; Helena, daughter.

Residence: Marblehead.

Education: M.P.H., Boston University; B.A., Smith College.

Professional Background: Senior Director of Development Operations, Peabody Essex Museum; international frontline fundraiser at a major Boston university; 18+ years fundraising experience at universities including Harvard University and Boston University.

Community and Interests: Recent board member and volunteer, Marblehead Family Fund; advancement volunteer, Smith College; deep interest in art and museums; traveling to visit new places as well as old friends; visiting the Berkshires in the summer; reading, knitting, embroidery, restaurants, and estate sales and auctions.

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Amy Marks Family: Kevin, husband; Isabel, daughter, Grade 5; Evelyn, daughter, Grade 3.

Residence: South Hamilton.

Education: Ph.D., Brown University; Sc.M., Brown University; B.A., Cornell University.

Professional Background: Professor of Psychology and Department Chair, Suffolk University; focused on understanding and empowering the healthy and positive development of children, adolescents, and families from marginalized and underserved communities; research spans educational settings, pediatric/clinic settings, community organizations, and academia.

Community and Interests: Outdoor pursuits including hiking, jogging, traveling to beaches and mountains with family who love to ski; a deep love of music (sang and played piano); and cooking and sharing good meals with friends.

Elia Tessicini Family: Alessandra, daughter, Grade 4.

Residence: South Hamilton.

Education: M.B.A., Boston College; B.A., University of Massachusetts, Amherst; Universidad Complutense de Madrid, Spain.

Professional Background: Director of Business Development, American Express; sales and consulting roles at ADP and Oracle Corporation.

Community and Interests: Board Member of Compassionate Care ALS of Massachusetts; Shore Parent Ambassador; Shore classroom parent; traveling, swimming, cooking, and spending time with family.

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82nd Closing Exercises 2019 Graduates Are Urged to Chart Their Own Course

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n June 12, Head of School Clair Ward presided as 80 eighth and ninth grade students were graduated during Shore’s 82nd Closing Exercises. In her remarks, Ward urged graduates, “Consider today as a waypoint on your journey, rather than as a destination. Having spent the most formative time of your education here at Shore, today’s graduation indicates you are now prepared to chart your own course for learning. As Plutarch wrote, ‘The mind is not a vessel that needs filling, but wood that needs to be ignited.’

The purpose of this journey was not to fill your brains as if they were containers, because containers are finite. The purpose of this journey was to encourage you limitlessly.”

Before the Closing Exercises began in the Howard Gymnasium, graduates met for their traditional class gatherings in the historic Winslow Building, where they received flowers they’d wear during

The eighth grade posed on the steps of the Winslow Building.

the ceremony and reminisced about their Shore experiences. Parents looked on, cameras and phones in hand to capture the scene, as the graduates posed for class photos on the Winslow Building steps and then processed as a group for the start of the Closing Exercises.

Eighth graders performed One Direction’s “History.”

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At the podium, the Head of School welcomed the graduates and guests by referring to Shore’s Community Code, displayed on banners high on the wall of the Howard Gymnasium. “For however many years these students have attended Shore, we stood beside them, coaching them in the small moments that shaped these young people into who they are today. Our celebration marks a beginning, a moment in time when the graduates will lean into their next steps.

Graduates, we are committed to you taking Shore’s Community Code with you as the most significant lesson you have learned here. If you are kind, true, respectful, open, and dependable, you will be your best, and the best of Shore.”

Following Ward’s inspiring introduction, ninth grade students stood to sing “Unwritten,” by Natasha Bedingfield. “Reaching for something in the distance, so close you can almost taste it, release your

C LOS IN G EXERC I SES

inhibitions,” the students sang.

“Feel the rain on your skin. No one else can feel it for you. Only you can let it in. No one else can speak the words on your lips. Drench yourself in words unspoken. Live your life with arms wide open. Today is where your book begins; the rest is still unwritten.”

Ninth graders continued leading the celebration as Aidan Davie and Hope Nardone took the podium to share their “Lessons Learned.” “Shore has taught me the value of working hard all the time,” Davie said, “whether it’s on a test or exam, or while playing a game or competing in a race. In my opinion, being taught to work hard for what you wish to achieve is one of the most important life skills there is.” Nardone continued, “One of the most important lessons I’ve learned in my time at Shore is how privileged we are to have been part of a place that’s so special, a place that all of us are lucky to call our home away from home. As I’ve progressed through this school, I’ve come to realize and appreciate that our experience here at Shore is truly unusual. It’s unusual to have six students in a Spanish class. It’s unusual to attend House meetings where you’re idolized by a posse

Friends embraced.

of five-year-olds. It’s unusual to find yourself building houses in Mississippi, or swimming in the Pacific Ocean with your peers and teachers. And it’s certainly unusual to have your English teacher mark up your essay with 45 comments on a Sunday morning. Yes, this has been an unusual, or extraordinary, experience. This has been Shore.”

The Head of School then called each eighth and ninth grade graduate individually to the stage, where Ward congratulated them before the students received a graduation certificate from

President of the Board of Trustees Rayna Lesser Hannaway and shook hands with Head of Upper School Gustavo Carrera and Head of Lower School Sara Knox. Later, graduates were invited to present roses to their parents, and longtime Shore community members were acknowledged with bouquets.

Eighth graders came together to perform One Direction’s “History.”

“You and me got a whole lot of history,” they sang, “so don’t let it go, we can make some more, we can live forever.”

Ward then returned to the podium to offer her closing words.

“Plutarch would say that you sit here today not as full vessels, but as ignited scholars who are ready to continue learning. Yesterday your learning and the igniting of your passion was our responsibility. As of today, it is officially yours.”

Graduates, joined by alumni, faculty, and staff singers in the audience, concluded the Closing Exercises with the traditional benediction, and as students recessed, they each leaped to high-five a painted hand above the gymnasium doorway, receiving “a last touch of Shore, and leaving Shore with a last touch of you,” as Ward explained.

Students and their families

Ninth grade graduates stood together.

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then gathered outside for congratulations from faculty, who shared reminiscences and well wishes for next fall and beyond.

Twelve eighth grade graduates will return to Shore in the fall to be part of the school’s unique ninth grade program.

Graduating ninth grade and eighth grade students will move on to high schools and college preparatory schools including Brooks School, The Governor’s Academy, Hamilton-Wenham Regional High School, Lawrence Academy, Marblehead High School, Middlesex School, Miss Porter’s School, Pingree School, Phillips Academy, Phillips Exeter Academy, and Tabor Academy, among others.

Ninth grade graduates of the Class of 2019 were: Melina Abatjoglou, Paulina Arce, Rikit Bansal, Ivan Betancourt, Erynn Bowe, Aidan Davie, Sophia DiNanno, Jeremiah Edokpa, Charles Faldi, Camryn Georges, Madeline Hammond, Camilla Johnson, Amelia Mallon, Anja Meaney, Hope Nardone, Alanna Olson, Christopher Pelletier, Sarah Pollock, Walker Thorne, Grace Toran, Cameron White, Audrey Zion, and Lauren Zion.

Eighth grade graduates of the Class of 2020 were: Sylvie Archer, Arihaan Barua, Alexandra Benchoff, Arden Berg, Sean Blundin, Evan Bocchino, Caroline Brennan, Liam Card, Raphael Clark, Meghan Collins, Thomas Davis, Ethan Driscoll, Ashley DuKatz, Ava Finn, Arthur Flammia, Brooke Georges, Evan Gerdes, Eloise Goedkoop, Mason Graham, Samuel Haley, Lauren Hamm, Devan Hernandez, Margaret Hoffman, Maxwell Hoffman, Mackenzie Holian, Alicia Horrocks, Lily Iler, Christopher Kagan, Jane Kelley, Elizabeth Kemp, Elizabeth Kennedy, Julia Kennedy, Matthew Lappin, Benjamin Liptak, Michael Makowski, Lucy Marshall, Maris Moody, Samuel Moore, Grace Mullaney, Grace Murphy, Benjamin Nissenbaum, Fallon O’Connor, Aman Patel, Gian Perullo, Zarenna Sawyer, Anna Smith, Evan Smith, William Smith, Logan Styles, Phoebe Thorne, Camila Torres, Zora Warren, Eden Welch, Ella Williams, Kennedy Wilson, Leverett Wilson, and Othar Zaldastani.

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Top: graduates congratulated one another; right: ninth graders Aidan Davie and Hope Nardone spoke; bottom: graduates who had been together since Pre-K posed for a photo.

The Class of 2016 Goes to College Congratulations to these Shore alumni on their college acceptances!

Nicholas Anastas Bowdoin College

Jack Flynn Information not provided

Bridget Marshall St. Lawrence University

Zachary Rogers Providence College

Mark Bedetti Clarkson University

Evan Gouveia Information not provided

Margaret McFadden Boston Conservatory at Berklee

Chloe Rourke-Nicholas Babson College

Abby Boes Information not provided

Marty Graham Bard College

Jonathan Bolland Information not provided

Camden Greenwood Brooks School Class of 2020

Cecily Bradley Information not provided

Nori Greer Wellesley College

Brendan Callahan Emerson College

Phoebe Hagerman Information not provided

Victoria Carlson The Ohio State University

Cameron Hoffman New York University

Michael Carroll Information not provided

Lilia Hutchins University of Vermont

Catrina Caruso Providence College

Riti Kalra Case Western University

Elise Costello Trinity College

Simon Keough University of Michigan

Rhea Prem Georgia Institute of Technology

Sam Crocker University of Vermont

Will Kingston University of Utah

Lars Purcell University of Denver

Nick Demetroulakos University of Chicago

Chloe Knowles St. Lawrence University

Brian DiGiovanni Information not provided

Samuel Kunst Information not provided

Jake Doggett Babson College

Jackie Lappin Southern Methodist University

Corinna Dorr Hobart and William Smith Colleges Katie Everitt Hobart and William Smith Colleges Alex Fehnel Trinity College Alex Finer Information not provided

Lizzie McGarry Information not provided Kinley Miller High Point University Jenny Minney Northeastern University Michael Pisanelli St. John’s University Madeleine Potter Cornell University Caroline Pratt Hamilton Wenham Regional High School Class of 2020

Xander Schwartz Amherst College Jake Silacci Information not provided William St. John Connecticut College Sam Timms Information not provided Claire Trustey University of Notre Dame Lily Wainwright Union College Sophie Ward Cornell University Caroline Yonce Trinity College Isabelle Yonce Trinity College

Alexa Leach Cornell University James Little Roanoke College John Makowski Trinity College Charlotte Marks Middlebury College

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hore’s first-ever Giving Day on May 8, 2019, far exceeded its goal, concluding with 364 individual donors contributing over $90,000 to support the school’s mission. Brooke Booth, Shore’s Director of Annual Giving, had hoped for 150 donors; the final total more than doubled that. “We honestly didn’t know what to expect for Shore’s first Giving Day,” said Booth. “Our community had already been so generous this year, and we could only hope that Giving Day would be well received. It was! With the help of many volunteers, on and off campus, the Advancement Office was able to successfully execute this initiative. Alumni, parents, grandparents, parents of alumni, employees, and friends all came together to support Shore.”

This first Giving Day was timed to coincide with National Teacher Appreciation Week; supporting the commitment of Shore’s faculty and staff was the theme of the day. “It was so special to be able to tie in Shore’s Giving Day with appreciation for our employees,” Booth said. “Shore alumni always reflect back on the people

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of Shore Country Day School—the faculty, coaches, and staff members who build the foundation for learning here on campus. By celebrating Shore employees and featuring so many long-tenured professionals in the Giving Day marketing materials, we were able to inspire our community.”

Current parents comprised 34% of donors, alumni accounted for 35% of participants, and more than 50 class years were represented among the hundreds of individual donors. Supporters from across the Northeast as well as California, Florida, New York, and other states were able to unlock two matching challenges that totaled $25,000, driving up the final fundraising total to $90,042, all to support The Shore Fund. Dozens of Shore employees made contributions, and members of the Board of Trustees, Advancement Committee, the 2018-2019 Shore Fund volunteers, and more than 16 alumni volunteers all pitched in to help.

Giving Day saw Shore’s first use of an online fundraising platform, GiveCampus, which allows both donors and fundraisers to see results as they happen. “The real-time tracking of both dollars and donors on the GiveCampus platform, along with the instantaneous analysis that it provides, is a really compelling tool for one-day initiatives like this. The success we saw reinforces why even small gifts can make a huge difference to organizations like Shore.

When the entire community comes together to give back, it makes a huge impact,” said Booth.

While much of the action was online, students and employees on campus got to join in to celebrate the results.

With Chef Scott Flanagan serving up his famous Congo Bars at lunch, and the Shore beaver leading an impromptu dance party in the Dining Hall, the whole community was able to enjoy the excitement of Shore Giving Day.

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Dr. Wendy Mogel Speaks

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n January 17, 2019, clinical psychologist and New York Times best-selling author Dr. Wendy Mogel had parents, faculty members, and guests alternately laughing out loud and nodding in agreement throughout an hour-long talk in the Trustey Family Theatre. Mogel shared parenting insights drawn from her latest book, Voice Lessons for Parents: What to Say, How to Say It, and When to Listen, and offered wit and wisdom on the topic for which she is best known: protecting and promoting self-reliance, resilience, accountability, and exuberance in children. The special event was made possible through a continuing partnership between Shore and the Essex County Community Foundation (ECCF); previous events have brought New York Times columnist Ron Lieber and Peter Buffett, the Emmy Award-winning son of billionaire investor Warren Buffett, to Shore. Additional support for Mogel’s visit came from the school’s Sarah M. Devens ’89 Memorial Fund.

Welcoming Mogel to the stage, Head of School Clair Ward admitted, “I have been a devotee of Dr. Mogel’s since the early stages of my career as a school administrator, which began just south of San Francisco. There, in the culture of Silicon Valley at that time, children were the highest-stakes startup their parents had ever ‘invested’ in. This was the exact moment that Dr. Mogel’s classic book, The Blessing of a Skinned Knee, arrived on my desk. The author—who wrote with in-

Mogel with Head of School Clair Ward

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Mogel signed books for attendees.

credible warmth and humor about raising self-reliant and compassionate children in a world where entitlement and competition abound—immediately became one of my professional heroes. I can assure you that my colleagues and I are star-struck having such an icon of education and parenting here on our campus tonight.”

As she began her talk, Mogel shared how much she’d enjoyed waiting in her backstage “green room,” theater arts teacher Sarah Carlin’s drama classroom, before taking the stage. “There were a couple things in Mrs. Carlin’s room that I wanted to point out to remind you of the delight of being an adult in the world of children.”

The first was a T-shirt inscribed for Carlin by students, one of whom had written, “Thank you for the most fun class at Shore. I had the time of my life.” Observed Mogel, “What’s so great about that quote is you know that person’s life hasn’t been very long yet, but they’re already so enthusiastic about it.” She continued to quote from the T-shirt: “‘I will miss the class and you so much. I love you.’ This is what kids are like,” Mogel explained. “They are so candid and passionate when we take the time to stop and listen to what they have to say.”

Mogel went on to emphasize the inherent richness of children’s lives, and to encourage listeners to do their best to value and protect the diversity of children’s experiences, rather than stifle them with pressure about grades, over-scheduling, or worry. Unfortunately, she explained, parents’ anxiety about their children not being perfect in every way has reached an extreme; this may be because of the unique historical moment in which today’s parents find themselves. “We are the first generation whose children will not necessarily be more successful than their parents,” Mogel reminded listeners. Sensational news media and political divisions only exacerbate a widespread sense of insecurity.

Consequently, lamented Mogel, today’s children have little freedom to experience childhood, and they are more and more frequently affected by anxiety inspired in part by their own parents’ behavior. At the same

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time, children—over-protected and over-managed—can fail to acquire the basic life skills and social skills that are so vital to success later in life.

“Mogel’s philosophy of parenting,” said Clair Ward, “is all about helping children become independent of us by allowing mistakes and encouraging them to learn self-advocacy. This is exactly what Shore holds most dear in terms of our goals for children upon graduation.” As Mogel argued in her talk, “The most important preparation for college we can provide young people is teaching them how to have a conversation, how to be engaged in the world, and how to be independent.”

When children are over-scheduled and Mogel with ECCF staff members constantly under their parents’ supervision, without the opportunity to explore the world in plained that Mogel’s work aligns well with the approach an unstructured way, they can’t learn basic life skills, of ECCF’s NextGen initiative, which seeks to make Mogel pointed out. “They can’t learn wayfinding, for an impact on the next generation of philanthropists example, or how to deal with aggression or unkindness,” in Essex County. “Our partnership with Shore for the she said. “We need to be outside, we need to use all five past three years has allowed us to bring to the stage senses, we need to take risks—it’s no wonder our kids leaders focused on the issues that most engage those want to play Fortnite,” Mogel observed. “It’s thrilling, next-generation donors. Mogel speaks directly to the there’s danger and community, and it gives them a parents in our NextGen audience, who not only want to sense of purpose.” make an impact in their community, but also hope to “The event was an engaging, very practical presenraise children who will continue to support causes in tation with lots of takeaways on how to better commuour region. Millennials and Gen X’ers will wield more nicate and relate to our children,” said Derek Reed, a philanthropic power than any generation before. ECCF parent and ECCF Trustee. “Dr. Mogel was relevant, wants to ensure that NextGen donors have the knowlentertaining, and so sincere in how she delivered her edge, tools, and support necessary to ensure long-term strategies and suggestions. You can easily tell how philanthropic impact.” deeply she cares about the relationship between our Shore’s Director of Advancement, Jody Johnson, maturing children and the adults who guide them.” added, “In the third year of our partnership with Beth Francis, President and CEO of ECCF, exECCF, we were so pleased to hear from Wendy Mogel, who shared her ‘voice lessons’ that resonate for all of us—educators, parents, and funders alike. As a community, we are raising the next generation of leaders, preparing them to make a difference in our region and in the world.”

Concluding her talk at the end of the evening at Shore, Mogel underscored the importance of parents’ efforts. “It’s wonderful that you’re here, but it shouldn’t end here,” she said. Afterwards, many attendees voiced their agreement. “Hearing Dr. Mogel’s humorous and compassionate descriptions of over-protective parents made me realize that I can be one at times,” one audience member admitted. Another affirmed, “I was struck by Dr. Mogel’s understanding of the simple power in listening to our children, and giving them the freedom to experience childhood. Who doesn’t want that for their kids?”

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NEWS

Head of School Clair Ward greeted the visitors outside her office.

Chinese Educators Return

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n a sign of a deepening partnership, a delegation of Chinese educators returned to Shore on October 22, 2018, to tour the school, observe classes, and meet with faculty and administrators. The visit followed similar trips to Shore that summer and in fall 2017 by different groups of education leaders from China. As during those visits, the private school principals, teachers, and administrators who toured the school in October were interested in learning more about Shore’s use of Harkness-style discussion, experiential and project-based learning, student-centered classroom models, and best practices in the teaching of English.

According to Head of School Clair Ward, the opportunity to share Shore’s program with the visitors was valuable for several reasons. “To hear our division heads Sara Knox and Gustavo Carrera explaining what

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we do was a real moment of pride for the community,” Ward explained. “And to see the Chinese educators marvel at our active and student-centered classrooms—from a history discussion around a Harkness table to a Design Thinking challenge in the iLab— clearly underscored what differentiates teaching and learning at Shore.”

The visitors came from HD Schools, a group of private bilingual (English-Mandarin) schools with courses from pre-school to secondary school. With campuses in Beijing, Ningbo, Qingdao, and Shanghai, HD Schools provide a comprehensive program for Chinese families who seek a global education which blends the best of international education philosophy with Chinese curriculum. Harkness-style discussion and project-based learning were two areas in which the visitors were particularly interested during their time

at Shore; both approaches are core to the HD Schools academic philosophy. According to founder Tao Sun, “During the early years of primary school, the most important thing for children should not be the skills they learn but the cultivation of their characters.” The goal, he argues, is inspiring children to become independent thinkers, problem solvers, and compassionate global citizens.

The alignment between HD Schools’ philosophy and Shore’s own mission is striking, observed Ward. “This is an opportunity for Shore to partner with a highly-regarded global innovator, many of whose values we share, and to support each other through the exchange of best practices and professional development opportunities.” During their visit, the HD Schools educators took a tour of Shore’s facilities, peppering Ward, their tour guide, with questions about the school’s program, and peeking into classrooms from Pre-K 1 to Grade 9.

The visitors were intrigued by Shore’s Reggio Emiliainspired early learning approach, and they observed intently a sixth-grade history discussion around the Harkness table. In the iLab, the educators remarked on Shore’s practice of encouraging its youngest students to handle real tools to tackle design challenges, and in the Trustey Family Theatre they appreciated the sophisticated and flexible lighting system that enables both stage performances and classes and assemblies in the same space.

Technology Integration Specialist Jill Codding explained a Design Thinking challenge to the visitors.

The visitors explored these and other themes in conversations that followed with division heads Sara Knox and Gustavo Carrera, and they enjoyed lunch in the historic Winslow Building. “It is always a pleasure to return to Shore,” said one guest, “where we can see this history side-by-side with the most modern educational practices.” In this sense, it may well be that Shore has much in common with schools half a world away.

“This is an opportunity for Shore to partner with a highly-regarded global innovator, many of whose values we share, and to support each other through the exchange of best practices and professional development opportunities.”

—Clair Ward, Head of School The educators listened to Ward in the Winslow Building.

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Oliver!

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pper School students gave three sold-out performances of their winter musical, Oliver!, in the Trustey Family Theatre from February 28 through March 2, 2019. Lionel Bart’s classic, based on the adventures of Dickens’ Oliver Twist, follows the young orphan (played by eighth grader Evan Gerdes) as he seeks his fortune in Victorian England, encountering a cast of colorful characters including the Artful Dodger, Fagin, Nancy, Mr. Bumble, Bill Sykes, and many others.

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According to director and choreographer Sarah Carlin, Shore’s theater arts teacher, Oliver! presented Upper School students with some unique challenges.

“Our young performers were asked to jump into the dark world of Victorian England—where life was often especially hard for poor children on their own in a cruel world—and find moments of humanity, humor, and joy. Taking on characters so far from their own experiences required curiosity, open hearts, and much hard work.”

Students credited Carlin with challenging them to stretch the limits of their abilities and imaginations.

Eighth grader Meg Hoffman, who played the role of the Artful Dodger, said, “Mrs. Carlin pushes us to our limits every single day and somehow gets us to do things that we never thought we’d be able to do.” Just ten days before the first public performance, Carlin explained, no one would have bet on the success of the show; students agreed. “The final weekend before the show,” said ninth grader Anja Meaney, who played Mrs. Corney, “we finally came together as a cast and were able to improve all of our scenes. We sang and danced during our lunch breaks.” Eighth grader Devan Hernandez, who starred as Fagin, added, “We became increasingly confident after each dress rehearsal.”

Still, said Carlin, “That is the thrill of live theater—when all of the separate elements come together at the last minute and create true magic.

This cast and crew coalesced and found community with each other.” Anja Meaney said, “This is my third and last year performing in the musical, and I am incredibly proud of how this cast and crew succeeded together.”

Carlin emphasized that none of the magic audiences saw on stage would have been possible were it not for the many teachers and parents who assisted behind the scenes. She expressed gratitude to math teacher Kent Vienot and third grade teacher Sam Hamlin—“a craftsman, artist, and magician”—, who worked with students to design and build the large Victorian-era unit set, and to second grade teacher Laura Thompson, assistant director and choreographer. She thanked theater assistant and sound engineer Sarah Wallingford, and she acknowledged Oliver!’s technical director and lighting designer, Theater and Innovation Lab Manager Cam McNall, who helped to transport viewers to a darkly moody England. Carlin called out the skillful accompaniment provided by professional and student pit musicians, conducted by music teacher Jenn Boyum, and the countless hours contributed by parent volunteers who assisted with costuming, makeup, props, and more.

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O LI V ER!

“That is the thrill of live theater— when all of the separate elements come together at the last minute and create true magic. This cast and crew coalesced and found community with each other.”

—Sarah Carlin, theater arts teacher, director, and choreographer

Clockwise from top: Meg Hoffman as the Artful Dodger and Evan Gerdes as Oliver Twist; Ashley DuKatz as Nancy and Eden Welch as Bet; Jasmine Powell as Mrs. Bedwin; Kate Cullinane and Maddy Marron as members of Fagin’s gang; Devan Hernandez as Fagin; Leverett Wilson as Mr. Bumble.

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“Our young performers were asked to jump into the dark world of Victorian England—where life was often especially hard for poor children on their own in a cruel world—and find moments of humanity, humor, and joy.”

Above: the cast takes a curtain call; below: the Artful Dodger and Fagin’s gang perform “You’ve Got to Pick a Pocket or Two.”

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She also underscored the contributions not only to this production but also to many other Shore plays and musicals by a past Shore parent and professional costume designer in her own right, Cotton Talbot-Minkin.

“Many in our community are aware that Shore possesses an incredible costume collection. But what may not be as well known is that our good fortune is due in large part to one person. Cotton Talbot-Minkin has designed and built hundreds of pieces of costuming for this school. We are so grateful for her expertise and artistry.” Shore reading specialist Rondi Kilham served as costume designer for Oliver! “I’m not sure what we would have done without Rondi’s patience and willingness to take on the Herculean task of costuming 40 students for this period piece,” said Carlin.

With a nearly 200-year-old storyline, Oliver! indeed proved a challenge for all involved. Yet, muses Carlin, “It’s been the difficulty of the material in this beautiful musical that’s provided all of us with the most meaningful of experiences. ‘Where is love?’ the song asks— it’s right here.”

A Gift of TIME: Pre-K at Shore

By Bill Fisher

Pre-K students at Shore are in some ways much like their older peers in the elementary and middle school grades. They love learning through experiences, they thrive on social connections, they yearn to be outside in exploration or play, and they relish opportunities to be creative and have fun.

Yet in many other ways, observes Pre-K lead teacher Beth White, they are quite different, even from children just a year or two ahead in Kindergarten. “Knowing precisely how pre-kindergartners learn best, and what they most need as human beings,” says White, “is what allows us to offer a Pre-K program

that’s unique in the region.”

Finely attuned to a wide range of developmental levels, Shore’s program helps each child build self-awareness, develop confidence in an academic environment, and discover that their world is full of wonder and opportunities to learn, achieve, and enjoy.

When White describes a typical day in Pre-K to a visitor, she begins with play. “Play time is thinking time for young children. It’s language time, problem-solving time, memory time, investigating time. When children are at play,” she explains, “they use mind, body, and social skills as they encounter

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and make sense of the world.” As author and kindergarten teacher Vivian Gussin Paley explains it, imaginative play is indeed a survival skill for young children; it is the landscape in which they first practice abstract thinking.

For this reason, physical activity and especially outdoor exploration in nature are built into the structure of every day in Pre-K. From beginning reading and writing skills to math concepts such as number recognition, sequencing, and geometry, tactile activities, manipulative tools and games, and natural elements such as shells, seeds, and stones are core to teaching and learning. Throughout, children practice fine motor skills such as cutting, grouping, pasting, drawing, and writing as they work toward mastery of these critical abilities.

Grounding all teaching and learning in Shore’s Pre-K program is a child-centered approach inspired by the Reggio-Emilia philosophy, which elevates children’s natural curiosity and innate knowledge in the classroom.

“Everything we do is built around inquiry driven by students,” explains White. “Children learn best when they’re investigating

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their own questions about the world, discussing their own concerns in Circle Time, and learning to express their own thoughts and feelings.” The ReggioEmilia-inspired approach means that Shore’s program is highly individualized. “We spend a lot of time getting to know each of the children for who they are as learners and who they are as people, and working to individualize everything we do so it matches their unique qualities—both for the child who’s on the cusp of reading, ready for more, and for the one who’s just

learning their letters or getting used to being with a group of children in school.” Shore’s two-part program, with a Pre-K 1 classroom for the youngest learners and a distinct but connected space for those a year older, ensures individualized attention.

Getting comfortable in a school environment is a big part of Pre-K at Shore. Students visit subject-area specialists throughout the week for science, art, Spanish, music, library, outdoor education, physical education, and health. “All of these teachers make up the team of adults that the children get to know and trust,” says White, “and with whom they continue to build relationships as they get older. It’s a community and a culture that helps support these students all along their journey.” Supporting students socially and emotionally is built into the program. “We work with children daily to help them practice working through problems and conflict, become better communicators, share how they’re feeling with their peers, and learn how to listen, identify, and negotiate with others.

Social-emotional learning is just as important as academics for us.”

Fellow students are part of a schoolwide network that supports students’ social and emotional

A GIFT OF TIME

well-being. “Shore is unique in the way we’re able to integrate our Pre-K children into the life of the school, bringing them together with teachers and students of all ages for things like House meeting and Big Buddy projects and playtimes. I love walking down the hallway and having an older student greet one of my Pre-K children by name. It’s quite special to have that kind of continuity across age groups, and my students love being recognized by older children and school adults alike.”

As Shore’s Head of Lower School, Sara Knox, explains it, “In large measure, the value of our Pre-K program is not just in the stellar curriculum or the custom-designed spaces; it’s in the expansive group of caring adults and older children looking out for the well-being of our youngest learners, and building relationships that may last for years. For our Pre-K 1 and 2 students, the advantage in having the gift of one or two full years getting to know the campus, the community, and the culture is tremendous—they enter Kindergarten with such confidence; they’re often the ones who are quicker to grasp bigger concepts.

The experience lays the groundwork for their entire Shore career.”

Ensuring families feel connected to the rich world their children experience daily is just as important for Shore’s Pre-K team as teaching and learning in the classroom. “Partnering with parents to bring them into the program is something we relish,” explains White. “We accomplish this through daily newsletters, photos, and videos—communication that’s especially important because children at this age don’t typically tell families ‘what they did today.’ The materials we share each day provide insight into their world—not only what they’re studying, but who

“I love coming to school every day, seeing the children invested in their playtime, making new friends, negotiating situations, sharing toys, being with each other, exploring their world indoors and outdoors. For me it’s a gift to witness their joy.”

—Beth White, lead Pre-K teacher

they’re playing with, what kinds of activities interest them, how they’re feeling. It’s a way of making sure families feel part of the Shore community, too.”

For White, teaching Pre-K represents not only the gift of time for her students—time to explore, discover, and grow—but also a gift of her own. “I love coming to school every day, seeing the children invested in their playtime, making new friends, negotiating situations, sharing toys, being with each other, exploring their world indoors and outdoors. For me it’s a gift to witness their joy.”

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Math and Science Find Their Ideal Vehicle

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or eighth graders, toy cars may be the ideal “vehicle” to gain a deeper understanding of concepts in mathematics and science. At least that’s what the anecdotal evidence from Shore’s math program suggests. During “What’s My Line,” the culminating event of an interdisciplinary math-science unit that’s been a highlight of the Upper School curriculum for two decades, students laugh and cheer while they race cars, generate data, and plot the results on a graph.

“The goal of the unit,” explains Upper School math teacher Anneke Chang, “is to link the linear relationships students have studied in math to the experiments they have conducted in science.” In the science lab, students conduct experiments to determine the density of certain solids and the boiling points of water and alcohol.

In math class, they examine the graphs of the data, draw “lines of best fit,” and then use the equations of those lines to draw conclusions about the science.

“What’s My Line,” the culminating event of the unit, occurs in the Howard Gymnasium, where the entire floor surface is taken over by miniature race courses laid out with masking tape. It’s the ideal setting for generating data to create lines of best fit, or trend lines, which are straight lines that best represent the data on a scatter plot. Pairs of students each receive their own “Tumble Buggy,” a battery-operated toy car with flashing lights and just two speeds at which to travel in a straight line: fast and slow. The fun begins as students power up their cars to determine the time it takes their vehicle to travel varying distances—the baseline data on which they’ll later base predictions.

They graph their travel times and use lines of best fit to figure out the approximate speed of their Tumble

ID EA L V EH I C LE

Buggy. Armed with that knowledge, students next team up in groups to predict the time it will take their cars to run a relay race around one of the tracks in the gym. Accolades go to the teams whose predictions come closest to the actual results.

The relay races, involving multiple cars per team, highlight the different strengths and skills

The relay races, involving multiple cars per team, highlight the different strengths and skills of the group, says Chang. “Some can troubleshoot issues with the cars, others can organize the data well, some have no trouble using the computer, some are quick with calculating, and some are good at getting the cars around the track.”

of the group, says Chang. “Some can troubleshoot issues with the cars, others can organize the data well, some have no trouble using the computer, some are quick with calculating, and some are good at getting the cars around the track.”

Adds fellow Upper School math teacher Kent Vienot, “What is exciting about this project is that students can see the practical application of the algebra they are learning.”

Chang admits, “It’s an elaborate way to investigate these concepts, and it takes us hours to set it all up, but it’s a lot of fun, and the math and science are real.”

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A Shore Reading List Shore faculty members recommend these new and classic works for parents, children, or both.

The List by Patricia Forde Upper School students and their families were encouraged this year to pick up this dystopian novel of resistance and revelation. In a community devastated by a climate apocalypse, speech is constrained to 500 words. Those who speak outside the approved lexicon face banishment. The exceptions are the Wordsmith and his apprentice, Letta, the keepers and archivists of all language. On the death of her master, Letta is suddenly promoted to Wordsmith, but when she uncovers a sinister plan to suppress language, she realizes that it’s up to her to save not only words, but also culture itself.

The Good News About Bad Behavior

by Katherine Reynolds Lewis In our modern, online age, children have less self-control than ever.

Contemporary kids need to learn independence and responsibility, yet our old ideas of punishments and rewards are preventing this from happening.

A journalist and parenting expert, Lewis articulates what she calls “The Apprenticeship Model,” a new theory of discipline that centers on learning the art of self-control. Head of School Clair Ward says, “I found the research at the beginning of this book exceptionally helpful in contextualizing what we are seeing in schools. I also have adjusted my own behavior as a parent after having read the book.”

The Girl Who Thought in Pictures by Julia Finley Mosca Lower Schoolers this year read this work about science hero Dr. Temple Grandin. When she was diagnosed with autism as a child, no one expected Grandin to talk, let alone become one of the most powerful voices in modern science. Yet, her unique mind allowed her to connect with animals in a special way, helping her invent groundbreaking improvements for farms around the globe.

The Parents We Mean to Be by Richard Weissbourd Head of Upper School Gustavo Carrera recommends this book by a Harvard psychologist for parents who want to understand their own behavior with the greatest possible clarity. Weissbourd argues that parents—not peers, television, or the internet—are undermining children’s moral development. Parents’ intense focus on their children’s happiness is turning many children into self-involved, fragile conformists. But the author’s hopeful message is that the intense and joyous process of raising a child can be a powerful force for our own moral development.

All American Boys by Jason Reynolds Upper School Spanish teacher Pamela Torres calls this her favorite book for teens. In this Coretta Scott King Honor Award–winning novel, two teens— one black, one white—must face the fact that racism and prejudice didn’t die after the civil rights movement, and they contend with the repercussions of a single violent act that leaves their school and their community divided by racial tension.

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REA D I N G LI ST

Quiet by Susan Cain Upper School English teacher and Director of Secondary School Counseling Sander van Otterloo says, “The Western World appreciates talkers. The Eastern world appreciates listeners. Teachers and parents will benefit from understanding the too-often hidden strengths of the quieter people in the room.” In Quiet, Cain argues that we dramatically undervalue introverts and shows how much we lose in doing so. It is to introverts—Rosa Parks, Chopin, Dr. Seuss, Steve Wozniak—that we owe many of the great contributions to society.

George by Alex Gino Fourth grade teacher Stacy Tell says she highly recommends this book for families with middle-grade children. “It is a funny, heartfelt story that explores transgender identity in a way that feels both supportive and appropriate.” In it, elementary school student George, who was born a boy but knows in her heart that she is a girl, wants to play the role of Charlotte in the school’s yearly production of Charlotte’s Web. When the teacher says she can’t, George and a friend make a plan that will allow George to show her true self.

Endurance by Scott Kelly According to Upper School science teacher Oliver Hay, this non-fiction work is filled with terrific science and engineering, but also packs “an inspiring message about people from around the world working together to achieve something amazing—the International Space Station (ISS). Also, it’s a book about his journey from being a mediocre student to an incredibly accomplished pilot/astronaut.” Kelly is a former military fighter pilot and test pilot, an engineer, a retired astronaut, and a retired U.S. Navy captain. A veteran of four space flights, Kelly commanded the ISS on three expeditions.

The Story of Ferdinand by Munro Leaf Sander van Otterloo recommends this classic about a bull who is comfortable in his own skin and follows his heart. The book by Leaf and illustrator Robert Lawson tells the story of a bull who would rather smell flowers than fight in bullfights. He sits in the middle of the bull ring refusing to take heed of the provocations of the matador and others to fight. Released less than two months after the outbreak of the Spanish Civil War, The Story of Ferdinand was initially seen by many as a defense of pacifism.

Thank You for Being Late by Thomas L. Friedman Third grade teacher Sam Hamlin recommends this book for its “positive take on some of the challenging problems we face as a society today.” Friedman explains the “accelerations” affecting five key realms of our world: the workplace, politics, geopolitics, ethics, and community. With vitality, wit, and optimism, Friedman shows that we can overcome the multiple stresses of an age of accelerations if we slow down and use the time to reimagine work, politics, and community.

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PORTRAIT OF A GRADUATE:

Ivan Betancourt ’19

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van Betancourt recalls well his arrival at Shore, in second grade. It was the fall of 2011. “I remember not feeling intimidated, even on the first day,” he says. The second grade Class of ’19 loved playing “Ivan Chase” under the hot sun.

“The kids were inclusive; I never felt like an outsider. I felt like I belonged.” Second grade was also the year of his stage debut, as a lead in the play “Savitri,” about a woman who pursues her late husband to the afterlife. “It was all new territory for me,” he says, “but I can’t recall feeling nervous at all, and, again, I credit my Shore friends for taking me in and encouraging me.”

About his coming to Shore, Betancourt admits, “It was one of the most unlikely things that could’ve happened to me, yet one of the luckiest.” A student at RAW Artworks, a youth arts organization in Lynn, he and his mother, Verania, were encouraged by an art teacher to visit Shore. What they experienced inspired them both. According to Verania, “Meeting some of the teachers and learning about the education and community Shore offered convinced me this was a marvelous opportunity for Ivan.”

Fast-forward to ninth grade, and for the now 16-year-old, both the friends he made in those early years and art and performance still stand as landmarks in his Shore experience. “This school has become a second home for me,” he explains. As a member of the tightly-knit group of students in the yearlong Advanced Theater Arts (ATA) class, he’s relied on the support of peers as he’s taken big risks on stage—delivering a monologue, performing in two plays, and experiment-

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By Bill Fisher

ing with improvisational theater on one of the final days of his Shore career. “If you had asked me last year if I could see myself doing all this, I would have said no.

My acting has grown incredibly. You have to find a lot of courage to get up on that stage, and ATA definitely helped bring that out for me. I’ve become a more confident person.”

Teachers have played a major role along the way, of course. “My second grade teacher still says hello and remembers my name,” Betancourt marvels, “which may not seem like a big deal until you think about how many students she’s taught since that time. Before

Betancourt in music class as a second grader

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With ninth graders in Glendora, Mississippi

gained self-confidence,” she says. “He’s become goal-oriented; he can work hard until he reaches a goal he’s set for himself. He knows how to make good decisions and form amazing friendships. He’s developed a love of helping others.”

In fall 2019 Betancourt will take all this to Phillips Academy Andover, where he expects to continue jazz and other passions discovered at Shore. He knows it will be a challenge, but, he says, “Shore has given me preparation that’s unmatched. I’m excited—for the community, diversity, and chance to make new connections.

I’m looking forward to getting better at all the things I’ve been working on here.” One of the most important things he’ll take with him, he says, is a fresh sense of gratitude. “As I enter my next school, I’m leaving Shore with a myriad of caring friends, exciting experiences, critical knowledge, and a sense of knowing who I truly am. I’m fortunate to have had the chance to go to Shore, and I “My second grade teacher still says know that one day I’ll hello and remembers my name, which look back and miss it.”

Shore, I’d never felt a real may not seem like a big deal until you connection to my teachers. But here it’s more of think about how many students she’s a friendship; I can talk taught since that time.” to my teachers freely.”

Mentors like Walter Morris and Gwen Sneeden, he says, have had a huge impact on his thinking, his reading and writing.

“My teachers have pushed me to think deeply, and the knowledge I’ve gained is a real gift. I feel I’m thinking about things in a new way, and writing about them well.

I’ve grown so much as a writer—I can confidently say now that I can write a persuasive essay about almost anything.”

Of the many rich and new experiences he’s had at Shore, Betancourt points to performing on the piano as perhaps the most transformative. The newly formed Jazz Band has had a special impact, he says. “Until Shore, I had never really tried jazz, but as I’ve played with the Jazz Band these past few years, almost all the work I’ve been doing on the piano is jazz. It’s something I plan to continue.” Being asked to play piano in the background of several large public events was another unique opportunity. “Those were moments I really felt I grew as a performer. Even though I played a crucial part in setting the tone for the events, I didn’t feel nervous, and could focus on my playing. I was able to let go of my fear of making a mistake and just play.”

According to Verania Betancourt, that growth has been across the board. “I have watched as he’s

Performing during “An Evening of Gratitude” in fall 2017

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Sports in Review Fall

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By Nancy McNall

hore’s athletic program continued to evolve and to thrive! The inaugural season for Girls JV Soccer was a huge success. According to Coach Sarah Sklarsky, “The highlight of our season was the personal growth we saw in player skills by the end of the season, as well as the sense of camaraderie that the girls developed, despite starting out in very distinct groups.” At the Sports Celebration, the team leaders shared that their experience exceeded their expectations: they said they had made new friends and realized they actually like soccer! Girls Varsity Soccer completed a stellar season with a 7-1-1 record. The team finished on a high note with a convincing win over Fay. Another highlight was a hard-earned 3-3 tie with Exeter.

Coach Sander van Otterloo said, “We are so lucky to have at least eight returning members for next year.” JV Field Hockey stood out for the way that the team came together and won with their hearts, according to Coach Pamela Torres. A team full of fun and kindness, their play was on the rise with each new week. Varsity Field Hockey recorded nine shutouts en route to a rewarding season. The team’s only loss came at the hands of Exeter in a competitive match featuring Shore alumni on the opposing team. Boys Varsity Soccer endured a season of practicing in the rain without any grousing from the boys. Their effort and tenacity paid off with a winning season. A 2-2 tie against the highly respected team from Fenn was reason to celebrate. Boys JV Soccer saw

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their squad gel as a team and established an all-around sound game on the pitch. Coaches Doug Lucey and Jake Ahern were pleased to see players distribute the ball, even while switching angles of attack on a few occasions. Over the course of the season the team embraced the challenges that came their way. Lastly, with a healthy team of 26 runners, Cross Country was firmly entrenched in Shore’s athletic program. Coach Mary Kinahan reported, “Without a doubt, the highlight of the season was hosting the first-ever Shore Cross Country meet.” Thanks to the help of many, the meet was a huge success!

Winter

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irls Varsity Basketball recorded an undefeated season thanks to ninth grade leadership and some big talent. This year’s squad had the rare occurrence of a player scoring over 100 points for the season. Regardless of the opponent, everyone played hard, hustled, and worked together as a team. The Boys Varsity Basketball team returned five players from last year’s team.

Competition was fierce in the first half of the season, but these tests made the team better, and by the end of the year the boys were playing their best basketball. The highlight was back-to-back victories against

SPO RTS

Governor’s and Landmark to close out the season.

Boys JV Basketball finished the season with a record of 8-4, winning three of these games by three or fewer points. A team highlight was the focus and engagement the boys showed during practices every day. Whether covering fundamentals or offensive plays, this team expressed a genuine desire to learn more about basketball. Shore Squash + Paddle athletes spent the winter learning the finer points of squash from a local pro and experiencing the outdoor fun of paddle. This group embraced the opportunity to compete with Fay in a squash meet late in the season. The Conditioning program enjoyed two days of crossfit-style workouts at Iron Village each week along with a session of spin class at Inner Cycle Studio in Beverly. Under the guidance of Mrs. Pisanelli, the group enjoyed fast-paced workouts that helped to improve their endurance, strength, and agility.

Spring

T

he Track Team relied on veteran leadership to set the tone for another positive season.

Many athletes set new personal bests and even shattered state records! At the state meet, 10 Shore athletes competed and a Shore athlete set a state record in the 500g turbo javelin. During the regular season track meets, the athletes made a number of connections with athletes from different schools. This allowed the culture around track meets to remain supportive and appropriately competitive. Girls

Varsity Lacrosse enjoyed an undefeated season. Close wins over Andover and Brooks provided moments of challenge and confidence-building for this talented squad. As the season progressed the team played with incredible intensity and hard work. Coach Daphne Faldi remarked, “The girls came together and brought out the best in each other. We could not be more proud.” Girls JV Lacrosse enjoyed a fantastic season with terrific leadership from the captains, who set a great tone from the start. The team took pride in their many wins but most importantly, said Coach Pamela Torres, “This team was fun to be with each afternoon and rewarding to watch grow over the course of the season.” Boys Varsity Lacrosse “had a season marked by dynamic team moments, focused learning, and excitable moments of exuberant play,” reported Coach John Clark. An early season win over a challenging opponent in Landmark provided a boost to guide the team to an impressive record of eight wins and three losses. Despite unfavorable spring weather, Varsity Baseball was able to squeeze in most of their games to finish with a record of 5-2-1. The pitching staff developed nicely, with contributions coming from several players. Clutch hitting helped Shore to put some runs on the scoreboard in a season marked by come-frombehind wins. Varsity Softball was a team of girls committed to working hard and having fun together.

Coaches Walter Morris and Ellen Sargent raved about their work ethic and spirit, which were evident to any fan on the sidelines. Sargent remarked, “While recording an undefeated record might get noticed first, the overall improvement, sportsmanship, and camaraderie on the team was the true gauge of their success.”

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CR E ATING VISIO N

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N A ME O F STO RY

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PAST & PRESENT

Boston Happy Hour: April 3, 2019

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hore alumni and parents of alumni crowded an elegant space inside the Trillium Brewing Company’s new location in Boston’s Fort Point neighborhood on April 3, 2019, for a first-of-its-kind “Happy Hour” event that reinvigorated ties to the school for several generations of Shore families. In attendance were long-time English teacher and guest of honor Walter Morris, who announced his retirement this year; Head of School Clair Ward; and the staff of Shore’s Advancement Office. Said Director of Advancement Jody Johnson, “We were thrilled with the turnout of more than 60 guests—clear evidence that people are eager to reconnect with each other, the school, and especially one of its legendary teachers, Walter Morris. Shore is at an exciting point in its history, and we think this is an ideal time for us to be fostering relationships that start when students are young and last a lifetime.”

Alumni from the Classes of 2007, 2010, and 2011, along with graduates from several class years in the late 1990s, were well represented at the event. A slideshow featuring archival photos from their time at Shore elicited smiles and reminiscences, as did conversations with Walter Morris, a beloved figure whose 26 years at the school had clearly made an impact on many of those in attendance. Several alumni and their parents came to the event together. Taylor Chin ’11, who enjoyed Trillium’s artisanal brews and savory appetizers along with his parents, Merril and Gregory Chin—a former Shore Trustee—, said, “It was so much fun! There was a great turnout from my grade. We had not seen each other in a while, and the night brought us all back together.”

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In remarks to the attendees, Clair Ward welcomed their continued involvement with the school and encouraged them to visit, noting that although they’d find much that is new across Shore’s campus and programs, they would also encounter familiar hallmarks of the school. “Curiosity and intellectual exploration remain defining characteristics of every Shore classroom,” Ward said, “and I am confident that echoes your own experiences at Shore.”

Ward also announced to guests that this would be Walter Morris’s final year at Shore, a fact that elicited mock protests from listeners for whom Morris had become an icon of teaching. Ward sympathized, agreeing, “Walter announcing his retirement is definitely a ‘happy-sad’ moment for Shore. A true intellect, Walter puts his ego aside to do what it takes to simultaneously care for and challenge children. He engages without judgement, and there is no greater example for our children to see as they become citizens of the world.” When Ward asked the guests for a show of hands to indicate whether they or their children had been impacted by Morris’s teaching, nearly all hands in the room were raised.

Ward concluded her remarks by stating, “We are on a mission to keep you all connected to Shore and to each other, and you can look forward to hearing about more events like this one. After all, Shore is still your home.

Some of you have already made the trip back to campus, and our students have loved hearing Shore stories from graduates. In a school year in which I’ve spoken much about ‘growing gratitude,’” Ward said, referring to a schoolwide theme she outlined in September 2018, “I want to say how grateful I am to be here with all of you.”

Clockwise from top left: Parents of alumni and former Trustees Pam Demetroulakos, Bobbye Lou Sims, and Muffy Carter; Rebecca Gutner Forter ’94, Katie Alexander ’98, and Courtney Quinn ’91; Director of Advancement Jody Johnson with parents of alumni Chris Abbot ’72, former Trustee, Gregory Chin, former Trustee, and Merril Chin; Adam Zelenka ’04 and Jamie Cataldo; Miranda Bakos ’11, Lowell Dorr ’11, Josiah Adams ’11, Alex Cregg ’11, and Tori Burke ’11; Patrick Sheehan ’09, Sam Cregg ’09, Alex Cregg ’11, and Jeremy Barrand ’09; Sara Kerney ’06, Marily Kerney, Noel Johnson ’84, and John Kerney; Mike Gutner ’95 and Walter Morris; Wes Bernier ’07, Phoebe Burr ’07, and Matt Stavis ’07.

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PAST & PRESENT

The Community Code through a Global Lens

By Bill Fisher

I

Louis Demetroulakos ’12

t’s been a busy year for Louis Demetroulakos ’12, who visited Shore in January 2019 to speak to Upper School students about his international education and work and travel experiences in China, Israel, Greece, and United Arab Emirates. In spring 2018, Demetroulakos graduated a year early from NYU Shanghai’s Global China Studies program with minors in history and Mandarin, and in the fall, he incorporated his own company in Dubai, Sirikos Advisory, which works with Chinese investors developing business strategies for international companies looking to work with China.

Touching on some of the highlights of his whirlwind year on stage in the Trustey Family Theatre, Demetroulakos said simply, “I’ve had a lot of amazing experiences since graduating from Shore, and I wanted to come back today to share what I call ‘Community Code moments’ from my travels, and how the Code that you all recite here can influence the rest of your life.”

He illustrated the relevance and power of the Code’s simple set of values—be kind, be true, be respectful, be open, be dependable, and be my best—by describing memorable experiences around the world, from the life-changing to the mundane. He recounted befriending Mandarin-speaking workers on a construction site

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in Shanghai, visiting holy sites in Israel, and teaching English to Chinese students, among many other eye-opening experiences.

Indeed, since he departed as a Grade 9 graduate, Demetroulakos has returned to lessons learned at Shore along every step of his journey. As a high school student at Milton Academy, he was known for his passionate engagement in every aspect of the school, from academics to sports to student life. That broad engagement began at Shore, where Demetroulakos, a varsity basketball player by seventh grade, left the court during the winter of eighth grade so he could play a role in the Upper School musical, Once Upon a Mattress. In his last year at Milton, as Co-Head Monitor, he delivered the school’s Convocation address, urging classmates to embrace life with a positive outlook and a passion for learning, to stand up for what they believe, to remember the power of smiling at someone, and to take care of their community. In his speech, he quoted Milton’s motto, “Dare to be true,” and explained, “For me, this phrase means striving to be true to the best that is in me even if it means taking risks.” The connection to Shore was unmistakable.

As he looked ahead toward college, Demetroulakos made a daring, potentially risky decision that was as

CO M MU N I TY CO D E

true to his interests and aspirations as it was surprisfirmly believe that preventing is better than curing.” ing to his parents: he applied and was admitted to The high-stakes global marketplace in which this NYU Shanghai, which was founded in 2012 to cultivate recent college graduate now finds himself immersed globally-minded graduates and citizens through innowould be intimidating for almost anyone so early in vative teaching, world-class research, and a commithis career, but Demetroulakos feels prepared. “Shore ment to public service. As Demetroulakos explained pushed me from a young age to be decisive with every in a lengthy letter he wrote for his parents defending choice I make. The consequences of my decisions today his decision, “I decided to go study at NYU Shanghai may be more significant, but Shore’s culture—which because it checked two important boxes for me. The encouraged me to try, fail, and grow—gave me the first was being in an entrepreneurial environment confidence that every decision, even a mistake, is an where I would be part of building the school while opportunity to learn and grow and explore.” being a student at the same time. The second was the Other aspects of Shore have proved similarly intensive China focus.” His parents were convinced. relevant in a competitive world. “Some of my favorDemetroulakos enrolled as a Global China Studies ite Shore memories have to do with teamwork,” major, an innovative interdisciplinary course of study Demetroulakos recounts. “Whether it was a sports that allows students to build on knowledge and critical team, the musical, Acafellas, or the student senate, skills gained from the core curriculum to deepen their Shore got us to understand what it means to be part of understanding of global currents in China. “I believe a team. We learned how to tell someone politely that we that over the next 20 years we will continue to see a disagree in the classroom, or push each other to work rising China,” he says, “and I wanted to equip myself with the tools and mindset to be able to be involved with this fascinating time in China’s history. The international experiences that came as a result (Tel Aviv, Athens, and Abu Dhabi) have given me an opportunity to see how different areas of the world understand and interact with China.”

Just months after graduating, Demetroulakos translated his global education and experiences into a business plan. He saw a huge opportunity in China’s Belt and Road Initiative—an investment program focused on a diverse array of investments in over 60 different countries.

“As China shifts its focus to Europe and the Middle East,” he says, “I wanted to position myself as the go-to solution for international companies looking to partner with and do business with this new generation of Chinese companies.”

Above: Demetroulakos with members of the Class of 2012 at their ninth grade semi-formal dance. Opposite: Demetroulakos in Shanghai; photo: Jackie, Wenqian Hu. His enterprise, Sirikos Advisory, works with clients to answer the biggest question for any company looking to do business in China: a little bit harder in practice. I am still astounded—in “What is likely to go wrong with this partnership?” college and beyond—to see peers struggling with the Demetroulakos explains, “This type of critical thinking concept of teamwork.” is something I fell in love with during my Shore days, Lessons learned about thoughtfulness and kindcontinued building in secondary school and college, ness, as well, have served him through the years. “I and now use on a daily basis in work. My colleagues and remember, as an Upper Schooler, giving hand-written I believe that the biggest issue in China is transparenthank-you notes to my lacrosse coaches and teachers at cy (or lack thereof), and we try to position ourselves the end of the year, or to the parents of friends who had where those transparency issues are most likely to invited me for a sleepover,” says Demetroulakos. “This impact our clients. The solutions we come up with, practice has stuck with me. Each time I write an e-mail then, revolve around a rigorous due diligence process. or have a conversation with a client, I think back to This can be frustrating and time-consuming, but we something that began at Shore.”

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ALUMNI NOTES Bruce Michaud ’65 continues as CEO of the Salem Witch Museum in Salem, MA. He enjoys life aboard his new boat, Witch Craft, as well as spending time with his family.

David Kellogg ’67 married Nancy Achin Audesse on October 6, 2018, at their new home. He still writes and takes photographs after all these years, and enjoys playing with cars, both old and English.

Alvin Sortwell ’68 sold his company, Arborwell, to his employees through an employee stock ownership plan.

The 200 employees are now stock owners of Arborwell, where Sortwell still remains as CEO and Chairman of the Board.

Nancy Wheatland Biglow ’45 attended Shore for Grades 4-6 and has so many fond memories of those years and friends. She still lives in her home of 62 years in Seattle with chickens, ducks, and an Irish wolfhound.

Rev. Franklin Huntress ’49 is retired now at 85 and loving it.

Gilbert Campbell ’60 and his wife now have 11 grandchildren. Since last year, they have two new grandchildren, Cordellia Anne West and Clark Curtis Campbell. Campbell reports, “Our health is very good, we love living on Hilton Head Island, and enjoy several fun activities, most recently scuba diving in the Caribbean.”

Martha Bacon Martin ’62 shares that the Class of 1962 had a grand reunion at Wingaersheek Beach in September 2018. Hosted by Alice Pell ’62, attendees were Susan Robbins ’62, Martha Bacon Martin ’62, Joan Cabot Gardiner ’62, Tempe Goodhue ’62, Peggy Pier Barton ’62, Cory Gardiner ’62, Sally Parker ’62, Susan and Joe Bourneuf ’62, Kim and Laurie Brengle ’62, and Ann and Bill Febiger ’62.

Anne Bryant ’64 “retired” from the National School Boards Association in 2012 after 16 years as Executive Director. She now serves on three education-related boards and loves this chapter of her life. She sees her sisters as often as possible: Cynthia Bryant Harper ’58 in MS, Rose Bryant Woodard ’59 in Hingham, MA, and Alida Bryant ’73 in Manchester, MA.

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Stu Thorne ’77, manager of the CannondaleCyclocrossworld.com team, was profiled in December 2018 in VeloNews magazine, where he was credited with building “the most dominant U.S. cyclocross team ever.”

He recently stated, “I always wanted to be the Formula 1 team of cyclocross, professional and successful, and strove to have the team do the best they could and represent the sponsors well.”

Chris Davenport ’86 continues to add to his long skiing career. Davenport shifted from extreme ski racing to mountaineering, which has enabled him to ski six continents. He credits Shore for “instilling in him a level of self-confidence that allowed him to pursue his dreams in the world.”

A LU M N I N OT ES

Rob Blood ’90, the CEO of the Lark Hotels Collection, was featured in the Boston Globe in September 2018. The paper noted his hotels are “expanding wildly in New England. Lark Hotels have been taking over classic, vintage, and historic properties and turning them into playful, updated boutique hotels with fresh interiors and modern technology.”

James Burr ’12 was drafted in spring 2019 by the Boston Cannons in the 7th round (55th overall) as an attackman.

In their words, “We were impressed with his consistency and think he’s going to intensify the competition at attack during training camp. Burr’s playing as well as any attackman in the country right now.”

Averell Ryland McFerran ’96 is living just north of San Francisco in Mill Valley. She welcomed Alexandra Ripley McFerran to her family on September 12, 2018. She sees Devin Stroman ’96 occasionally, whose son, Kylan, is the same age as her son, Ford. The boys played soccer together last year. On Thanksgiving 2018, McFerran ran the Tiburon Turkey Trot, where there was quite a Shore alumni representation, with Braddy Ryland ’01, Nelson Ryland ’85, and Alexa Ryland Tolmie ’83 running as well.

Hannah Davis ’13 returned to Shore upon finishing up her junior year at Smith College to shadow and work with Pre-Kindergarten teacher Beth White. Davis is a grade 1–5 education major who was thrilled to reconnect with many of her former teachers while on campus.

Loren Malfitano Borges ’97 is a concierge at the W Boston.

If in the Boston area, stop by to say hello to her.

Grant Cooper ’97 is engaged to Bronwyn Kelley, who is also his business partner. They are real estate agents in New York City, but Cooper would like to convince her to move to the North Shore. If he’s lucky, he gets to speak on the phone or text with Ethan Liebermann ’97, Kate Sullivan ’97, or Josh Pressman ’97.

Julianna Mullen ’00, site manager for the Ocean Acidification Information Exchange operated by the New England Regional Association of Coastal and Ocean Observation Systems, was recently named an American Association for the Advancement of Science (AAAS) Community Engagement Fellow.

Alex Kerney ’03 and Lauren Zion ’06 spoke via Google Hangouts with Shore students in December 2018 about their experiences in high technology fields and answered questions about coding languages and their jobs. The event took place during Computer Science Education Week. Kerney is a web application developer with the Gulf of Maine Research Institute, and Zion is Vice President of Revenue Operations for LiveIntent, a New York City-based advertising technology company.

Samantha Stokes McAuliffe ’05 and former Shore faculty member Tim McAuliffe welcomed their daughter Nora Lang McAuliffe on March 27, 2019. Grandmother and Shore’s Manager of Human Resources and Student Accounts, Loretta Stokes, is over the moon for her first grandchild.

Brian McLaughlin ’09 made his first appearance on the World Championships stage, joining the U.S. Alpine Team to race in the Giant Slalom at the FIS Alpine World Ski Championships 2019 in Åre, Sweden. Shore Athletics Director Nancy McNall says, “McLaughlin was a force… clearly a talented athlete who could be counted on to consistently give his best effort.”

Claudia Pollock ’17 wrote and composed a song for a Phillips Andover school project about Romeo and Juliet.

Pollock published her song, “Star-Crossed Lovers,” on Spotify—her first published single ever. In the Phillipian, Pollock said, “I hope in the near future, I can put out more stuff, because I really like writing music for other people to listen to and share.”

Gwen Schatz ’17, as part of her junior internship at Brewster Academy in Wolfeboro, NH, recently returned to Shore to work with teacher Beth White and her PreKindergarten students.

Miranda Lloyd ’19 performed in the Skating Spectacular on Frog Pond as part of First Night Boston 2019. Lloyd is a member of the 107-year-old Skating Club of Boston, one of the most prestigious skating organizations in the world.

After practicing and perfecting her routine for over three months, Lloyd said, “I was definitely nervous, but also excited. It’s a huge honor to skate at First Night Boston.”

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PAST & PRESENT

Pierce ’06 Finds Inspiration in Teaching

F

or Merrill Pierce ’06, living and teaching in Richmond, California, inspires learning and growth every day. In her fifth grade class at Verde Elementary School, some students have recently immigrated from Central and South America and are just beginning to learn English. Others walk or take public transportation to school every morning. But, says Pierce, all of her charges in this mostly low-income community are exuberant learners. “My students and their families are brilliant, amazing people.”

Richmond, California, is a long way from the North Shore, acknowledges Pierce. Teach for America took her there. “I decided to apply for Teach for America after I studied abroad in Senegal in college. When I was there, I experienced for the first time what it was like living in the minority as a white person and as an English speaker. Nevertheless, the way that I was welcomed and cared for by my host family, and every Senegalese person I met, was a stark contrast to our culture and all of the barriers that exist between people. Senegal opened my eyes to our collective humanity and made me realize that we have to understand each other in order to break down those barriers and close the opportunity gap.”

Today, Pierce applies those lessons, and others she learned while at Shore, throughout her work. “The way that Shore supports its students as whole children, inside and outside the classroom, is something I strive to do as a teacher.” Using the online platform Donors Choose to fundraise for her school’s firstever overnight field trip, Pierce was able to take her students to the Lake Tahoe area for three days and two nights at the Gateway Mountain Center. “For many of my students, this was their first time seeing snow—let alone snowshoeing in six feet of powder! I was humbled by the outpouring of online support that made the trip possible, and I am so thrilled that my students had this opportunity to push themselves out of their comfort zones, make new friends and deepen existing friendships, and have fun outside! I will always remember when, after the trip, one of my students said, ‘Ms. Pierce, it’s good to try new things.’”

When Pierce returned to campus to visit Shore in November 2018, the experience was profound, she says. “My former teachers and mentors, many of whom are still at Shore, were now my colleagues!” she realized. “I feel deeply indebted to these educators for their incredible dedication, love, and support.

Shore gave me so many life skills that made me the well-rounded person I am today.” She remembers in particular the way Shore values kindness. “My teachers at Shore ingrained in me and my peers not only a responsibility, but also a genuine desire to treat all people with kindness. It’s a value I hold dear in both my personal and professional life.”

Pierce with students at Verde Elementary School in Richmond, CA

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I N M EM O RI A M

George Putnam P ’66, ’69, ’72, GP ’07, ’08 Former Trustee

In Memoriam James Hewson P ’70, ’71, ’73, ’75, ’76 Past Board President, Former Trustee James Hewson died May 31, 2019. His medical career of fifty years was spent largely at Beverly Hospital, where he became the first Orthopedic Surgeon and started their Orthopedic Department. He also served as President of the medical staff and a trustee of the hospital. He was appointed a fellow of the Academy of Orthopedic Surgeons, was a trustee and member of the Essex South section of the Massachusetts Medical Society, and was an instructor at Massachusetts General Hospital. He served as President of the Board of Trustees at Shore, was a trustee for the Pingree School in South Hamilton, and was on the Vestry of Christ Church in Hamilton. Jim is survived by his wife, Nancy, and children, Anne, Polly, Marion, and William; eight grandchildren; and one great-grandchild. His son, Jimmy, predeceased him.

i Lawrence Hulefeld P ’90, ’92, ’01 Former Trustee Lawrence Hulefeld died October 15, 2018. He served on the Board of Trustees at Shore. A co-founder of Greater Lynn Emergency Physicians, he spent his career serving generations of patients at Lynn Hospital, Union Hospital, AtlantiCare Medical Center, and Lahey Clinic North. He retired twice, only to return, and ended his days providing urgent care at Lynn Community Health Center for the past several years. He is survived by his wife of 48 years, Susan; his sons Sam, Rob, and Ben; and their families, including daughters-in-law Gina, Molly, and Karen, and five grandchildren: Isabelle, Ava, Julia, Charlotte, and Marina.

i

George Putnam died March 25, 2019, at the age of 92.

He was the retired chairman of Putnam Investments and each of the mutual funds in the Putnam Group.

He was a Fellow of the American Academy of Arts and Sciences. George was a former Overseer and Treasurer of Harvard University, and founding chairman of the Harvard Management Company. He was a trustee of the Peabody Essex Museum in Salem, MA, and a former trustee and board chair of the Museum of Fine Arts Boston and its school, past chairman of the trustees of the WGBH Foundation, and a trustee emeritus of Wellesley College. He was a former overseer of Northeastern University and The Boys and Girls Clubs of Boston, and was a past trustee of the College of the Atlantic and Bradford College. He was a trustee and then honorary trustee of Massachusetts General Hospital, Vincent Memorial Hospital, and McLean Hospital, whose board he chaired for a quarter century.

He was a past trustee of Colonial Williamsburg and the Trustees of Reservations, a former trustee of American Public Radio (now Public Radio International), New England Aquarium, Boston Museum of Science, Maine Nature Conservancy, Rockefeller Brothers Fund, Massachusetts Horticultural Society, St. Mark’s School, Shore Country Day School, and Brookwood School, and served on the council of both the Massachusetts Historical Society and New England Historical Genealogical Society. He is survived by his wife, Nancy Burrows Boardman, and was previously married to Barbara Weld until her death in 1993. Their children are George Putnam III, Bambi (Lyman) Putnam, and Susan W. Peck. He had ten grandchildren and three great-grandchildren.

ALUMNI Mark Adams ’07 Anna Prince Haley ’41 James Hewson, Jr. ’73 PARENTS OF ALUMNI Ann Lindsay P ’71, ’73 Lois Lockwood P ’72, ’74, ’78 FORMER FACULTY Nelson Edwards Sean Maney

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Save the Date

Join the Shore community in 2019-2020 for these beloved traditions, service opportunities, and memorable special occasions.

September 19 October 5-6

Back-to-School Night Shore Family Safari

January 16

Upper School Winter Concert

October 19

January 25-26

Shore Family Ski Weekend

Harvest Festival

October 31

February 7

Acapalooza

Halloween Parade

November 13

March 5-7

Upper School Winter Musical

Grades 5–9 Admissions Open House

April 3

Math + Families = Fun

November 14-15

Upper School Fall Play

April 23

Parents Association Fun Run

November 27

Grandfriends Visiting Day & Thanksgiving Assembly

May 1

Lower School World Music Concert & Art Show

December 20

Lower School Holiday Concert

May 7

Faculty & Staff Appreciation Night

January 12

All Grades Admissions Open House

May 14

Upper School Spring Concert & Art Show

June 10

83rd Closing Exercises

Our faculty and their transformative teaching approach are a true hallmark at Shore, preparing students for exceptional success and inspiring lifelong learning.

Support of The Shore Fund drives our school’s mission forward by supporting all aspects of the Shore experience. Thank you for helping to raise $907,079 for our school community through the 2018-2019 Fund.

For more information contact the Advancement Office or visit www.shoreschool.org/givenow Katie Kozin Director of Advancement kkozin@shoreschoool.org (978) 402-3816 Brooke Booth Director of Annual Giving bbooth@shoreschool.org (978) 402-3818 Maggie Glidden Advancement Services and Event Coordinator mglidden@shoreschool.org (978) 402-3817

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SHORE

545 Cabot Street Beverly, Massachusetts 01915 Address Service Requested

If this publication is addressed to someone who no longer maintains a permanent address at your home, contact the Advancement Office at advancement@shoreschool.org.

This will enable us to keep our database current and ensure that all alumni receive the Bulletin. Thank you!