IN THE BOCK HOUSE, there are some informal rules about the way we live together. My husband Neil and I are both midwesterners, so without family nearby, our family of four is a tight unit. For us, when important decisions arise, we consult the individual potentially most impacted by the decision, as well as talk with the whole family to understand together how the change may affect each of us. Years ago, when I was contemplating applying for my role as a district superintendent in
Westborough, Mass., the person I talked with first was our daughter Sarah. She would be a student for her final two years of high school in that same district, and it was important she knew that she had a big say on whether or not I would apply. We sat in the kitchen and talked about how she felt. With Sarah’s blessing, I brought it forward to the rest of the family, and the four of us decided I would apply. My family then, as they are now, has always been my strength and most powerful support. Ten years later, I shared a sim-
ilar moment at that same kitchen table with Neil, saying to him that this school on the North Shore might be a place where I want to make my next professional home. I was holding the job application for Shore Country Day School, and I was already a little bit in love with it. Several days earlier, I had taken a drive up to Beverly, on a Sunday when it was quiet, and I had walked the campus. Walking around campus, I had a feeling. I had a feeling that this place was right for me. It is a beautiful and impressive learning institution. It was a large professional and personal decision to apply to Shore to be the next head of school, and it was driven yet again by the support of my family.
Educational work is grounded in trust, centered in the warmth of relationships while providing challenging and rigorous curricular development and creative implementation. Together, we as educators are charged with the care and keeping of young people, guiding them as they mature and grow in front of our eyes. It is essential, foundational work in our society, and as such, it is uniquely human. It is work that fosters personal connection and touches the soul. Sharing the joys of this work in meaningful partnership with families and colleagues has always excited and motivated me as a leader and educator.
Applying to Shore was intentional, as it echoed my educational philosophy. Fundamentally, Shore's deep core values and community essence make it a unique school. Many organizations define values-based statements, but the values defined in Shore’s Community Code are seamlessly and powerfully integrated throughout the school’s culture and strong
academic program. As the head of school, my role is to amplify and deepen those strengths, while contributing new ideas and direction. The start of a strong mission and vision is listening and learning. Our path forward will be informed by the messages shared by the community during the interview process, by my time in classrooms, and by experiencing special events and traditions that define Shore. Already, it is evident that high academic standards and meaningful individual experiences that maximize each child’s strengths as they grow within Shore are key to our mission. This focus will continue.
In the last five to ten years, our industry and our own personal lives have seen increasing demand for resources geared towards wellness and self-care, and dynamic educational tools equipped for modern challenges. This has become even more essential following the unknown
feeling of authentic accomplishments and hard-earned wins as learners. Rigorous high standards in a safe relationship-based learning community is the chemistry needed for letting students recognize that they can master uncertainty, strengthen weaknesses, and leverage personal strengths to thrive.
The hallmarks of a Shore education remain strong, and they remain an important part of our
discussion-based learning around the Harkness table, that teaches a design thinking framework with impressive innovation, and promotes sound mind and sound body through meaningful outdoor education, is more relevant than ever for today's youth.
Together with colleagues, I will be looking to breathe new opportunities and rigor into these commitments as pieces of our core mission. That is the gift of being
Most importantly we need to learn where we have alignment on those ideas and can move quickly, and where we move slowly together into the future for Shore.
impacts of the COVID-19 pandemic. A personal and caring educational model has always been a hallmark of Shore, and one that has been done exceptionally well by Shore’s talented employees. As we look to the future, I am reflecting on how Shore can use these adaptive skills more constructively and encourage learning as a productive struggle. Productive struggle is powerful. We want students to be the ones doing the hard work of learning so that they can experience the
future. At the same time, education can never stand still and must continually evolve to meet the needs of the modern day. I believe this marriage of tradition and innovation is what will keep Shore thriving. As Shore’s new head, there is a depth to draw upon that we can use to innovate and grow. Our commitment to delivering a robust education that allows children to find their authentic voice by taking healthy risks and embracing challenge, that encourages student-centered
new and bringing fresh eyes to an independent school. Most importantly we need to learn where we have alignment on those ideas and can move quickly, and where we move slowly together into the future for Shore. Strong, happy, and productive schools are places where mission and vision are seamlessly shared and echoed in all we do together. The year ahead is full of opportunities for us to celebrate Shore’s many strengths as I join this special community. ◾
A Future of Tradition, Innovation, and Excellence
Amber Bock Guides Shore as New Head of School
RESPECT FOR tradition is important to Amber Bock. At Christmastime, there’s the ritual baking of frosted sugar cookies, using her beloved mother Barbara’s recipe. In summer, it’s an annual trek to Michigan for an extended family Fourth of July, to reconnect with her husband Neil’s family and hometown. In Westborough, Mass., where she and Neil raised their now grown children, Sarah and Kevin, tradition was family dinner together, to lean into each other and share the day’s news.
It’s the kindred embrace of tradition and values that drew Bock to join Shore Country Day School as the new Head of School and Head of Lower School, on July 1, 2024.
“Shore’s Community Code is very values-centered and, for me, that was an essential piece of applying for this role,” says Bock, whose teaching and administrative career spans four decades. “I’ve always been clear that if you don’t have an environment that is grounded in building community, where people feel
safe and heard and seen and trusted, you can’t unlock a high-quality learning environment. For me, everything filters through the Community Code.”
The Path to Shore
Bock’s reverence for the art of education was born in her childhood, inspired by the stories of her own parents’ journeys. Her father, Ron Rollins, grew up in the West Virginia hills of Appalachia and was the first in the family to rise above his circumstances, eventually becoming a doctor.
“My father knew that education saved him,” says Bock. “His teachers were people that saw in him the opportunity to be someone different. For me, that’s the anchor memory of having a deep love and respect for educators.”
Bock was raised in Oberlin, Ohio, on a five-acre “homestead,” as she calls it, the middle child of five. The family enjoyed skating on the property’s small pond in frozen winters, riding their 16-hand quarter horse Jay, building forts in the woods, playing with
beloved toys including G.I. Joe, Barbie, and Lincoln Logs, and eating from the large family garden tended by Barbara (whom Ron lovingly called Barbie – “I was very fortunate to grow up in a family grounded in such a love match,” shares Bock affectionately).
Growing up in the 1970s in a town centered by Oberlin College, a progressive liberal arts institution, Bock and her siblings enjoyed plentiful access to the arts and a local education system that embraced the open classroom format, active experiential learning, and topic-centered, cross-disciplinary units. She thrived in that setting and easily recalls beloved learning moments: a formal Japanese tea ceremony in third grade and a cat dissection in sixth grade (which inspired early consideration of a medical career).
Foundational, hands-on learning experiences like these are imperative to inspiring students, asserts Bock: “Shore delivers those same stand-out instructional memories for our students. Our Egyptian study in third grade, for instance — these are things that they will carry for life.”
Like her parents before her, Bock appreciates the teachers who recognized her early potential.
You’re always unpacking the brain. It’s beautiful work and has a deep importance.”
Her affinity for administration and leadership was born early in her career. Teaching seventh and eighth grade in a blue-collar district in Ohio after graduation from Wittenberg, Bock found the school lacked adequate mentorship and professional development: “I felt there was more it could be,” she explains.
She fostered her own way forward after two years in the classroom by pursuing a master’s degree at Boston College – a move east that would stick.
“I always felt that getting a master’s in administration would serve me, in being more deeply knowledgeable about education,” she says. “It adds a layer of political and structural perspective about education that enhances everything you do as a professional teacher.”
He was one of the first teachers I came across who said to me,
‘Girl, you’ve got it going on.’
Children need someone other than their parents to tell them that.
“I was actually a fragile, scared learner,” she recalls. “I was very shy. My love, my safe space, was home. That’s where I was me and happy.”
She overcame that early timidness with the help of faculty mentors, including her fifth-grade teacher, Mr. Thompson: “He made me feel safe. He created a sense of invested joy in learning, and he made me feel smart. He was one of the first teachers I came across who said to me, ‘Girl, you’ve got it going on.’ Children need someone other than their parents to tell them that.”
Years later, at Wittenberg University in Ohio, Bock was inspired to embrace a teaching career by Thompson and others who had influenced her arc.
“The love of children is what draws educators to the field. Children are vibrant, curious learners, ready to explore and grow,” she says. “Teaching is deeply intellectual work, and that also drew me to the field. I really love learning and exploring new topics and teaching methods to engage and inspire children.
Her appetite for strategic work led to volunteering for committees in her next school district, Newton, Mass., on topics including curriculum and mentorship. The latter is a core value that she’s embraced throughout her time as an administrator: “A lot about my approach as a leader is reading the environment and being able to take in what people need. A good leader is sought out when they’re seen as someone who can lend support, provide guidance, and empower others.”
A Lens on Leadership
Leaders are successful, Bock believes, when they are inclusive and adept at building networks, serving as a matchmaker of sorts. They take the pulse of every segment in a community — students, families, faculty and staff, and the board, for instance — and then reflect back to each group, translate among all for better understanding, and, finally, bring everyone together under a common vision.
Remembering how deeply she craved a mentor as a young teacher, Bock is especially passionate about guiding the Shore faculty: “I have a deep respect for their craft and how hard it is, and I know what an emotional draw it is to teach all day. My job is communicating to them my love and respect for what they
do, sharing a deep knowledge about it, and becoming a partner to them.”
Her goals for faculty include a thoughtful look at professional development and infusing best training practices across the curriculum: “Shore teachers are incredibly smart and capable, so they do a lot of self-learning. But to create dynamic programming, you need robust professional development.”
That vital work supports individualized academic rigor to maximize the potential of each student: “It’s my job to create the most vibrant learning environment for the children who come to Shore.”
She continues: “My parents raised me with this tenet: Everybody gets what they need, everybody doesn’t get the same thing. Different families need different things, different faculty need different things, and different students need different things. And so, you try to craft a learning environment where you’re meeting everyone’s diverse needs all the time. That’s really fun work.”
Bock posits that data plays an important role in student success, lending continuity to each student’s educational journey.
of hallmarks, including faculty mentorship, social-emotional learning, design thinking, physical play, and learning beyond the classroom. “I have a lens for that, and I think that resonates with both faculty and families.”
Part of the beauty of Shore — what gets her excited for this new role — is the flexibility to follow its own mission. One of her favorite Shore tenets is authentic voice, as it speaks to her passion for empowering all learners, including those like her younger, timid self: “Voice and choice for students isn’t an extra; it’s actually where you start.”
Everything we do at Shore is about the
magic of strong teaching.
“You can say, ‘These were some of John’s strengths last year and these are areas where he needs more support,’ and you can then use thoughtful discussion to make sure that you’re providing maximum learning for each child,” she explains.
“Parents want their children in settings where they’re getting the personalized attention they need to excel. Making sure that learning settings are diversified so that strong learners can get the challenge they need is important. Classrooms should be providing the appropriate stretch.”
Strengths she carries to Shore include a wide range of curriculum knowledge and a knack for recognizing good teaching, built during eleven years as the principal of Bates Elementary School in Wellesley, six years as Assistant Superintendent for Curriculum and Instruction in the Weston Public Schools, and nine years as Superintendent of Schools in Westborough.
“Everything we do at Shore is about the magic of strong teaching,” she says, noting the importance
“The gift of Shore is an identity of high-performing instruction that centers on providing unique learning experiences: our outdoor education emphasis, our focus on global learning. We’re making sure that students have high-level discourse skills and can dissect complex ideas — those are life skills at the highest level of teaching practice,” she affirms proudly.
To that end, part of her work in the coming months is to reassert and reinforce the school’s core strengths and innovative approach. She stresses that strong, driving organizations must also be forward looking:
“You’re always goal setting, you’re looking at what you’re doing well and what you could do better. Part of being a healthy organization is always assessing where you are. Asking tough questions is doing good work.”
Bock’s immediate priorities include a lot of listening across the community, followed by thoughtful and inclusive clarification of Shore’s identity and mission. She describes it as “a dissection in a way” — to examine all of the pieces and then provide insights and strategy about the direction of Shore’s future that emphasizes shared values and strengths.
“I’m excited to get in and look at the bones of how it’s working and then, be up close coaching faculty, to just further enhance our assets,” she says. “Shore has a long history of being a high-performing, personal, innovative school setting. My job is to make sure that we continue that strong history of excellent teaching and joyful learning.” ◾
THE “FAMILY DINNER BOX OF QUESTIONS” is a game to be played around the dinner table, as a fun way to learn more about each other. Here, Head of School Amber Bock answers a few questions for the Shore community.
What qualities do you look for in a friend?
My closest friends are kind, funny, generous in forgiveness, and very down to earth. My siblings are my closest friends, complemented by the friends who became family. All of my friends are talkers, readers, and walkers who enjoy exploring on short day outings. For me, friendship is about our love of each other as people.
Which historical figure would you love to meet?
Nelson Mandela. He had this humanity about him. I admire anyone who saw conflict and wasn’t afraid, but saw ways forward grounded in love.
What is your favorite book from your childhood?
More than a single book, it is the memory of my mother reading several chapters to us each night. Some favorites were Charlotte’s Web, Charlie and the Chocolate Factory, and James and the Giant Peach
Do you have any favorite family recipes?
Oh yes, from both sides of our family. My mom’s spaghetti sauce and her Thanksgiving stuffing. Neil’s mom makes this thing called ’gooey chicken’ that I make for his birthday and multiple times through the winter. It’s so fattening but he loves it. I adopted Neil’s favorite recipes when we got married — his mom gave them to me all written out.
What superhero power do you wish you possessed?
For a fun answer, I would want to fly. But if I was going to be a meaningful superhero, it would have to be the power to heal. I think that would be amazing.
Finally, what accomplishment are you most proud of?
I’ve had a very successful, vibrant career that I’m committed to, while also raising my family as the center of our world. I’m proud of our family as a unit because you can’t do that by yourself. Neil is my secret weapon; he’s my superhero. ◾
Shore’s Independent Study Program
EMPOWERING STUDENTS TO TAKE OWNERSHIP
OF
THEIR LEARNING JOURNEY
Noah S. worked on his Lego Stop Motion project. Photo opposite page: Sasha F helped teach S.A.I.L. to younger Shore students.
I remember being in second grade telling Ms. Holland that when I was in the Upper School I wanted to do an independent study with her,” said Sasha as she carefully helped a Pre-K 2 student cut out a picture of a whale they drew together. “She has been my favorite teacher so I knew I wanted to work with her, and this has been my favorite independent study.”
AT SHORE, a commitment to embracing academic challenge and curiosity drives the educational experience. Among the many programs and initiatives aimed at cultivating a love of learning, the Independent Study Program stands out as a beacon of innovation and personalized education for Upper School students.
Shore students are creative and have diverse interests, and the Independent Study Program is designed to empower them to take ownership of their learning journey. Doing an independent study offers students the opportunity to design an investigation into a topic of their choice, usually one not normally covered in the Upper School curriculum. Under the
guidance of a faculty or staff mentor, students spend a trimester or longer pursuing their chosen topic to demonstrate their understanding of the subject matter.
“The nature of the whole program is about the process, not necessarily the product,” said Independent Study Coordinator Doug Lucey.
While Shore uses a trimester model, independent studies have more flexibility, an element that makes it unique and draws students in. While some projects last one semester, many span the academic year, sometimes carrying into another year. Learning is not constrained to a certain time period, as the projects and topics explored tend to be open-ended. Not only does this allow for
robust learning, but it helps with executive functioning skills that students don’t always get to experience or put into practice until high school or college.
“What often happens is that kids will have a vision of what they want to do but realize that step one really involves steps A through G and that they are only able to get to step C over the course of a trimester. That’s when the magic really happens,” said Lucey, who also teaches Latin and Spanish, and serves as the Director of Sustainability. While this is his first year as the Independent Study Coordinator, he has mentored students in their independent studies since he arrived at Shore in 2007.
The main goals of the Indepen-
dent Study Program are providing opportunities for student-directed learning, promoting creativity and innovation, fostering independence and accountability, and strengthening relationships between students and faculty. This looks different from student to student and project to project.
Providing Opportunities for StudentDirected Learning Students are not required to complete an independent study, and Lucey said “that’s the beauty of it. It’s completely student-driven and that’s really the spirit of it.” Students do independent studies in addition to their regular course load and find time during study halls, Extra Help, or after school to meet with their mentors for check-ins.
“This is an opportunity for school to be a place where you’re fired up to pursue ideas as opposed to being more passive,” explained Lucey. “We’re trying
to give an avenue for students to pursue their passion. Even if it’s this foggy nebulous of ‘I think this is cool’ it starts to take shape when they are given the time, space, and encouragement.”
Grade 8 student Sasha F. has done an independent study each year of her Upper School experience. In sixth grade, she built a skateboard. In seventh grade, she continued her interest in woodworking and building by teaming up with two of her classmates to build a Gaga Ball pit. This year, Sasha decided to focus on a different interest and has been learning about early childhood development through assisting in Science and Art Integrated Learning (S.A.I.L.) under the mentorship of
Jonathan S. worked with various tools in the Innovation Lab to build a Little Free Library.
S.A.I.L. Teacher and Arts Department Chair Betsey Holland.
“I remember being in second grade telling Ms. Holland that when I was in the Upper School I wanted to do an independent study with her,” said Sasha as she carefully helped a Pre-K 2 student cut out a picture of a whale they drew together. “She has been my favorite teacher so I knew I wanted to work with her, and this has been my favorite independent study.”
During Sasha’s Extra Help period a few times a week throughout the year, she went to help Pre-K 2 students, learning how to work with kids, how to be adaptable with navigating the specific age group, and how to meet children where they are developmentally. Sasha said that over the course of the year, she has seen herself taking a more active role in the children’s learning.
Sasha hopes to continue working with children in the
future and said that what she has learned will stick with her in the same way it has for the students who have come before her, including two of her siblings. Her eldest brother focused on woodworking as an independent study and is now studying engineering at Union College. Her sister did an independent study on sewing and making clothes. While she is busy in high school, Sasha said that her sister will still find time to make articles of clothing.
Promoting Creativity and Innovation
Allie Hagerty ’08 is another student who has taken the lessons from participating in the Independent Study Program at Shore with them. Hagerty attended Shore from fifth through ninth grade and did an independent study on cooking traditional Puerto Rican cuisine to explore her love of cooking as well as her identity.
At Shore, we cater to the whole student. Shore’s academics are great, and we want kids to thrive in ways that they feel important and special, and I think it’s super cool how their projects come out.”
– Doug Lucey, Independent Study Coordinator
“It was really motivating as a student to be able to dedicate time to something I was excited about and having that be just as big of a deal as my other classes,” Hagerty said.
“At Shore, we cater to the whole student,” said Lucey. “Shore’s academics are great, and we want kids to thrive in ways that they feel important and special, and I think it’s super cool how their projects come out.”
In addition to learning the ins and outs of cooking, Hagerty also learned the skills imperative to self-directed learning, which she carries with her today in her many endeavors including those outside of her full-time career in Human Resources. Hagerty owns and operates her own food photography and videography company, as well as a food blog called Seasoned and Salted (seasonedandsalted.com).
“The confidence that I got through the independent study taught me that cooking is something I love doing,” said Hagerty. “I think Shore is what set me up for the rest of my life.”
Hagerty attributes time management and self-motivation to the success of her food website, as she took the initiative to teach herself about Search Engine Optimization, Google Analytics, and other best practices to help it be successful. She developed the site herself, writes all of the copy,
Aeton P. created a Latin map and learned about the Roman Empire.
Carlo C. learned new pottery skills and techniques.
Nik B. wrote storyline and created artwork for an animation project.
Asher N. learned to grow potatoes in the greenhouse during the winter.
develops all of the recipes, and takes all of the photos and videos seen on the site.
From her perspective as a recruiter in Human Resources, Hagerty said “a big reason a school like Shore stands out is because of these things like independent studies where it’s really allowing children and young kids to be able to dive into something they are passionate about. I think that motivates them in other areas, too.”
Sasha is carrying that same sentiment with her into secondary school, saying “I will always want to seek something new.”
Fostering Independence and Accountability
It’s not only the hard skills such as cooking, engineering, working
It’s a stimulating opportunity for growth and for practicing what it means to drive their own learning.”
– John Clark, Director of Support Services
with children, and more that students carry with them. It is the confidence and unique mentality that comes along with knowing they can try new things, figure out where to start, and know where to get help. This requires self-direction, self-motivation, time management skills, goal-setting skills, and sticking to deadlines, among other skill sets. Learning
such skills early gives students a significant leg up and sets them up for future success.
“It’s a stimulating opportunity for growth and for practicing what it means to drive their own learning,” said Director of Support Services John Clark.
For Hagerty, it became clear to her early on in her learning journey that when she liked a subject, she would excel, and when she didn’t like or wasn’t passionate about what she was doing, she would struggle. “My teachers really pushed me and they understood that I didn’t have the same learning styles as everyone else,” she said.
“They drilled in time management,” Hagerty said. “Skills like switching up what you’re doing, taking breaks… They taught me to do what works for me. After Shore, I went to Miss Porter’s School and then I went on to Bentley University. My dad said it best, he said ‘your successes in life stemmed from Shore.’”
On the topic of executive functioning, Clark also talked about how taking an existing interest or hobby and turning it into a project, identifying the tasks that are needed for completion, and identifying who can help them in the process is a “more mature learning posture.”
Nurturing and cultivating healthy challenges, working with kids to build resilience and manage setbacks, and being uncomfortable
with not knowing, flexes more muscle groups around learning.
Lucey said the process of inquiry and discovery is not often a glamorous one, but there is no quick way to get around the earlier stages of the learning process. Again, learning this lesson early in life helps.
“It’s something that connects to being an independent worker and setting yourself up in terms of motivation and total self-management,” said Hagerty. “I think it’s awesome.”
By getting through initial discomfort or challenges, students develop a sense of patience and calmness around the process, knowing that authentic learning takes time.
Strengthening Relationships Between Students and Faculty
Hagerty felt seen and a sense of belonging through the support of, and partnership with, her mentor. “The relationship helped me grow my voice,” she said.
“Part of what makes it so unique here is the mentor and student partnership,” said Clark. “There is a professionalism to the process which makes mentorship feel different.”
“One of the major keys to success that I’ve read about in upper education and in careers is to have ‘your person,’ to find a mentor,” said Lucey. “To have kids used to engaging with adults, especially when it is something that they feel passionate about, is honing that skill and making sure that kids not only feel validated, but successful.”
“If a student has that kind of relationship in middle school, they’ll be likely to seek it out in the next levels of their education,” Lucey added. “So not
only is the independent study fulfilling for themselves, but that connection with a mentor is invaluable for [their] education as a whole.”
For Hagerty, participating in the Independent Study Program “reaffirmed my understanding of the commitment of faculty and staff at Shore — that they were taking up their time to spend with students to work on these independent studies. I feel like the difference between Shore and a lot of other schools, even private schools, is that the teachers really
care about the kids.”
“I just loved that Shore was supporting me in that way, by pairing me up with a faculty member who had a shared experience and interest,” she added.
Faculty and staff members who serve as mentors love the experience, too, with Lucey saying “It’s the best part of the job, to unlock what a kid is fired up about. Yes, you can share your own enthusiasm, but the fact is that when the source of the fire is from the students, it is really rewarding.” ◾
Photo left: Sofia A. worked with clay in the ceramics room.
Photo above: Allie Hagerty ’08 creates her own recipes, photos, and videos for her food blog Seasoned and Salted
Mathletes Shine Bright
Shore’s Undefeated Math Team Demonstrates Collaboration and Success
THE TEAM whose season was all the buzz at Shore during the 2023-2024 school year may not be what you are thinking. It’s Shore’s Math Team, which for another year was undefeated and showing off the strength of teamwork, collaboration, and Shore’s academic program.
“This is a banner year for Shore’s mathletes,” says Shore Math Team Coach and Upper School Math Department Chair Anneke Chang. Students in Grades 5 through 8 meet every Thursday to practice their skills for the five math meets that take place throughout the academic year. Meets consist of six rounds — five individual rounds, where students in every grade have taken home prizes for their work, and the final team round, in which Shore shines.
Making the undefeated season even more impressive is that with a new ranking system within the Intermediate Math League of Eastern Massachusetts, Shore’s scores are compared to more schools than ever before. Despite the new competition, Shore’s Math Team is still coming out on top.
“The success is due in large part to the wave of enthusiasm we have among students in every grade level, but it is strengthened by the powerful scores earned by the team working together in the final round,” says Chang. “Our students are used to collaborating part has been really nice.”
Chang notes the impact that eighth grade students have on the Math Team and its culture. Students who have been on the team for their full Upper School experience have grown leadership skills along with their math skills, which is noticed by the students themselves.
Grade 8 student Clara S. has been on the Math Team since sixth grade and has been one of the captains for the past two years. Clara recalls being introduced to the Math Team by her two older brothers who both participated during their time as Shore students. While Clara overlapped with one brother for only a
year, she continues to see the power of relationships across grade levels.
“It’s really fun to collaborate with each other,” says Clara. “And you kind of just merge with the other age groups, where that doesn’t always happen during the school day.”
Last year was the first that Grade 5 students were invited to join the team, and Chang says that many have jumped on the chance to participate.
In addition to differences in grade level, there are also differences in math level, which both Chang and Clara celebrate.
“I feel like you don’t need to be insanely good at math to do [Math Team],” says Clara. “If you enjoy the problem-solving aspect of it and being with people of different ages, then it’s something that you can click with because it’s just a fun thing to do.”
Chang says that while some students might not earn the top math scores in class, they might shine in a competitive setting where speed, accuracy, and puzzle-solving skills are rewarded. The opportunities Math Team provides challenge what math is “supposed” to look like in and out of the classroom. Shore’s approach to teaching math in both the Lower
School and Upper School encompasses multiple ways to meet learning objectives. Shore teachers accept, embrace, and celebrate the different ways students are mathematicians. Meanwhile, Shore students become experts at understanding what they need to learn, advocating for it, and working with their teachers to make it happen.
From Pre-K through Grade 9, students engage in a dynamic and innovative curriculum that is designed not only to foster mathematical proficiency, but also critical thinking and problem-solving skills. From hands-on activities to collaborative projects, every student can find a pathway to mathematical understanding, mastery, and a love of learning.
Upper School student Knight S. has been on the Math Team for quite some time and says he joined in order to have an extra challenge in a subject he loves and thrives in.
“I like improving each year and always trying to do
Shore Math Team members working on the final Team Round of the meet.
better,” says Knight, who has been the Math Team’s top scorer since he joined.
When asked about what it was like having been on the team with older students, Knight replied “there is really [a sense of] community with each other. I have always been friendly with the now fifth and sixth graders, but I hadn’t done much with any of the kids in older grades, so that has been different.”
The Math Team’s successes demonstrate the strength of Shore’s math program. By emphasizing both challenges and support, Shore cultivates a community of mathematicians who eagerly dive into new concepts with grace and confidence. Students might not be as interested in continuing math outside of the classroom if it wasn’t for the balance of stimulation and encouragement that is provided for each student.
“It’s wonderful that we’re winning and that’s a great validation, but I think the big thing for us is that we’re so excited that people are spending time doing extra math,” says Chang. “As a school, we work hard to make sure that math isn’t seen as some scary, daunting subject with only one way to succeed. Even though the Math Team is competitive and we are striving to do our best, it is also a celebration of doing math together. We want students to come as they are, and applaud the fact that they are there.”
In recent months, Grade 5 and Grade 6 members of the Math Team have been heard around campus singing a song that is used to memorize the quadratic formula. Despite the formula being a concept that is typically taught in Grade 8, due to its appearance in a recent meet, students in younger grades are exposed to the advanced topic. Hearing the tune throughout the halls makes it clear that Shore students are approaching what they do with joy, while learning a lot along the way. ◾
Learning Garden and A Holistic
It’s late May in the Learning
Garden.
The irises are blooming in shades of purple and white. The zinnia seedlings are bulking up and the asters are growing by inches every day. Nasturtiums are popping up everywhere due to a heavy seed bank left in the soil from last year. Their sweet leaves look like duck feet when they first emerge. The native plants mingle with the more showy perennials and the beloved annuals. There are random holes dug in each bed from children searching for worms. The purpose of the garden is to meet the needs of everyone: the insects, the children, the adults, and even the bunnies and voles. This dynamic space holds many different interactions each day. Lucky for me, I get to watch the garden all day long. This is a snapshot from one day:
On my way into school, a bunny pops out from behind a clump of milkweed in front of the greenhouse. At 9:00 a.m., a student needs a break during a messy project. He goes out to plant the last two remaining dahlia seedlings. At 10:00 a.m., the sun is bright, the air is cool, and a song sparrow is singing in the Serviceberry tree. A group of seventh graders jump from edge to edge of the garden beds, playing a game and eating snack. At 11:00 a.m., Pre-K students go out in the garden to taste two edible plants: sorrel and chives. Onion breath abounds! Around 1:00 p.m., I spot the very first Monarch butterfly of the season feeding on the purple catmint flowers. It sticks around for a while before flying off. Second grade arrives at 1:15 p.m. and rakes patterns into the gravel paths. They write their initials in the tiny rocks with big rakes. In the late afternoon shade, I water the garden and wonder if it’s even possible to eradicate the bindweed rampant in the large bed in the center of the garden. When I leave for the day, I know the bunnies will start their shift. Fingers crossed, I leave the garden.
– Betsey Holland
S.A.I.L. Teacher and Art Department Chair
Outdoor Classroom Approach
THE LEARNING GARDEN isn’t just a beautiful addition to the campus.
It’s a vibrant outdoor classroom strongly tied into the fabric of Shore’s curriculum, community, and learning philosophies. Through Holland’s observations, it’s evident that each flower and stone has been planted and placed intentionally. While the garden looks slightly different from year to year, students’ learning and exploration
are always at the forefront of what happens in this space. They aren’t just spectators, they are active participants in their learning journey, engaging with nature in profound ways.
In 2018, what used to be raised garden beds were officially transformed into the Learning Garden and outdoor classroom after families contributed more than $90,000 to help fund the initiative. Over the years, the Learning Garden has increasingly become
part of the community and curriculum in many ways.
From the early planning stages, the Learning Garden was envisioned as more than just a patch of greenery. The living, breathing extension of the classroom was (and is) carefully curated to enhance educational experiences.
The Science Department discussed what plants, annuals, and perennials the space and the students could benefit from. Families were involved in this process
Betsey Holland and Helena K. looked at seeds together in the Learning Garden.
too, including Michele Vaccaro P’24, ’27 who brings in plants and helps tend to the garden.
“She believes in how important it is,” Holland said about Vaccaro.
“One of the things that impressed me at Shore was the outdoor classroom and this amazing space,” said Vaccaro. A self-described “plant lady/gardener,” she knows the powerful lessons the outdoors can teach. “There’s something about looking out to your work and being proud of it all like a piece of art.”
During the COVID-19 pandemic, Vacarro noticed that the flower beds needed tending, and saw the opportunity the garden provided to bring families together safely outside.
She donated bulbs for students to plant, and shared plants from her garden and other flowers that were part of their vision for a native plant garden with lots of
photographs
perennials, Vaccaro explained.
“With help from volunteers, we created a schedule to stop by the garden to help adding soil, weeding, moving things around, and adding new plants.”
Vacarro said that the Learning Garden has taken on a life of its own and that it has been incredible to see how much it has grown.
As the garden grew, so did the ways it is involved in teaching and learning. Students from Pre-K to Grade 9 find themselves immersed in hands-on learning outdoors that seamlessly complements their indoor learning. Take in what you see on these pages. These are just a few examples of how Shore students engage in hands-on learning in a nature-based setting to complement their classroom curriculum.
Many of the
on these pages were taken by Grade 8 Photography Art Elective Students.
learn about the life cycle of butterflies in real time as they watch a caterpillar turn into a chrysalis and then into a monarch and flit away. It’s not just a lesson in biology, it’s a tangible experience that sparks wonder and curiosity. Meanwhile, Grade 3 students spread out around the garden illustrating what they see for art class.
Pre-K 2 students are fascinated by the structure of the giant sunflowers, so class time is dedicated for students to make their own sunflower out of clay. Later in the year, the same group of children use the same sunflowers to make dyes for an art project. Intentionality is critical to the process, choosing plants such as lavender and anise hyssop due to their sweet aromas, dill and chives for students to taste, and Hopi Dye Sunflowers and coreopsis to make dyes that the students use in art projects.
Pat Coyle and Maddox J. B. B. sculpted flowers from clay.
The garden encourages spontaneity and exploration, inviting students to engage with nature on their own terms. From tasting edible plants to playing games amidst the flower beds, every interaction is an opportunity for discovery and self-directed learning.
A centerpiece of the educational oasis is a large round table made out of New Hampshire granite – its shape serving as a symbol of collaborative and innovative learning. Here, Upper School students engage in Hark-
ness discussions, coming together to exchange ideas and perspectives. The table is also used for board games, family showcases, and community gatherings.
Even in the colder, darker months, the garden bustles in its own unique ways. For example, the crabapple tree provides food and shelter for robins, bluejays, crows, and juncos, and New England Asters provide seed for the goldfinches. Students learn about these things and are reminded that the garden is a year-round learning experience.
“The importance of a school garden is that it’s accessible to everyone,” said Holland. The Learning Garden is a testament to Shore’s commitment to holistic education. Amidst the blooms and buzz of insects, students learn not just about the natural world, but about themselves as learners and as people. By nurturing curiosity, fostering empathy, and cultivating a deep appreciation for the wonders of learning, students truly are inspired for life. ◾
Photo above: Jill Codding and Sean Y. listened as Daniel L. shared his observations. Third grade students created watercolor artwork looking at flowers in the Learning Garden.
Nature’s Lessons in the Learning Garden
Winter
• The Crabapple tree provides food and shelter for robins, bluejays, crows, and juncos in the winter.
• The Serviceberry tree provides food and shelter for the song sparrow, juncos, and robins all year long.
• New England Asters provide seed for the goldfinches.
Spring
• The perennials all come up!
• The seeds that have laid in the soil all winter start sprouting: sunflowers, cosmos, zinnia, nasturtium.
• We grow many different annuals in the greenhouse and then plant the seedlings in the spring.
• The soil creatures become active: isopods, earthworms, ants.
• The Serviceberry tree has white flowers early in the spring (the Song Sparrow likes to sit there and sing).
• The Crabapple tree has flowers that attract many different birds that eat the caterpillars there.
• The Birch tree produces catkins (their flowers).
• Chives pop up and the kids love to eat them!
Summer
• Anise hyssop is a fantastic pollinator plant in the mint family that has purple flowers and fragrant leaves. It is often covered with bees!
• Dill (as well as other plants in the carrot family) is a host plant to swallowtail butterflies. Swallowtails overwinter in their chrysalis somewhere in the garden.
• Lavender smells delicious and can be used to add scent to objects.
• Zinnias come in all different colors and are great pollinator plants.
• Coreopsis is a pollinator plant and can be used to make yellow dye.
• Sulfur cosmos are used to create a bright orange dye.
• Nasturtiums are edible plants with orange and yellow flowers that cascade over the garden walls.
• Common Milkweed provides food for the monarch caterpillars.
Autumn
• Dahlias grown by tubers create clones, dahlias grown by seeds create random genetic offspring — Shore's dahlias are grown by seed.
• Hopi Dye Sunflowers are used as dye plants! The seeds are purple and can be used to draw with or heated in water to make a fabric dye vat.
• New England Asters bloom all the way until the first frost and their seeds provide food for birds during the winter.
GOVERNANCE AT SHORE
Guardians of the School’s Mission
“There is so much to learn from Shore’s 88 years of history, including points of strength along with the opportunities and challenges that have faced school leadership.” – Amanda Jackson, President of the Board
Amy Vorenberg, Amber Bock, and Amanda Jackson
ACCORDING TO the National Association of Independent Schools (NAIS), in an independent school, “The board is the guardian of the school’s mission. It is the board’s responsibility to ensure that the mission is relevant and vital to the community it serves and to monitor the success of the school in fulfilling its mission.”
Shore’s Board of Trustees carries out this essential work during a full calendar of approximately eight meetings per year, and in fact, beginning in 20232024, every meeting began with a member of the Board reading Shore’s Mission Statement aloud. President of the Board Amanda Jackson explained, “Reading the mission is a brief but important reminder to each trustee that when we walk into the boardroom, we need to refocus our perspective on Shore’s longrange, strategic health and priorities. Each discussion and decision we make as trustees should be rooted in the fulfillment of that mission to serve students both today and 50 years from now.”
Beyond serving as guardians of the mission, Shore’s Board has been prioritizing and safeguarding the strength and health of the school’s financial position for generations to ensure the long-term stability of the school. Board leaders, alongside Shore’s heads of school, have managed Shore’s resources with great care, including the endowment and operating reserves. Garnering annual philanthropic support is also critical, and Shore’s Board has a long tradition of securing 100% participation from Board members before asking the rest of the community to give to The Shore Fund and other philanthropic initiatives.
Overview: Role, Structure, and Composition
The Board works with the Head of School, Administrative Team, and the greater Shore community to clearly define the strategic plan, short- and long-term goals, and the guiding philosophy of the school. The Board then works to ensure ongoing adherence to these goals, as well as Shore’s continued financial viability and well-being. The Board supports the Head of School as needed in policy implementation, oversight, and management of the school. The Board delegates day-to-day school operations to the Head of School. Selecting the Head of School is a vital responsibility of the Board, one of the most significant roles it fulfills.
Board Committees are tasked with carrying out the Board’s strategic priorities, and in 2023-2024, committees included:
Advancement; Committee on Trustees; Equity & Inclusion; Finance (includes facilities); Risk & Liability; Strategic Initiatives; Governance; and Head of School Search. Committees identify goals at the outset of each school year, and design a schedule of six to eight meetings with agendas to accomplish those goals. Many Board Committees also include additional members from the community, often with expertise in that functional area. In a given year, the Committee on Trustees may also identify specific desired skill sets they are seeking in new Board members, such as expertise in advancement; architecture or construction; diversity, equity, and inclusion; insurance; finance; legal; marketing/communications; healthcare; and others.
Shore’s Board is composed of current and past parents and caregivers, alumni, and interested professionals with applicable expertise and passion for Shore’s success. Recommendations and nominations for Board and Committee members are gathered annually (self-nominations and nominations of others are equally welcome). After a process led by the Committee on Trustees, new trustees are announced in the spring. The Board is always looking for prospective Board and Committee members who bring talent, share a passion for Shore and its mission and goals, and are willing to serve as ambassadors for Shore in myriad ways.
Stewarding the School’s Relationships
This past year, there was a renewed focus on strengthening school relationships, including with former trustees, donors, and current and past community members. “There is so much to learn from Shore’s 88 years of history, including points of strength along with the opportunities and challenges that have faced school leadership,” said Jackson. “Especially in this time of leadership transition, my conversations with prior trustees, administrators, and community members have been invaluable in building out my understanding of the school’s legacy, how to build a strong partnership with Shore’s Head of School, and the best ways to galvanize the broader community as we look ahead to the future.”
NAIS Principles of Good Practice
Creating multiple opportunities for current Board members to connect with former Board members is essential. The school welcomed former trustees to campus in November 2023 for a Winslow Trustee Gathering, which provided an opportunity for former trustees to tour the campus and hear
updates from Board leadership and Interim Head of School Amy Vorenberg. “Former trustees were eager to visit campus, see students engaged in learning, and contribute to discussions around programmatic strength, demographic shifts, and long-term financial planning,” Jackson explained.
Attendee and former Board President Neal Ryland agreed, saying, “I have always enjoyed the annual breakfast with the current Board President, the Head of School, and past board presidents and members, individuals who were intimately familiar with the issues which have faced the school in the past. These
conversations were a great source of wisdom for me when I was Board President and also an important source of information on what was going on in the community.” With high interest in continuing these conversations, there was an additional gathering in March 2024 at the Head of School’s house in Topsfield.
With school relationships in mind, the Board participated in several valuable community building opportunities over the course of the year.
In December, the Committee on Trustees hosted a coffee for members of the community interested in learning more about the Board of Trustees, and in January, Jackson shared similar information at a Shore Families Association (SFA) meeting.
In January, Jackson shared the stage with Interim Head of School Amy Voren-
berg and Head Elect Amber Bock at Shore’s State of the School event for current families and employees to outline and review the shared commitments and priorities between the Board, Interim Head of School, Head Elect, and the Shore community.
In April, Trustee and Advancement Committee Chair Dino Di Palma chaired the Gather, Connect, and Kick Off Giving Day event, the school’s first in-person fundraiser in several years. This event raised the initial $45,000 toward the total of $243,152 contributed from 355 donors during the school’s 24hour Giving Day.
2023-2024 Board Priorities and Progress
Over the course of the past year, Shore’s Board focused on the following priorities:
HEAD
OF
SCHOOL SEARCH:
Selecting the Head of School is a vital responsibility of the Board, and the detailed task of conducting the search was entrusted to a designated Head of School Search Committee within the Board, who worked closely with RG175, a leading independent school head search firm. The Search Committee of eleven members was composed of trustees, former trustees, and faculty members. The Committee held the responsibility of making a recommendation to the Board, who in turn, voted to appoint the next Head of School.
GOVERNANCE: The creation of a dedicated Governance Committee enabled the Board to evaluate governance practices and norms, enhance training and education, and conduct a review and update to the By-Laws. In April, trustees and school leadership were joined by Megan Mann, then General Counsel, VP Legal Education & Support at NAIS, for an in-depth workshop at Shore focused on legal, governance, and risk management issues facing independent schools. With the guidance of outside counsel, the Governance Committee conducted a thorough update to Shore’s By-Laws, including a revision to the organizational structure to realign them with NAIS best practices, changes to the trustee election process, and new term limits for trustees and officers.
FINANCIAL SUSTAINABILITY:
The Finance Committee oversees the school’s $24 million endowment and operating reserves, and spent much of the fall evaluating benchmark data from peer schools as a foundation for budget planning. The importance of a
“Reading the mission is a brief but important reminder to each trustee that when we walk into the boardroom, we need to refocus our perspective on Shore’s long-range, strategic health and priorities.”
– Amanda Jackson, President of the Board
balanced operating budget with the right allocations for staffing, professional development, and routine expenditures for the strong functioning of Shore’s facilities and program, combined with a disciplined endowment draw, was at the forefront of the Board’s planning. The Board spent time evaluating the shift in demand for Shore’s Grade 9 offering. Shore remains committed to attracting and retaining the best employees with competitive salaries and benefits. Shore is in an enviable position of financial strength among North Shore independent schools, and it is the shared responsibility of the Board and Head to preserve that position for decades to come.
EQUITY & INCLUSION:
Shore’s ongoing work in diversity, equity and inclusion (DEI) was prioritized by the Board and especially the Equity & Inclusion Committee. The Committee collaborated with leaders from around the school and family community to establish shared priorities and action steps for this past year and beyond. Shore made progress in evaluating and improving the diversity of its Board, as well as establishing a professional development plan to effectively govern with a DEI mindset. The Board also worked to support the administration in achieving the school’s DEI goals and ensure that the appropriate systems, policies, and infrastructure are in place.
ASSOCIATION OF INDEPENDENT SCHOOLS IN NEW ENGLAND (AISNE) 5-YEAR VISIT:
Shore is halfway through AISNE’s 10-year accreditation cycle. In early March, Vorenberg, Board leadership, and select faculty and staff met with Sarah Wilson, AISNE’s Execu-
tive Director Elect and a member of the accreditation committee, to share updates on the school’s progress towards the Our Future in Focus strategic plan, created in 2020, as well as recommendations made during the most recent accreditation review in 2018. Trustees shared the ongoing Board education and governance work underway to ensure that Shore’s Head of School is empowered to lead the operational work of the school with support, guidance, and strategic direction from trustees.
After a year of progress, Shore’s Board looks forward to continuing the momentum and beginning the school’s next chapter in partnership with Bock. In October 2024, Bock and Jackson attended the NAIS Leadership through Partnership (LTP) conference, just as Vorenberg and Jackson did in October 2023. This three-day event allows ample time for a deep dive into best practices in independent schools. According to NAIS, “LTP provides heads and board chairs dedicated time to build a collaborative relationship, learn about best governance practices, and explore the most common challenges and opportunities facing independent schools today.”
Jackson shared, “One of our goals has been to increase transparency into how the Board supports the school in key strategic areas, and we’re heartened to hear from members of the community that they have gained a deeper understanding of the Board’s work and role within the school community. I look forward to our Board’s continued commitment to serve as guardians of the school’s mission, and to a deep level of participation in all aspects of school life.” ◾
Winslow Trustee Breakfast Gathering
The Joy of An Interim Year at Shore
Over the course of twelve months at Shore, Interim Head of School Amy Vorenberg fully embraced the Shore community. “It’s been a gratifying and busy year,” Vorenberg explained as she packed boxes, preparing to move on to her new position as Head of School at Nantucket New School beginning in July 2024. “When I arrived in July 2023, I could not have pictured the extent of opportunities this role would offer, both in terms of the people I would have the pleasure to work alongside, and the important work to be done. It has been a privilege to serve Shore and its community.”
Vorenberg worked collaboratively with the Administrative Team and the Board of Trustees, in service of Shore’s mission and Community Code. A primary goal was to connect with the broader Shore community, including hosting new events in partnership with the Board and the Shore Families Association (SFA). From the Flag Raising ceremony on the first day of school and new Back-to-School picnic in September, to the Flag Lowering ceremony on the final day of school, Vorenberg enjoyed getting to know the students, families, employees, and the larger Shore community. She reported that her greatest joy in her year at Shore was “spending time with the community, including greeting students at the
curb in the morning and eating lunch with children whenever possible.”
Most importantly, Vorenberg worked in collaboration with the Board of Trustees, including the President of the Board Amanda Jackson. Jackson and Vorenberg created a strong partnership and honed their work together as they participated in the annual NAIS “Leadership Through Partnership” conference in October 2023. Developing shared goals for the Board and administration led to productive work in all areas of the school. Once Amber Bock’s appointment as Head of School was finalized in December 2023, she, Vorenberg, and Jackson worked together to create 2024: Strength at Shore, a guiding document of shared
commitments and priorities that served to outline, clarify, and communicate to the community the School’s initiatives and the transitional plan for the year. The document, grounded in Shore’s commitment to excellence, clearly explained what students, families, employees, and the broader school community can expect at Shore.
Bock, Jackson, and Vorenberg dedicated themselves to a smooth and successful transition, working closely between January and June. “It was essential that we lock arms and move through each step of this transition together,” Vorenberg shared, “I am so fortunate to have built wonderful relationships with both Amber and Amanda. Shore will be stronger because of our deliberate efforts
in this transitional period.”
There were important challenges to tackle, including work to ensure teaching schedules and departments are staffed to meet the needs of the students, and align student-to-teacher ratios with enrollment as well as independent schools in the region. Vorenberg worked collaboratively to redesign class schedules to ensure programmatic strength and optimize academic time, and to create a redesigned administrative structure to best serve the needs of students, families, and employees. She and the Administrative Team partnered to create efficiencies and design a budget that would provide for Shore’s needs. “While this work is not easy, I am proud of the work done on behalf of Shore students and families.”
“I will always be grateful for the time I spent here, with wonderful memories of colleagues, students, Board members, families, and the broader community. Thank you, Shore!” – Amy Vorenberg
Long standing traditions like Head’s Holiday and the Night of Celebration were wonderful community moments for Shore.
Announcing the Head’s Holiday on the afternoon of April 26 was particularly fun for Vorenberg.
“We held the Head’s Holiday a little earlier than usual, much to the surprise of all!”
As Vorenberg prepared to depart Shore and officially welcome Bock into her role as Head of School, she was joyful in her reflections of the year at Shore.
“Being an interim is not for the faint of heart — it was a full and rewarding year. I will always be grateful for the time I spent here, with wonderful memories of colleagues, students, Board members, families, and the broader community. Thank you, Shore!” ◾
FOSTERING Friendship
Second Grade Students Bring Buddy Bench to Shore
IN AN EFFORT TO PROMOTE INCLUSIVITY and foster friendships on the playground, students in Grade 2 at Shore have launched an inspiring initiative known as the Buddy Bench program. This program aims to create a supportive environment where no child feels left out during recess or at school.
The Buddy Bench concept is simple yet powerful. It provides a designated spot on the playground where a child can sit if they are feeling lonely or looking for someone to play with. Other students are encouraged to recognize this signal and extend a friendly hand to invite them to join in their games and activities.
The idea for having a Buddy Bench at Shore emerged during a social studies class at the beginning of the 2023-2024 school year. Students in Stacey Kapetanopoulos and Laura Thomson’s second grade classes read an edition of TIME for Kids about the Buddy Bench program and its origins, which resonated with the young minds, and they eagerly embraced the idea of bringing a Buddy Bench to Shore.
“After we read “TIME for Kids,” we thought that it was a really good idea to put a Buddy Bench in Shore’s playground, so we wrote a note to Mrs. McClellan saying that we should have one and that it’s a really good idea,” said Grade 2 student Elizabeth S.
After receiving the heartfelt letter and meeting with the Grade 2 team, Shore administrators made the decision to move forward with bringing a Buddy Bench to Shore.
“We are thrilled about it,” said Grade 2 Teacher Stacey Kapetanopoulos. “Mostly because the students really understood the purpose and meaning of the Buddy Bench and what it means to be a friend.”
At the start of second grade, there is a focus on friendship, respect, and learning to be a good friend. Kapetanopoulos points out that the essence of this lesson is a continuation of the Grade 1 Changemakers Unit where students learn about the ways people can make change in the world around them.
“This student-led initiative exemplifies our commitment to nurturing a compassionate community, a
The excitement from the crowd at the Lower School Morning Meeting that Grade 2 students presented at about the Buddy Bench was a reminder for other students that they too can make impactful changes and share what they want to improve in our community.
true reflection of our Community Code,” wrote Head of Lower School Shiva McClellan in a letter to families. “Upholding the values of kindness and inclusivity, the Buddy Bench program illustrates our collective dedication to supporting a sense of belonging for every child at Shore.”
With the sign-off, students took charge of implementing the Buddy Bench Program. They enlisted the help of Maintenance Team member Dave Ashley in building the bench, and he generously served as a “consultant” in the process of gathering supplies, picking the right paint, and putting on the finishing touches. After the bench was built, students took to the Innovation Lab (ILab) to make the bench visually appealing and inviting for their classmates.
Regularly scheduled time in the ILab comes in Grade 6, so it was an exciting experience and a great privilege for these second graders to get into the heralded space.
After the bench got a few coats of white and “Kiva Blue” and a sealant layer by Ashley, all that was left to do was wait for warmer weather, ribbon, and a giant pair of scissors for a proper ceremonial opening. Instead of putting the project on the back burner, the second graders launched a school-wide awareness campaign to educate the Shore community about the Buddy Bench and its purpose. Grade 2 Teacher Laura Thomson shared her pride in her students saying “what’s special with this group is their dedication to making this happen.”
Students brainstormed what they thought should be on the flyer and worked together to consolidate the information, figuring out what questions needed to be answered and how to go about doing that.
To ensure that every student understood the purpose of the Buddy Bench, they created flyers with clear instructions on how to use the bench. Additionally, they delivered a presentation during a Lower School Morning Meeting, emphasizing the importance of kindness and inclusivity.
“This was a passion project,” said Thomson. “Students stood by the belief that the Buddy Bench is something that Shore needed and worked to fulfill that need. It is a natural lesson in how to give back to the community and give back to others while also helping ourselves.”
As May came and the ribbon-cutting ceremony drew near, Elizabeth S. gleefully and knowingly nodded ‘yes’ when asked if she notices the plaques and dedications of tables, gardens, plants, and other gifts that were brought to Shore through the generosity of various constituents over the years when she walks around campus. She says it feels good to leave a lasting impact on Shore for years to come.
“I’m excited and very happy because we have worked super hard on it all year,” she expressed. “I feel proud and want people to know that it took a lot of hard work,” showing the truly student-led nature of this project.
“This addition is a testament to their advocacy,” said McClellan. “At Shore, we encourage students to see themselves as catalysts for positive change, emphasizing the power of their voice in making a difference.”
After the Ribbon Cutting Ceremony, students gathered in their classrooms for a celebration of their hard work. “This is the best day ever!” one student exclaimed.
This is not the first time that student-led initiatives have brought change to campus. Last year, for example, a group of Upper School students saw the need for a new game/activity at recess called Gaga Ball. The three students who saw the need dedicated time to an Independent Study to build a Gaga Ball pit, and the game brings students of all ages together.
On May 10, 2024, the Buddy Bench was officially presented with a ribbon-cutting ceremony. Parents, caregivers, and younger students watched as each Grade 2 student took a turn speaking about what the Bench is and why it is important. Then, after a countdown, two students cut the blue ribbon that was carefully tied around the bench with a massive pair of scissors that were borrowed from Interim Head of School Amy Vorenberg.
“One of the most powerful things as a teacher is seeing what the kids take with them and put into practice outside of the four walls of the classroom,” said Thomson after the ceremony. ◾
Shore Employees Honored During Annual Night of Celebration
Shore employees were honored at the annual “Night of Celebration” on May 9, 2024. More than 160 guests joined the celebration in the Trustey Family Theatre for the beloved tradition of recognizing the accomplishments and milestones of faculty and staff, with a surprise tribute at the conclusion of the evening.
During the welcome remarks, Interim Head of School Amy Vorenberg reminded attendees of the wonderful tradition of taking an evening to pause, celebrate, and thank members of Shore’s professional community for their dedication and hard work. Vorenberg shared, “I also have a surprise or two in store… This is going to be a fun night. I hope you enjoy it!”
Vorenberg began the evening with congratulatory remarks for
four teachers who exemplified Shore’s commitment to lifelong learning, acknowledging the achievement of receiving master’s degrees.
Pre-K 2 Teacher Hannah Davis ’13 received her master’s degree from Lesley University in Elementary Education; Upper School Math and Science Teacher
Katie Hinkle completed a master’s of science from the University of Massachusetts, Amherst, in Education; Grade 4 Teacher
Emily Glore, Weller Henderson, Abby Suchocki, and Kelsey Mercier
James Hubbard completed a master’s of arts in Liberal Studies with a focus on creative writing from Dartmouth College; and Grade 1 Teacher
Emily Glore received a master’s in Private School Leadership from Teachers’ College, Columbia University.
Vorenberg highlighted that it’s no small thing to earn an advanced degree, but to do this while also working full-time is commendable.
Katie Kozin, Barbara Pattullo, and Max and Janelle Flaherty
Head of Lower School Shiva McClellan took the stage to honor and thank Shore’s Teaching Assistants. McClellan took time to acknowledge their collective contributions and highlight the individual impact each of them made in the classroom and in the community. This personalized recognition inspired the audience by showcasing the diverse and significant roles within our teaching community. McClellan extended heartfelt thanks to Emily Bouchard, Heather Chick,
Riley Geannaris, Weller Henderson, Steven Kennedy, Bridget Slonecker, Abby Suchocki, and Sasha Valliere. Vorenberg then invited each employee honored to join her on the stage as she read remarks about their contributions to Shore, starting with those who have served for five years: Technical Theater Director Vinny Laino, Kindergarten Teacher
Alex Rosati, Grades 3-5 Science Teacher Erik Swanson, and Director of Institutional Advancement Katie Kozin each received tributes for their important contributions.
Laino was praised for being an “unsung hero” in the community, always ready to jump in and lend a helping hand, whether it be in the theater or around campus. Rosati was commended for her natural leadership ability and her joyful engagement with Kindergarten students. Swanson, also known by nicknames such as
Swanny and Science Czar, was highlighted for how he champions his students, both on the playing field and in the science lab. Finally, Kozin’s remarkable success in building strong relationships and her thoughtful approach was celebrated, along with the more than $4,000,000 she’s raised for Shore over the past five years.
Vinny Laino
Alex Rosati
Erik Swanson
Katie Kozin
Brooke Booth, Ali Jahn, and Loretta Stokes
Sasha Valliere, Abby Suchocki, Em Dickson, Weller Henderson, Amy Vorenberg, Riley Geannaris, and Emily Bouchard
Those being honored for 10 years of service included S.A.I.L. (Science and Art Integrated Learning) Teacher and Art Department Chair Betsy Holland, Pre-K 1 Teacher Tracy Keith, and Lower School Art Teacher Riley Lucey. The following are excerpts from the tributes Vorenberg shared:
Betsey Holland
“When one asks a young Shore student, “What’s your favorite thing about Shore?” often the answer is simple: S.A.I.L. One reason children love S.A.I.L. is because they adore their teacher, Betsey Holland. And it’s easy to see why! Betsey, your colleagues describe you as an incredibly positive and collaborative teacher, with a wonderful sense of humor. You make things fun! Students enjoy your class because you allow exploration and discovery, empowering your students to wonder and problem solve, creating interesting and important connections through the arts and science. You help children connect learning to life, happily bringing the wonder of outdoor learning experiences to your classes to enhance your curriculum. As Department Chair, you’ve played a big role in hiring and onboarding new arts faculty, making others feel welcome and valued in the community. Betsey, you are easygoing, unflappable, calm, caring, connected, and kind. Thank you for your innovative spirit and your incredible dedication to Shore for the past 10 years.”
Tracy Keith
“How many of you have spent a bit of time with a three-year-old? Psychologist Erik Erikson would tell you that a three-year-old is asserting control over their world through social interactions and play. Their job is to assert control. Imagine spending your days with a classroom of three-year-olds, each trying to be in charge! That is what Tracy gracefully does, each and every day. Some might argue she has the hardest job at Shore, trying to keep her feisty charges on task. I could argue back that there’s no one more capable in this work than Tracy. Tracy speaks to children in a way that makes them feel important, respecting their ideas, curiosities, and interests. Her classroom environment brings out the best in students, and her commitment to the Reggio philosophy is inspired. She engages her students in inquiry-based learning, allowing their interests to drive their work through an emergent curriculum. Tracy teaches children to see and appreciate everyone in the Shore community, even maintaining a pen pal relationship with the Shore Beaver! Tracy, thank you for your warmth, professionalism, and care of our youngest learners at Shore.”
Riley Lucey (Right)
“One colleague shared, ‘Riley is the kind of person I hope to emulate at Shore. She is kind, creative, and makes people feel comfortable because she is always enthusiastic and she sees the best in the children she works with — which helps them do their best work.’ To me, you’re a bit of the soul of Shore, and you present yourself as a steady leader among the faculty. I am grateful for your insight, and I have tried, in the hard moments, to remember your words of advice and wisdom. Riley, you are appreciated by your colleagues not only for your mentorship and teaching talents but for your creativity and fun. You build a playful environment in your classroom and encourage students to open themselves up to thinking and experiencing in ways that demonstrate problem solving, but also creativity and talent. Thank you for your willingness to collaborate naturally with classroom teachers and special subject teachers, developing projects that cross disciplines and make learning more engaging at Shore. To you, Riley, we say ‘brava!’ and thank you!”
The Night of Celebration continued with a tribute to Theater Arts Teacher Sarah Carlin for her 15 years of teaching drama and performing arts. The following is an excerpt from the tribute Vorenberg shared:
Sarah Carlin
“It’s curtain time, and the cast and crew are ready! For 15 years, Sarah Carlin has been prepping Shore students for the curtain to rise. Each production Sarah directs and works on with students and other Shore adults is spectacular! And not only are the shows spectacular, but they are also incredible community-building events, bringing together members of the Shore community and the greater North Shore community to engage in live theater. Frozen JR was a true highlight of my year at Shore I went to every single production, and I would have gone another time if it had been possible! Sarah also cares about the well-being of this community, devoting time to study mindfulness and meditation. She generously offers opportunities for the community to gather, meditate, and breathe, and simply invites us to be present — fully. Sarah is so devoted to her craft. She’s involved in other performances in the region, teaches improv, works with Shore students to develop podcasts, and capably serves as an advisor and a chaperone on the Upper School field trips. Sarah, thank you for your 15 years of service and the considerable gifts you share with this community daily!”
Finally, Grade 2 Teacher Laura Thomson was honored for her 20 years of service.
Laura Thomson
Laura, your colleagues share impressive accolades about your work: touted as fair and consistent, consistently demonstrating deep respect children and their learning. You care about every child and put their needs at the center of your planning and classroom routines. It’s also reported that you’ve got some serious dance moves that you’re not afraid to share on stage if it will bring joy to the students and your colleagues! Laura of the last people to leave an event at night or on the weekend, pitching a hand to clean up and make sure everything is back in order after the Laura, thank you for bringing your incredible classroom management to second grade — planning, time management, and helping children op self-regulation skills. You do that not only in the classroom but also track, as you coach Upper Schoolers in the spring track and field season. helped to interview many Teacher Assistants and served as a supportive tor and friend to those early career teachers. Thank you for your leadership devotion to Shore. We are a stronger, better community because of all brought, and continue to bring, to Shore.”
When the employee tributes were complete, there was one additional tribute to deliver — a surprise tribute to an unsuspecting former faculty member, Sam Hamlin. The Shore Beaver arrived on stage, ready and eager to thank Hamlin for his countless hours of volunteer service, including his hard work to refurbish the Inspiration Garden and the beaver lodge over the summer of 2023. Suddenly, former Head of School Larry Griffin popped out from the costume, and the crowd realized with delight that Griffin had returned to surprise and thank Hamlin.
The program ended with the announcement of two faculty awards. The Parents of Graduates (POG) Fund supports an annual professional development travel opportunity for a Shore faculty member. Upper School Math Teacher Katie Sullivan was selected for this award, and she will explore the historical and cultural roots of mathematics in Greece. The Loring Fund supports a travel grant each year for a Shore faculty member that is connected to professional development. Lower School Spanish Teacher Claudia Ovalle was selected for this award, and will explore language, folklore, and culture in Spain.
The crowd dispersed to the Kiva, enjoying music from former faculty member Gretchen Bowder and band. The Night of Celebration concluded with warm hugs and happy connections between colleagues and friends. ◾
Larry Griffin & Sam Hamlin
Katie Sullivan & Claudia Ovalle Gretchen Bowder and Band
tTHE SHORE FAMILIES ASSOCIATION (SFA) and the Board of Trustees helped kick off the new school year with a Back-to-School Picnic. Families joined on the Shore fields and playground to reconnect and meet new friends, enjoying food and music together.
Fall festivities continued at the 44th annual Shore Safari Weekend with over 160 attendees. Families enjoyed a weekend of fun activities at Camp Wa-Klo with plenty of canoeing, hiking, zip-lining, and swimming to keep everyone busy.
Next up was the Fall Sports Spirit Day — the community came together in Shore colors and were treated to donuts, cider, activities, and prizes while they cheered on the athletic teams.
The SFA ran a successful Halloween Costume Drive and hosted Coffee on the Oval with donuts and coffee before the annual Halloween parade.
They closed out the fall with a Yoga and Meditation Night, where all levels of participants were encouraged to join in.
The ter stage again, the with local cheer and and families Shore this year, sion with and author Like These Irving ’69.
The Plant Sale turned, wreaths, tia, and lis plants, all proceeds
going to a special gift in support of Shore.
The SFA’s Faculty and Staff Appreciation Committee delivered 100 gifts to Shore employees and bus drivers before the holiday break.
In February, the SFA had an excellent turnout for the Shore Family Skate event — even Amber Bock, then Head Elect, joined in the fun.
For Frozen JR. Spirit Day, the SFA orchestrated a live snowball fight (using cotton snowballs) in the Trustey Family Theatre, with shiny blue and silver wands and light-up glasses adding to the ambiance. Guests of all ages were out of their seats, having fun!
Committee on Representation and Equity (CORE) and Shore Librarian Em Dickson, arranged two author visits for Shore students — Rajani LaRocca, author of picture books and middle grade books and Raúl the Third, author and illustrator of picture books, early readers, and graphic novels. In addition, they hosted an author panel and book
signing for an adults-only evening out.
World Celebration Day born out of the idea that the unique cultures, traditions, and heritage of Shore families be celebrated excitingly and inclusively to foster a sense of belonging and pride — returned for a second year and was a huge success! CORE invited families and employees to fill the Howard Gym with tables and activities at the Cultural Fair. The community was treated to a visit and performance by Odaiko New England, a Japanese drumming group.
After the successful Fall Sports Spirit Day, the SFA brought the community together again for a Spring Sports Spirit Day. It was another fun-filled event, brimming with Shore spirit!
As the end of the school year drew closer, the SFA treated Shore employees to a week of appreciation, including a breakfast cafe featuring a barista, cards and pictures from students, a catered lunch, unique gifts, and an onsite spa!
As a close to the school year, families were invited by CORE to join together in Salem, Mass., at the North Shore Pride Parade on June 22. ◾
Shore Country Day School’s
87 th Closing Exercises
The Shore community joyfully celebrated eighth grade students and their graduation.
Awarm, breezy afternoon was ideal for Shore’s 87th annual Closing Exercises on June 13, 2024, celebrating the accomplishments of our Grade 8 graduates. This year’s graduating class included forty impressive students who served as strong student leaders throughout the course of the year.
As the students gathered on the steps of the Winslow Building for their traditional class photo, parents and caregivers, family members, teachers, and others made their way through campus to the tent situated on Shore’s fields.
As the processional began, Shore employees processed into the tent arranged by length of tenure, with Reading Specialist Rondi Kilham and Pre-K 2
Teacher Beth White leading the way.
Interim Head of School Amy Vorenberg, Head of Upper School Oliver Hay, and Board of Trustees President Amanda Jackson led the graduates into the tent. The graduates carried white calla lilies or
wore white rose boutonnieres as they processed in pairs to their seats at the front of the tent.
Vorenberg welcomed the graduates, their families, Shore employees, and other members of the community to the celebratory occasion, sharing “this is a wonderful school and truly inspiring community, largely due to the incredible students and families at Shore.”
“I have had a unique opportunity this year to join you, as eighth graders, in your final year at Shore,” said Vorenberg. “I enjoyed traveling with you to Camp Mataponi in early September, just as I have had fun greeting you in the mornings and seeing you
Charlotte Loughman, Hannah Lee, and Ellie Ries gathered in the Winslow Building before the ceremony.
in the hallways and in your classrooms. You are a really wonderful group of young people, and I thank you for welcoming me and putting up with my zaniness every now and again.”
Vorenberg offered encouragement to the graduates to seize every opportunity, even unexpected ones, with joy and enthusiasm. Vorenberg’s remarks concluded with a poem, “The Power of One.”
The Power of One
One song can spark a moment, One whisper can wake the dream. One tree can start a forest, One bird can herald spring.
One smile begins a friendship, One moment can make one fall in luv.
One star can guide a ship at sea, One word can frame the goal
One vote can change a nation, One sunbeam lights a room One candle wipes out darkness, One laugh will conquer gloom.
One step must start each journey. One word must start each prayer. One hope will raise our spirits, One touch can show you care.
One voice can speak with wisdom, One heart can know what’s true, One life can make a difference, You see, it’s up to you!
–Ashish Ram
7.
Isabella
3. Reese Harrigan and Casey McBride
4. Faculty gathered for the ceremony.
5. Oliver Hay shook hands with Holden Hurley.
6. Faculty and graduates joined together in the Howard Gym following the ceremony.
8. Dawson Styles
9. Laura Thomson and Emma Marinelli
10. Rocco Fawcett
11. Amy Vorenberg, Oliver Hay, and Amanda Jackson
12. Graduates gathered for a fun photo.
1. Loretta Stokes pinned a flower for Jay Knox.
2.
Racho posed with family for a photo.
Paolo Tornberg Ayala and Massimo DeSantis
Vorenberg welcomed Jackson to the podium, and she offered her congratulations to the graduating students on behalf of the Board and expressed appreciation to the families for their partnership and commitment to supporting the graduates.
Vorenberg then welcomed Hay to join her and Jackson at the podium for the conferral of the diplomas. After Hay read the name of each graduate, the student stood with Vorenberg as
she read a brief tribute, highlighting the individual’s interests and successes at Shore.
When the diplomas were in hand, each student was given a rose to present to their family as a symbol of their gratitude and an acknowledgment of the family’s support and partnership in their accomplishments.
Jackson returned to the podium to recognize the family whose final graduate brings the highest cumulative number
of student years at Shore, as tradition holds. This year, the Fates family was honored with a bouquet of roses for their 23 years of cumulative enrollment, honoring the many ways Jack, Caleigh, Alex, and Sasha have been an integral part of Shore. Sasha presented her parents, Katie and Matt, with the roses.
As the ceremony came to a close, Vorenberg thanked the graduates on behalf of their teachers for their incredible work during their
This year’s Grade 8 Shore Graduates are:
Zachary William Allen
Surina Bhalla
Noelle Steele Bita
Luca McGregor Brady
Jill Carolann Cascio
Meredith Jane Cash
Claire Trudy Contarino
Alan Soo Guy Curley
Massimo DeSantis
Olivia Karolina Di Palma
Ella Danielle Farnkoff
Sasha Leighton Fates
Rocco Cornelius Fawcett
Charlie Paul Hannaway
Reese Carrie Harrigan
Holden Else Hurley
John Jay Knox
Olivia Johanna Kubica
Tucker James LeBlond
Hannah Emily Lee
Charlotte Corinne Loughman
Emma Adeline Marinelli
Casey Anne McBride
Alice Quisenberry Miller
Rose Beverly Murphy
Georgia Berkeley Noble
Asher Louis Norris
Bryson Estep Preacher
Isabella Rose Racho
Elizabeth Aidan Ries
Evan Ira Scholnick
Georgia Elise Stevens
Dawson Jade Styles
Clara Gray Sumner
Alessandra Veronica Tessicini
Paolo Xavier Tornberg Ayala
Emaad Virk
Peter Wallace
Caroline Marylena Winthrop
Miles Hooper Wolfgang
years at Shore. She assured them that “Shore will always be here for you, and as alumni, we hope you’ll return often and stay connected.”
Vorenberg also acknowledged all employees in attendance, and they received an enthusiastic, standing round of applause from guests throughout the tent.
As is the annual tradition, Vorenberg invited Shore’s A Cappella to sing the benediction, bringing graduates, younger students, faculty and staff, and alumni singing together in harmony.
The graduates re cessed to the Howard Gym for a final greet ing and farewell to their teachers and
the employees who have supported them through their years at Shore.
When the graduates passed through the doors of the gym to the Greentop, each enjoyed the symbolic “high five” to one of the painted hands around the door, a symbolic gesture reserved for eighth grade graduates.
Graduates gathered with their family, friends, classmates, and loved ones for congratulations and celebration. This beautiful and memorable
pride in Shore’s graduates as they lookedventures to come at secondary school and beyond. ◾
Sasha Fates posed with family for a photo.
Photo below: Tracy Keith and Claire Contarino hugged following the ceremony.
Shore’s Class of 2025 Finds Success in Secondary School Placement
IN THE REALM OF SECONDARY SCHOOL ADMISSIONS,
Shore Country Day School has once again demonstrated its expertise in preparing students for the next phase of their academic journey. The admissions cycle showcased Shore’s unwavering commitment to excellence, marked by consistent placement performance and a steadfast reputation among secondary schools.
Despite the increasingly competitive landscape of admissions, Shore’s graduates have continued to secure seats at prestigious institutions. An overwhelming majority of students received acceptance into at least one of their preferred schools, with many having the option to attend their top choice.
One notable trend observed during this cycle is the rising interest among families in day schools on the North Shore. This surge in demand has added to the competition for coveted spots, making the admissions process even more challenging. Additionally, less required standardized testing has shifted the focus towards more subjective measures, such as essays and interviews, complicating the projection of acceptances. That said, Shore’s strong reputation assists students in their academic journeys on paper, and in practice.
seling Patrick Coyle, secondary schools are supportive of Shore’s process, saying, “They appreciate our precision and effort to present our kids in a comprehensive manner.”
Shore’s focus on nurturing the social-emotional development and holistic well-being of each child sets students up to embrace the principles outlined in the Community Code, equipping them with the skills necessary to thrive in secondary school. Families are keenly aware of the benefits offered through independent school education, possessing a deep appreciation for the distinctive educational approaches and methodologies, such as the renowned Harkness pedagogy, that characterize some of these secondary school institutions.
Amidst these challenges, Shore remains dedicated to guiding families through the secondary school placement journey. Recognizing the evolving landscape of secondary school admissions, Shore is poised to adapt and innovate to ensure the continued success of its students.
According to Director of Secondary School Coun-
“It is an amazing group of kids who are poised to do many great things at their secondary schools,” added Coyle. “I’m grateful for all of the learning we have done together over the years.”
Grade 8 student Miles W. has been attending Shore since Kindergarten and will be attending Brooks School next year. He said, “My teachers and especially Mr. Coyle made sure everyone was good, that they had a sense of where they wanted to go, that they weren’t anxious, that they were confident with their writing, and that they were excited and ready to move on.”
“I feel like Shore really helped by making sure students get on the right track and where they need to be,” Miles added.
Miles explained that he and his classmates were supported throughout the entire process in many ways. “We had the Secondary School Seminar to
Surina B., Bryson P., and Isabella R. pictured with the picnic table that the Class of 2025 donated as a class gift so that younger students could enjoy time together outside.
understand what would happen next and to make sure that we were ready,” he said. “It was very nice to have someone guiding us and helping us along the way.”
“So much change happens in pre-adolescents in a short period of time, and as an admission director, I’ve always admired how Shore’s faculty maximized their time with their students, using each minute to grow them in thoughtful and logical ways,” said Sarah Powers, Shore’s new Director of Enrollment Management and former Dean of Enrollment at The Governor’s Academy.
From her unique perspective and experience, Powers describes Shore graduates as, “Ready for high school with the skills needed, confidence and curiosity to explore new ideas, and a strong sense of self and voice. From a distance, I admired how the journey for each Shore student always seemed to look a little different for each child, and in the end, out grew a confident, prepared, and interesting person.”
“Our students have a reputation for being effective self- advocates who invest and engage in their learning by taking an active role in assuming responsibility and attending to tasks.”
– Patrick Coyle, Director of Secondary School Counseling
“Our students’ wonderful placement success underscores their academic readiness and affirms our dedication to their preparation for high school,” said Head of Upper School Oliver Hay. “We take immense pride in nurturing our graduates’ potential and eagerly anticipate their continued growth and achievements.”
“Our students have a reputation for being effective self-advocates who invest and engage in their learning by taking an active role in assuming responsibility and attending to tasks,” added Coyle.
“We will miss all of the Grade 8 graduates, and we are so proud of what they have accomplished in their time at Shore,” added Hay. “They have achieved terrific growth and made significant contributions to our community.”
As Shore continues to navigate the intricacies of secondary school placement, one thing remains clear: the unwavering commitment to excellence and the success of its graduates will always be at the forefront of its mission. ◾
Shore Grads Head to Secondary School
Shore Alumni Head to College
Congratulations to these Shore alumni on their college acceptances!
Gabbi D’Andrea ’21 University of Virginia
Joey DiNanno ’21 Berklee College of Music
Lula Doeringer ’21 University of Michigan
Gabrielle Edokpa ’21 Tufts University
Eric Elbling ’21 University of Notre Dame
Georgia Elbling ’21 Bentley College
Graham Ellis ’21 Tufts University
Owen Faldi ’21 Union College
Charlie Falk ’21 Trinity College
Nina Finn ’21 University of Virginia (Charlottesville)
Teddy Fritzinger ’21 St. Andrews University
Hanna Jenkins ’21 Middlebury College
Annika Johnson ’21 College of William & Mary
Rowan Jones ’21 University of Vermont
Aby Joyner ’21 Washington and Lee University
Celia Mann ’21 University of Florida
Luke Marinelli ’21 College of the Holy Cross
Sylvia Marks ’21 Villanova University
Maddy Marron ’21 University of California, Santa Barbara
Mark McDuffee ’21 Providence College
Sophie McDuffee ’21 Providence College
Georgia Rossetti ’21 Providence College
Rae Ruben ’21 Pitzer College
Esme Shields ’21 University of Denver
Pippa Spingler ’21 University of Richmond
Caroline St. John ’21 Northeastern University
Maillie Staff ’21 Northeastern University
Sadie Styles ’21 Boston College
Maya Tavares ’21 University of Miami
Andrew Tollman ’21 University of Massachusetts Amherst
Will Vareschi-Woelfel ’21 Furman University
Zack Webber ’21 Kenyon College
Alex Wilkinson ’21 Villanova University
Charlie Wilkinson ’21 Northeastern University
CJ Young ’21 Bryant College
Oliver Zaldastani ’21 Colgate University
Welcome New
Sydney Atkins ’98
Family | Caroline Wise, spouse; children: Sawyer and Harlow
Residence | Beverly Farms
Education | B.A. in Neuroscience and Studio Art, Middlebury College; MBA in Entrepreneurship/Entrepreneurial Studies, MIT Sloan School of Management
Professional Background | Former Science Teacher and Coach at Shore; Founder of Synergy Lacrosse; Investment Management at Goldman Sachs & Ellevest; Head of Capital Markets at Boston Omaha; Currently Managing Partner at Mac Mountain LLC; Co-owner of Killington Distillery & The Mountain Inn
Community and Interests | Passionate about spending time with family, travel, and adventure. Can often be found out on the water sailing and kite surfing or up in the mountains riding bikes or skiing. Served on the advisory board at uAspire, as a board member at SheGives, and works closely with the Neuroscience Advisory Board at Brigham and Women's Hospital.
P’32, ’32
Olson, spouse; children: Leo, Grade 2 Swampscott
University of Pennsylvania; J.D., Pennsylvania
Background | Counsel, Office of General General Counsel at Suffolk University; Counsel, Smithsonian Institution
Interests | Family, travel, arts, museums, Triathlon finisher. SFA Executive Other volunteer roles include Clerk Raw Art Works, chair of the Swampmember of the Board of Advisors of
Trustees
Emily Donnan P’33, ’35
Family | Richard Waldo, spouse; children: Sydney, stepdaughter, Quinnie, Grade 1, and Charlotte, Pre-K 2
Residence | Winchester
Education | B.A. in Economics from Middlebury College; M.A. in International Relations & Affairs from Columbia University
Professional Background | Institutional Sales at Goldman Sachs and Goldman Sachs Foundation
Community and Interests | Family, walking, travel, reading and anything having to do with the water. Enjoys giving tours to prospective Shore families. Sits on the board Nathaniel & Elizabeth P. Stevens Foundation and Protect Our Past.
Education | B.A., Springfield College; M.Ed in Community Engagement, Merrimack College; Ph.D. student at UMass Lowell studying International/Global Studies with a concentration on Migration/Human Rights
Professional Background | Founder and Director of The Welcome Immigrant Network; Part-time Instructor at UMass Lowell; Manager of Settlement Programs at The House of the Seven Gables; Business Development Lending Officer at Mill Cities Community Investments
Community and Interests | Family, travel, dance, tennis, languages, mentoring, equity & inclusion, and volunteering. Shore volunteer roles include Diversity and Equity Committee & World Celebration Day. Serves on the Essex County Community Foundation Racial Equity Committee, the Latino Leadership Coalition, Project Out and Lakai Dance Theater boards.
Magicthe
“I feel like they’re just trying to figure out who they are after being away from each other for so many years,” said Grade 8 student Merry C. about Anna and Elsa’s relationship. “I think sisterhood is a really big part of it.” Merry, who has attended Shore since second grade, played the reserved, mysterious, and incredibly powerful Queen Elsa.
Princess Anna, played by Grade 8 student Emma M., also embarks on a journey of self-discovery, confidence, and determination. While reflecting on her character’s development, Emma said that in some ways it mirrors aspects of her own journey.
“I was super shy when I was in the Lower School,” said Emma. She began her time at Shore in Pre-K, shortly after being diagnosed with selective mutism. Selective mutism is an anxiety disorder in which children are unable to speak in certain settings or to certain people. According to the Child Mind Institute, the most common setting for children with selective mutism to struggle is in school.
Emma’s mother, Erica, said that Emma received support right from the beginning of her time at Shore. She pointed to a range of factors in her daughter’s journey, including Pre-K 2 teacher Beth White’s clever thinking and the use of toys in the classroom, the willingness and kindness of classmates to support Emma, and Shore’s commitment to knowing each child well.
Each year Emma made major strides toward overcoming her challenges. From not speaking to anyone other than her siblings and parents to taking center stage as Anna, Emma embodied her character’s resilience and stands as a testament to the nurturing environment that Shore offers its students.
“It is just absolutely significant that her journey has been what it is,” said Erica. “There's no words to it; we're just so proud and in awe.”
Merry has also been on a journey of empowerment, coming out of her shell throughout her time at Shore. “At the beginning of sixth grade, I was really shy, and it wasn’t easy for me to make friends,” she said. “But then I realized that it’s better to branch out, just like Elsa.”
“I had to put myself in Elsa’s shoes to know what it would be like to play her,” said Merry about working diligently to portray the role with captivating authenticity. Director and Theater Arts Teacher Sarah Carlin worked individually with Merry to help her come into her own, embodying the spirit of Elsa’s liberation and truly “letting it go.”
Merry takes vocal lessons and has performed in community theater as well as Shore’s traditional plays and musicals including the Grade 3 Egyptian Play and the Grade 5 Musical. Even with her innate skill, extensive experience, and long history with Frozen, Merry says she felt challenged by the role, a sign of a dedicated actor.
“So many people know this [show],” said Merry. “And that was really intimidating at first and I thought I’d have to be perfect, but I realized that no matter who they [the audience] are — they are going to love whatever you do.”
“The iconic characters are familiar to everyone, so finding your own creative vision is a bit of a challenge,” echoed Carlin.
While putting on such a well-known show has its challenges, it also has its perks. Frozen JR. brought out a wide range of audience members, getting the entire Shore community involved and excited. As an added bonus, the Shore Families Association (SFA) put together a Theater Spirit Day ahead of the run of shows to celebrate and recognize the hard work and dedication of the cast and crew.
After the opening number of the show was performed, a slideshow honoring Shore’s Theater Arts program was shown, and flashing glasses, tinsel wands, and cotton “snowballs” were distributed to students and teachers for an epic indoor snowball
Pre-K 2 teacher Beth White (right) and Emma M.’s former Kindergarten teacher Elizabeth MacCurrach (left) attended the opening performance of Frozen JR. and reminisced on Emma’s journey from their classrooms to the stage.
fight that delighted all participants.
“After the preview show little girls were dancing around with their Frozen things and were singing, and it was really cute,” said Emma.
During a break at a dress rehearsal, a young student spotted Elsa. Merry and Emma recall seeing his jaw drop, his face turn red, and hearing him remark, “This is the real Elsa.”
“Frozen JR.” reached beyond the Shore community too, with fifth graders from Beverly Middle School coming to campus to watch the final dress rehearsal,
as they do every year. The cast and crew delighted our neighbors, showing the magnitude and impressive nature of Shore’s Theater Arts program.
Grade 7 student Peyton S. was wowed, too. It was Peyton’s first year as a Shore student, and while she has been on stage crews in the past, she says that doing stage crew at Shore was a markedly different experience.
“It’s more hands-on and engaging, definitely,” said Peyton. “At my old school, all we really did was paint and move stuff around. But here [at Shore], you get to build and get experience doing different things and
Opposite page, from middle left, to right: Madeline C. as the Castle Maid; Wilkes P. as Duke of Wesleton; bottom: Entire cast of Frozen JR.
This page, from top left, clockwise: Miles W. as Kristoff with Clara S. as Sven the Reindeer — puppet built by former Grade 3 teacher and Shore theater legend Sam Hamlin; Petra E. as Olaf, surrounded by the Summer Dancers: (left to right) Liana D., Casey M., Noelle B., Delilah L., Emma B., and Olivia D.; Lilith B. as Young Anna and Eloise L. as Young Elsa; Caroline W., Nikolas B., Claire C., and Madeline C. as the Castle Staff (before dress rehearsal)
using different materials. It’s good teamwork and learning how to make things.”
“This was a very technical production, more so than most of us realized at the start,” said Carlin during closing night while honoring Theater Manager and Technical Theater Director Vinny Laino. “Setting the mood and atmosphere of a Frozen landscape, including snow and mist, was integral to the audience’s experience.”
Peyton said that the Shore crew experience is “more about the students and trusting us to collaborate with our peers to put on a great show.”
“I feel like Shore set the standard really high for me in theater,” said Emma. “Even though it’s a middle school program, it’s amazing, and I know a lot of other schools don’t have that.”
Peyton, Emma, and Merry’s stories intertwine with the broader narrative of Shore’s Theater Arts program—a tale of mentorship, growth, and community. As they reminisced about their own transformations, they highlighted the ripple effect of support, with older students mentoring younger ones and fostering a culture of collaboration and camaraderie.
“Even in sixth grade, I felt like I was valued in the cast because I felt warmth and welcomeness. Then,
This page, top to bottom: Delilah L., Casey M., Olivia D., and Emma B. (hidden: Liana D. and Noelle B.) as Snow Dancers; Alan C. as Hans, the charming young - yet deceptive - Prince
Opposite page, top to bottom: Harper A., a member of the stage crew; Olivia O., Valerie L., Posey B., Shyla M., and Sofia A. as Townspeople of Arendale; The Oaken Family teaches Anna, Olaf, and Kristoff how to stay warm with Hygge!
in seventh grade, I could look up to people, but I could also help people in the lower grades, which was a good spot to be in. Now, in eighth grade, I felt like I was ready to be a role model,” said Emma.
Merry also talked about her evolution of leadership and how, in last year’s performance of Seussical, then Grade 8 student Maia S. helped her through some preshow nerves. “She told me I was going to do great no matter what and really hyped me up.”
Grade 6 students took on the roles of Young Anna and Young Elsa, and when Merry saw her younger counterpart get nervous, she passed on the wise words of her mentor, “I told her, ‘I’ve seen you during rehearsals, you are ready for this, and you are going to do great no matter what.’”
“When all the elements come together.” Carlin remarked, “the true magic and synergy of theater comes alive.” Carlin’s words resonate with the collective effort that brought Frozen JR to life—a testament to the passion and commitment of Shore’s students, parents and caregivers, volunteers, and employees who make these shows possible. ◾
“It’s a really welcoming experience,” said Emma. “Because first of all, the people are all supportive of you, and you don’t have to be afraid of being yourself. And then the director and musicians help you feel confident on stage.”
SPORTS in Review
Throughout the 2023-2024 school year, Shore athletes participated in practices and games fostering teamwork, sportsmanship, and personal growth. Shore’s athletic teams were not undefeated but Shore enjoyed great overall success! There were games that Shore won by a large margin and some games that were lost by a lot. While sports events often focus on the outcome on the scoreboard, Shore coaches and athletes understand that middle school sports involve much more than the score. Highlighted below are reflections from Shore’s team leaders that exemplify the incredible experiences of student-athletes!
SEASON
Soccer squad finished with Captains Dawson S. and Reese H. three games were some of our players became strong, and gained a voice, but most of all we play with courage.” A highlight Soccer team was a rotation of different goalies who tallied 50 saves season! Claire C. and Sofia A. nowas great to see teammates helpother with their skills, whether scrimmaging during practices, v 2 drills, or playing steal the or lightning.”
Boys Varsity Soccer opened their season with a convincing 6-2 win. Peter W. and Massimo D. mentioned that, “Even though our record didn’t show it, we grew stronger as a team during every game and practice. Some the games we lost were still some
of our best games. We were determined and wouldn’t stop playing until the final whistle.” Meanwhile, Boys JV Soccer played a challenging schedule that pushed the team to work hard and stick together. Captain Miles W. shared that a highlight of the season was, “Our high-scoring but close game vs. GUS where we ended with a score of 7-5. It was awesome to see our players having great success on the field and learning to make more thought-out plays.”
Varsity Field Hockey had a great season together. Captains Sasha F. and Izzy R. explained, “Our team showed incredible support and always had each other’s backs, on and off the field. Our team should be proud of our season record of 8-1-1. While this doesn’t always reflect our skill level, it shows how our team was able to adapt and work together to be successful this fall.”
Cross Country was only beaten by one other school. In addition to their impressive placement among their peer schools, Shore had an undefeated runner, placing first in every meet. Team leaders Ben B., Alice M., and Will R. commented, “Not only did we possess more team spirit than I’ve ever seen of a cross country team, but we were also welcoming, kind, supportive, and above all else, we did our best, whether that be on a race day or in practice.”
WINTER SEASON
Boys Varsity Basketball benefitted from a tight-knit core of eighth graders to have a strong season. Following a close game with Manchester-Essex, Charlie H. noted, “The players were proud of the way they stuck to their game plan, moved the ball quickly, and didn’t let anything shake them. It was about being
more than just players; it was about being a team that trusts each other. This season, every time we hit the court, we played not just for points, but for pride in our team.” Boys JV1 Basketball ended the season with a 7-3 record. Harry C. shared, “We learned to work better together and pass the ball more smoothly, which helped us to end the season with a 5-game winning streak.” Boys JV2 Basketball had a season where several close games ended with a 2 or 3 point difference. Jasper L. and Jacob B. appreciated “that no matter how the game was turning out, we didn’t stop having fun. Something that our team learned was to always keep our head up and that when you are having fun playing you will play better.”
Girls Varsity Basketball had a 6-5 win-loss record on the court. According to Grade 8 leader, Georgia N., “Our team was always lively off the court and aggressive on the court.” Jill C. added, our whole team cheered each other the circumstance.” Girls JV Basketball equally rewarding season with a Ava B. and Parker B. shared, “We
of things to improve but our friendship and commitment helped speed us up and grow. Throughout this season we learned how to help our teammates use each other’s strengths to help us become a better team.”
Squash + Paddle rounded out Shore’s winter sports offerings. According to Grade 8 leaders Izzy R. and Alice M., “Squash + Paddle was successful this season with multiple matches vs. Brookwood. We were able to win several matches and have a lot of fun. Even though we had a tough loss against Fay, our team supported each other and learned a lot from that experience.”
SPRING SEASON
Boys Varsity Lacrosse started off strong with a big win over Tower. According to Massimo D., the team some challenging losses to a teams. After the hard work we against these teams we ended up a nice win over Pike at the end season.”
Varsity Baseball ended their season strong by winning a game against Landmark and ending with a 5-5 win-loss record. Lorenzo R., Harry C., and Preston C. agreed that “the players practiced hard and learned new things to help us to win some of our games.”
The Varsity Softball coaches raved about the leadership from their eighth grade captains, Merry C., Charlotte L., and Ellie R. At the Sports Celebration, the captains shared, “By the end of the season, each player had grown in every different way possible, whether it was getting someone out, or hitting a single. This softball season was a huge success thanks to the hard work from our coaches, and the effort and concentration from our team.”
Track and Field captains Liv K., Georgia N., and Asher N. agreed that the recently com pleted season “was one of the best!” The team had over 100 personal records while seven new school records were set. The captains added, “Thanks to our coaches who were always striving to help us achieve our goals and be the best track athletes we can be.”
Girls Varsity Lacrosse showed great talent and camaraderie en route to a 7-1-1 record. Captains Reese H. and Dawson S. shared, “One of the best moments from our season was our big comeback against Brookwood on Shore Spirit Day. It was a very intense game but with some crazy grit and hard work we finished with a tie of 10-10.” While this game may have been a tie on paper, it was a victory to us because of how big of a comeback we had.” Girls JV had a spirited season led by captains Ellie B. and Brynley R. They reflected that, “A key moment in our season was when we played a really strong GUS team. Everyone put in tons of effort and played their all. Unfortunately, we came up a little short but we were still very proud of that game. It was a great game to look back on to see how much we improved and became better as an entire team.
The athletic program is thankful for the commitment and support from the entire Shore community. Congratulations to Shore athletes and coaches on a rewarding year of Shore sports! ◾
Shore Giving Day
THANK YOU to our entire community — families, employees, alumni, grandparents, friends — for making Shore Giving Day such a success!
ON SHORE GIVING DAY, the entire community rallies together to raise critical support for Shore. From strengthening our programs to providing financial assistance for families, every gift benefits our students. The day is about inspiring participation, celebrating the Shore community,
AT GATHER, CONNECT, AND KICK OFF GIVING DAY held at Shore on April 30, community members enjoyed a wonderful evening including an alumni panel, featuring Cara Grayer Johnson ’90, Sydney Atkins ’98, Claire Trustey ’16, and Nick Laubinger ’22, with the panel facilitated by Weze Harrigan ’92, P’25, ’27. Event chair Dino Di Palma P’25 ensured the crowd had fun as attendees contributed the initial $45,000 toward the total raised.
Find the bios of our alumni panelists here.
and feeling Shore’s sixth on May 1 raised from 355 donors record-setting
Jason Baletsa and son Leo hand out stickers on Giving Day.
NEW THIS YEAR, Shore introduced a school-wide service learning initiative for students, teachers, staff, and community members to build 40 beds for the Bed for Every Child program of the Lynn-based Massachusetts Coalition for the Homeless. This incredible project brought our community together and reminded us all of the power of giving.
Learn the Child learning
We are also grateful for our community sponsors: Breen & Sullivan Mechanical Services, Inc. | Essex Alarm and Security, Inc. | Healey Bus | Henry’s Fine Foods |
Left: Alumni panelists Claire Trustey ’16, Weze Harrigan ’92 (moderator), Cara Grayer Johnson ’90, Nick Laubinger ’22, and Sydney Atkins ’98; Top right: Joanne Harder and Alison McMaster ’92; Bottom right: Dino Di Palma and Donny Pattullo
Alumni Spotlights
Ashley DuKatz ’20
Ashley attended Shore from fourth to eighth grade, and it was at Shore where she was first inspired to pursue music and the performing arts. She graduated from Shore in 2019 and continued to follow her passion for music and performance at Pingree School, graduating in 2023. While at Pingree, she began to record original music.
What are you up to these days?
After graduating high school, I started studying Music Business at Belmont University in Nashville, TN. I spend most of my time making music, going to concerts with friends, and finding the best coffee spots.
What lessons did you take from your time at Shore that are meaningful to you today?
I’m grateful that Shore’s academics were challenging because it taught me a lot about how to manage my time and effort as I got older — school really does get harder!
What are you looking forward to?
Over the summer I’m recording new music which is pretty exciting! Otherwise, I’m looking forward to moving into an apartment with my close friends at college in the fall, and starting my sophomore year at Belmont.
Nathaniel Herring ’11
Nathaniel attended Shore from fifth grade to ninth grade and graduated in 2011. After attending Proctor Academy, he graduated from the University of Vermont with a degree in mechanical engineering and went on to study for a masters in entrepreneurship from Babson College. Through high school and college, he participated in competitive sailing, snowboarding, and mountain biking.
What are you up to these days?
Since completing my masters at Babson in 2019, I have been working diligently with my co-founder on our startup business, Ancore (ancoretraining.com), focused on providing accessible exercise equipment across all markets. When not at work, I enjoy spending time with my wife and dogs and continue to sail, mountain bike, and snowboard.
Weze Harrigan ’92, P’25, ’27
Weze attended Shore for five years, graduating as a ninth grader in 1992. Both her sister and brother also attended Shore. After graduating from Dartmouth College, Weze worked in a variety of industries and now is a stay at home mom who coaches and teaches fitness classes on the North Shore. Weze and her husband Dan have two girls who attended Shore.
What lessons did you take from your time at Shore that are meaningful to you today?
One of the most important lessons I learned from Shore was how to analyze a problem and identify how my skills could contribute to a solution. Not all problems need to be solved the same way, and sometimes being creative and leaning on your own strengths can help you come up with unique and innovative solutions.
What are you looking forward to?
On the professional side, I am less than a year away from launching an entirely new technology platform for our exercise equipment that my team and I have been developing for the last two and a half years. On the personal side, I’m looking forward to continuing to spend as much time as I can on the water or in the mountains with family and friends.
What are you up to these days?
We are a busy household with many interests and hobbies. Ski racing is a big part of our lives, spending every weekend at Cannon Mountain from Thanksgiving through March. We also love to surf, mountain bike, play tennis, and make the most out of every day we have together!
What lessons did you take from your time at Shore that are meaningful to you today?
Shore is still the same in many ways as it was back in the 1990s, but there is much more of a balance between academics and social-emotional learning and development, including managing anxiety. Shore continues to enable students to feel safe enough to step out of their comfort zone and be okay with just a little bit of discomfort when asked to dig deeper and give more of themselves. Shore taught me invaluable skills like time management, organization, good study habits, and communication skills. Plus, Shore gave me lifelong friendships!
What are you looking forward to?
Shore has been the greatest gift for me, and now my children. I look forward to seeing my girls grow, seeing their confidence continue to lead them into new experiences. As a very close family unit, our adventures will morph and change — but hopefully our girls’ curiosity and thirst for learning will lead us into new territories. ◾
Alumni Events 2023-2024
During the school year we enjoyed seeing many Shore alumni both on and off campus. Shore’s alumni events offered an opportunity for alums to connect with one another, catch up with Shore faculty and Alumni Association leadership, and swap Shore stories.
Young Alumni Panel for Students
ON NOVEMBER 21, five alumni returned to Shore to participate in a panel for our Upper School students, moderated by Pat Coyle, Director of Secondary School Counseling. Shore alums Maya Hinrichson ’24, Annika Johnson ’21, Lâm Pham ’24, Maia Schor ’24, and Andrew Tollman ’21 gave advice and shared stories. Each alum offered a unique perspective on transitioning to high school. Shore alumni continue to shine!
Young Alumni Gathering
ON NOVEMBER 21, alumni from the Classes of 2021, 2022, 2023, and 2024 joined us on campus for our annual Young Alumni Gathering. Over 70 Shore alumni attended this reunion, along with several faculty and staff members.
ON JANUARY 9, Shore’s Alumni Association hosted its Annual Boston Meet-Up for Alumni and Friends with over 30 attendees. Alumni and former faculty (spanning from 1990-2020) joined with parents of alumni, current faculty
Alumni Association Los Angeles Meet-Up
and staff, and other friends at Tony C’s Sports Bar & Grill in Somerville for a fun, casual evening to reconnect. Alumni Association Executive Committee Co-Chairs Alex Yen ’08 and Nate Morgan ’08 welcomed attendees
ON APRIL 27, Shore’s Alumni Association hosted a happy hour for alumni and friends at the Los Angeles Tennis Club. In attendance were Jason Cahill ’82, Todd Grinnell ’91, Jocelyn Fritz Hayes ’90 and Evan Hayes, Sam Hulefeld ’90, Brandon Stroman ’94, and Nils Van Otterloo ’90. The group reconnected while enjoying a beautiful sunset and reminisced throughout the evening about their East Coast and Shore roots. They shared, “We wish Shore was here in LA for our kids!” Thank you, Brandon and Jocelyn, for hosting this fun event. ◾
and shared updates. The event was a great opportunity for alumni, current and former faculty and staff, and friends of the school across decades to meet and catch up with one another.
Alumni Association Annual Boston Meet-Up
Alumni Notes
Brooke Chamberlain Cook ’64 reports “All’s well here in Brookline, MA with family and friends, community activities, and academic pursuits. The latter refers to a course I am auditing at Boston University’s Elie Wiesel Center For Jewish Studies on the Israeli-Palestinian conflict. As explained in the course catalog, it is ‘an analysis of conflicting narratives through primary sources and film. The students present their own reflections on the conflict and debate possibilities of resolution.’ Needless to say, I am learning a lot of history on both sides of the conflict and am endlessly impressed with the undergraduates in this class who discuss this fraught topic with dignity, civility, and poise. I consider myself fortunate to be able to interact with them. On the home front, we are busy with our grown kids Ransom and Will (38 & 36) and our grandkids (the ones in their 20s and the ones below age 5), physical fitness, community involvement, and travel. In June, husband Jeff and I are going to Gettysburg to tour the history there, and in October we head to the Nordic capitals, including Copenhagen, Oslo, Stockholm, and Helsinki. We are grateful for our health, understanding that it is not to be taken for granted as we move through our 7th decade. I send my love and wishes for good health to all my classmates.”
Edward Taft ’66 reports “I’ve lived in California my entire adult life, having moved there right after college to pursue a career in computer software. For most of that time, I was single, but I finally got married 20 years ago. My marriage to Pamela has greatly enriched my life. We visited Manchester, MA for two weeks every summer, staying at a four-generation family property shared by many relatives. Three years ago, we had the opportunity to purchase an old but newly-renovated carriage house next door (which once belonged to the family of my late classmate Lowell Reeve). We now live in Manchester for most of the summer and fall, but in California for the rest of the year: the best of both worlds. My classmate George Putnam lives just up the street.”
David Kellogg ’67 reports “I now live in Andover, MA, in the house where my second wife Nancy and I were married. State Senator for this district and Director of the MA Board of Medical Registration, Nancy retired for health reasons, finally succumbing to her fifth cancer in 2022. We laughed incessantly, cooked, entertained, collected cars, and loved our Poodle / Setter cross Esmé out of her fur coat. Don’t let anyone lie to you: time does not — and never will — heal all wounds. That is a damaging and dangerous fallacy: you learn to survive with scars, but are consoled by loving memories. I am writing a fair bit, with Lost and Found, Seasons of The Heart soon to go to press. This chronicles, in poetry, the discovery that one can, in fact, have more than one ‘love of one’s life’, and what that process entails. Our culture needs tools to unravel the tangled sentiments surrounding death and grief. It is my hope that, granted Grace, those pages offer new avenues and vocabulary for thinking and speaking about death, with which each of us must contend. Cheers!”
James Irving ’69 was invited by the Shore Families Association (SFA) to join a December 2023 book club discussion of his novel Friends Like These , the first book in the Joth Proctor Fixer Mystery Series. The fifth book in the series, Friend in the Bullseye , will be published on August 1. For more information visit: jamesvirving.com
Brooke Chamberlain Cook ’64 with Mari Cook (daughter in law) and Vita Mari Cook (age 1), Christmas 2023
Chris Abbott ’72 came back to Shore for the November 2023 Winslow Trustee Gathering, and enjoyed dropping in on classes during his visit. Chris continues to keep up with Shore classmates Frank Bradley who lives in Manchester, George Lodge in Beverly and more recently Anna Jones who has returned in the summer to the North Shore, to visit family, from Denver where she lives. Chris also sees Tim Loring with greater frequency as they are both active on the water with boats. Occasionally he catches a glimpse of Susan Putnam when she visits Manchester from
the Philadelphia area. More recently, Chris was on an evening cruise on Boston Harbor and had a chance to catch up with classmate Scott Eliot and his wife. They are doing well, living in Newburyport. If there are other Class of 1972 graduates who are interested in reconnecting with Shore, the school we all likely spent the most time at in our academic careers, please
get in touch with Chris at chrisabbott@verizon.net or engage directly with the school, they would love to hear from you.
Brooke Whiting Cash ’89 recently celebrated turning 50 with two Shore buddies, Kendra Motley Demopoulos ’89 and Susan Kart ’89.
Weze Shorts Harrigan ’92 coached Girls Varsity Lacrosse at Shore this past spring. Weze also served as moderator for the alumni panel at Shore’s April 30 Gather, Connect, and Kick Off Giving Day event.
Classmates Alison McMaster ’92 and Weze Shorts Harrigan ’92 celebrated their children’s eighth grade graduation from Shore as classmates.
Katie Katzman, Barbara Pattullo, Jim Irving ’69, and Amy Vorenberg
Alison McMaster ’92 and Weze Shorts Harrigan ’92
Bobbi Whiting and Chris Abbott ’72 enjoyed touring a classroom at Shore
Brooke Whiting Cash ’89, Kendra Motley Demopoulos ’89, and Susan Kart ’89
Ashley Davenport Sargent ’92 just launched her own private alpine ski coaching business called Davenport Alpine (davenportalpine.com) after many years of ski racing on the World Cup for the U.S. Ski Team, coaching at various ski academies ages U10-U16 including Stowe, GMVS, and Burke Mountain Academy, and raising three children. Her older children attend the University of Denver and Colby College, and her youngest is a rising senior at Burke Mountain Academy and is on the U.S. National Development Ski Team. Ashley’s company offers a variety of coaching services for ski racers and their parents, both in person and virtually. These include on-hill private coaching sessions, mental training, return to snow for injured athletes, and parent consulting. She and her family live in East Burke, VT.
Ron and Shari Pressman P’97 visited Shore’s campus to see the plaque installed in memory of their son, Josh Pressman ’97. The plaque commemorates the Joshua Pressman ’97 Batting Cage, the result of a fundraising campaign led by Pressman’s Shore classmates after he passed away from cancer in 2020.
Katie Alexander Appleton ’98 and husband Sam report that in celebration of Shore’s Giving Day, son Leo Alexander Appleton, born May 26, 2023, wore his Shore onesie with pride!
Francesca Falzone Mastrella ’06 married Maxwell Mastrella in Puglia, Italy on October 7, 2023. She is now the Vice President of Pierre Yovanovitch, overseeing the headquarters in New York City.
Jess Marlor ’08 (JL Marlor, professionally) reports that she was commissioned this year by the Kennedy Center and Washington National Opera to write a new opera for their 2024-2025 season which will premiere in Washington D.C. and New York in January 2025.
Taylor Chin ’11 graduated from Columbia Business School and proposed to his now fiancé in May! He is enjoying one final summer before starting as a Senior Associate at Strategy& in October. Taylor is a member of Shore’s Alumni Association Executive Committee, which meets monthly throughout the year.
Ashley Davenport Sargent ’92 and Reese Harrigan ’25
Ron Pressman, Nancy McNall, and Shari Pressman
Leo Alexander Appleton
Nathaniel Herring ’11 visited Shore in May to speak to Upper School students about his journey after Shore as the co-founder of Ancore (ancoretraining.com).
Sam Yonce ’12 reports “After graduating college, I moved to San Diego and took a job in private equity, where I sourced and led multiple investments into software companies. I’ve recently transitioned to the operating side, and now spearhead strategy efforts for a growth stage software company. In my free time, I’ve been chasing waves throughout California, Central America, Australia, Indonesia, and Polynesia. I am grateful to Shore for providing a foundation from which I could discover and pursue my intellectual, athletic, and professional interests.”
Emma Borggaard ’17 has one more year of school at Northeastern University. In May 2025, she will graduate with a Bachelors of Science in International Business with a Concentration in Finance, and a Master of Science in Finance.
Kate Flynn ’17 graduated this past spring from University of Maine Orono. She is now working as a Legal Assistant at the Maine Attorney General’s office in Augusta.
Caroline Kagan ’17 is a current Division 1 Lacrosse player at University of Vermont, and in May was invited to be a guest coach of Shore’s Girls Varsity Lacrosse team at two of their practices.
Elizabeth Flynn ’11 is currently pursuing a PhD in Biomedical Sciences at UMass Medical School in Worcester.
Caroline Kagan ’17 (center) with members of Shore’s Girls Varsity Lacrosse team
Kate Flynn ’17 and Elizabeth Flynn ’11 at Kate's college graduation
Nathaniel Herring ’11 spoke to Upper School students
Top left, clockwise: Edith Iler-Wiedemann ’80, Katie Kozin, Chief Advancement Officer at Shore, Alex Yen ’08, Nate Morgan ’08, Taylor Chin ’11, and Brandon Stroman ’90
Tessa Shields ’18 is a current Division 1 Lacrosse player at University of Massachusetts Amherst, and in May was invited to be a guest coach of Shore’s Girls Varsity Lacrosse team at one of their practices.
Ashley DuKatz ’20 visited Shore in January to speak to Upper School students about her journey after Shore. During the Upper School meeting, Ashley performed one of her original songs and answered questions from students about college and pursuing a career in music.
Gabbi D’Andrea ’21, Celia Mann ’21, and Pippa Spingler ’21 visited Shore in May on the day of their graduation from Manchester Essex Regional High School as part of their school’s “elementary school walk” to visit former teachers and classrooms.
Eric Elbling ’21 reports “Graduated high school this spring and am on my way to my top choice school, the University of Notre Dame, to pursue mechanical engineering. Very excited for the future and grateful for my Shore education and its help in shaping the person I have become!”
Ashley DuKatz ’20 on stage at Shore’s Upper School Meeting
Tessa Shields ’18 with Shore’s Girls Varsity Lacrosse team
Laura Thomson embraced Pippa Spingler ’21 and Stacy Tell embraced Celia Mann ’21
Gabbi D’Andrea ’21, Pippa Spingler ’21, and Celia Mann ’21 with Beth White and her Pre-K 2 class
In Memoriam
Maia Schor ’24 and Meliena-Marie Johnson Hyre ’23
Meliena-Marie Johnson Hyre ’23 worked as a counselor at Summer Shore day camp.
Sage Smith-Pallotta ’23, Katie Hinkle, and Annalisa Smith-Pallotta ’23
Annalisa Smith-Pallotta ’23 and Sage SmithPallotta ’23 stopped by Shore in June to visit their former teachers.
Zane Eskandar ’24 and Ozzie Kagan ’24 stopped by Shore in August 2023 to say hello to Shore teachers and friends.
Zane Eskandar ’24 and Ozzie Kagan ’24 with Pat Coyle
Maia Schor ’24 worked as a counselor at Summer Shore day camp.
Byron Atwood, Jr. P’77, ’82, ’82, GP’07, ’09, ’13
Parent of Alumni, Former Grandparent
January 21, 2024
Peter Britton P’87, ’89
Former Trustee, Parent of Alumni
April 26, 2024
Lucy Sprague Frederiksen ’68 Alumni
November 24, 2023
Michael Lombardo P'28, '32
Current Parent
July 6, 2024
Jessica Caron McGinley '91 Alumni
May 24, 2024
Robert Moore '87, P'20, '21 Alumni, Parent of Alumni
August 6, 2024
Andrew Morss '77 Alumni
November 11, 2023
William “Chip” Rueter III '66 Alumni
February 17, 2023
Michael Salvatore
Former Faculty
February 5, 2024
Coreen Scharfe P’92, ’92, ’97
Former Trustee, Parent of Alumni
December 27, 2023
William Siderewicz P’07
Parent of Alumni
August 13, 2024
Mary Ann Streeter P’75, ’78, ’80, GP’09, ’11
Former Trustee, Parent of Alumni, Former Grandparent
August 12, 2023
Andrew Webbe '90 Alumni
October 4, 2023
Alumni Events | 2024-2025
Thursday, September 26, 2024
Alumni and Friends Happy Hour in DC Washington, D.C. at FIG & OLIVE
Wednesday, October 16, 2024
Alumni and Friends Happy Hour in NYC New York City at Hudson Hound
Tuesday, November 26, 2024
Young Alumni Gathering (for alumni in high school) Shore Campus
Wednesday, January 8, 2025
To RSVP, learn more, or if you are interested in helping with these events, please contact alumni@shoreschool.org
Shore Alumni Association Annual Boston Meet-Up for Alumni and Friends Somerville, MA at Tony C’s Sports Bar & Grill
Saturday, April 26, 2025
Alumni and Friends Happy Hour in LA Location TBD
Your connection to Shore is so important, and with every new information update, the strength of our alumni network grows.
Visit https://www.shoreschool.org/ alumni/share-your-update today to network and receive event invitations, updates, and the annual Bulletin magazine.
The majority of Shore’s communications are only sent electronically, so your current email address is especially important.
Thank you!
Join the Shore community in 2024-2025 for these beloved traditions and memorable special occasions.
September 3
September 13-15
September 19
October 31
November 2
November 14
November 26
November 27
December 19
January 12
February 27 - March 1
April 25
May 8
May 13
May 14
June 12
Flag Raising
Shore Safari
Back-to-School Night
Halloween Parade
Admissions Open House
Admissions Open House
Young Alumni Gathering (currently in Grades 9 - 12)
Grandfriends Visiting Day
Winter Concert
Admissions Open House
Upper School Winter Musical
World Music Concert & Lower School Art Show
Night of Celebration
Spring Pop Rock Concert & Upper School Art Show
Giving Day
88th Closing Exercises
THE SHORE FUND
How the Good Grows
Technology
Arts
Tuition & Financial Assistance
Faculty & Staff
Athletics
Equity & Inclusion
Check out the 2023-2024 Impact Report
Employees • Alumni • Families • Trustees
The Shore Fund provides vital funds that propel the school’s mission forward and inspires the next generation of healthy, compassionate citizens of the world.
Thank you for considering a gift to the 2024-2025 Shore Fund. Your support strengthens the Shore community!
For more information, contact the Advancement Office or visit www.shoreschool.org/give
Katie Kozin P’34 Chief Advancement Officer
kkozin@shoreschool.org (978) 402-3816
Kelly Baker Director of Annual Giving and Family Engagement
kbaker@shoreschool.org (978) 402-3819
Brooke Booth P’24, ‘26, ‘29 Director of Advancement Services bbooth@shoreschool.org (978) 402-3818
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!
