Bulletin Spring 2026

Tower Hill Bulletin | Spring 2026

AN ENGAGED COMMUNITY OF SCHOLARS

Tower Hill COMMUNICATIONS OFFICE Amy Schrei Director of Communications and Marketing Kimberly Smith Associate Director of Communications and Marketing ADVANCEMENT OFFICE Kristin Mumford Director of Advancement Kira Billips Advancement Coordinator and Event Planner Laura DiVincenzo Director of Advancement Services Julie Donohue Director of Annual Giving Matthew Evans Director of Leadership Giving and Donor Relations Alyssa Landreth Director of Alumni Relations PHOTOGRAPHY Jim Graham, Kimberly Smith LAYOUT Amy Schrei, Kimberly Smith The Tower Hill Bulletin magazine is published twice annually to share how alumni, faculty, staff and students embody the school’s motto Multa Bene Facta, Many Things Done Well.

Send Class Notes to thsalumni@towerhill.org with a high-resolution photo.

TOWER HILL SCHOOL 2813 W. 17th Street Wilmington, DE 19806 302-575-0550 | towerhill.org HEAD OF SCHOOL Sarah D. A. Baker 2025-2026 BOARD OF TRUSTEES Benjamin duPont ’82, Chair Gina Ward, Vice Chair Isabella Speakman Timon ’92, Secretary Marna Whittington, Ph.D., Treasurer Suzanne Ashley Mark Bussard, MD, ’90 Kimberly Wright Cassidy, PhD Régis de Ramel Robert DeSantis John Gavenonis, PhD Jack Flynn, MD, ’81 Laird Hayward ’02 Catherine Miller Rodney Morrison David Nowland ’85 Lisa A. Olson ’76 Matt Plumb Logan Read ’10 H. Murray Sawyer, Jr., Sonal Sheppard Genelle Trader ’70 Carmen Wallace ’93 Earl Ball, EdD, Emeritus

Tower Hill School does not discriminate in its educational, admissions and personnel programs and policies or activities on the basis of race, color, national or ethnic origin, age, religion or religious creed, sexual orientation, gender identity and/ or expression, disability or any other characteristic protected under applicable federal, state or local law.

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In This Issue 8 The Scholars’ Journey 10 Research Curriculum 16 Faculty Diving Deeper 22 Student Profiles 36 Faculty Focus On the cover: Upper Grades Librarian and Director of Academic Research Meg Grotti works with a student in THE Hub. On this page: To celebrate Diwali, students created a colorful bindi at the front of school.

From the HEAD OF SCHOOL consider it in the light of the evidence that Yeager shares and take the time to recall some of the painful experiences we all had as young people ourselves.

A quotation that cut deep, at least for me, was this one: “When each successive generation grows up, we look down on the next generation, as though we have forgotten what it feels like to be young.

Then we call the next generation immature.”

Yeager writes that this “leaves [adults] with only one binary choice: Do we want to be tough or nice?... We prioritize either self-reliance or self-esteem.”

Dear Tower Hill community, This year, teachers across divisions and disciplines at Tower Hill have been studying the work of Dr. David Yeager, author of 10 to 25: The Science of Motivating Young People. All faculty read Dr. Yeager’s book last summer, and we were fortunate to host Dr. Yeager on campus during opening week for a keynote presentation. That same day, Dr. Yeager also began his work with a large cohort of Tower Hill teachers who volunteered for this professional development because they are especially interested in authentically reaching and motivating their students.

While I would recommend that you read Yeager’s book if you work with or love a young person in the age range that his work covers, I will also summarize the thrust of his argument here. Yeager proposes that adults, even educators, typically and implicitly see young people as incompetent. This may seem too bold or too blunt, but I promise you that it also sounds terribly believable when you

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Yeager’s thesis, which registers as a call to action that we very much endorse at Tower Hill, is that we must believe young people are competent, hugely so, and we must show them that we believe this about them. To do so is indeed to motivate them, as demonstrating to young people that we see them, respect them and value their thoughts and intrinsic desires—even when they depart from our own—gives them the very thing that they crave in their formative years: status.

This is what we mean when we speak of doing the hard work necessary to ensure that students and teachers at Tower Hill come together into an Engaged Community of Scholars. We believe in equipping teachers with the resources they need to present programs so enticing, so impossible to resist for students, that they are better than any counterfeit that can be found on the Internet or manufactured by a bot.

I know that you will enjoy reading in our pages all about these irresistible programs and the people who work so hard to make them so.

Warmly,

Sarah D. A. Baker P’36, ’39 Head of School

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Around SCHOOL Black History Month Dinner Tower Hill observed Black History Month throughout the school by reflecting on the Underground Railroad.

Students learned about the contributions of African Americans, free and enslaved, as well as allies, and the critical role Delaware played in the Underground Railroad as a border state between slavery and freedom. PAATH (Parents of African Americans at Tower Hill) hosted the annual Black History Month Dinner, and included a family-friendly program called Underground Railroad: An Interactive Evening with “Conductor Dee,” CEO of UGR3DAY Underground Railroad Experiences Inc.

Middle School Wellness Parents joined an education session facilitated by Tower Hill faculty in conjunction with John Schmidt, Director of Youth Prevention Services and Delaware’s Council on Gambling. Discussion topics included managing digital risk, healthy tech use and early gambling behaviors. Mr. Schmidt and team also spoke to students in Middle School.

Healthy Hillers 5K This fall, faculty, staff and their families participated in the second annual 5K Run/Walk and Kids Run in October as the culminating event in the month-long Hiller Fitness Challenge.

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Cape Henlopen As always, eighth grade had a spectacular time on the annual over night trip to Cape Henlopen. They engaged in teambuilding activities, studied environmental science and history, and explored our state’s landmarks including the Fort Miles Museum and Historical Area. Head of Upper School Dr. Jack Phillips joined the class to learn more about the students as they prepare to enter Upper School next year.

World Kindness Day Students celebrated World Kindness Day in November with themed spirit days and activities across all three divisions including creating a chain of kindness and leaving messages in chalk across school.

Track Day Families joined Lower Schoolers and laced up their sneakers for Track Day. As part of our PE curriculum, students build healthy habits and stay active—one lap at a time!

Ninth Grade Adventure After wrapping up standardized testing, our ninth graders spent the day at Lums Pond State Park, challenging themselves on the Go Ape Treetop Adventure’s ropes courses and zip lines. From testing their teamwork to soaring through the trees, it was a day full of adventure, connection and unforgettable memories.

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THE SCHOLARS’ JOURNEY Q&A WITH MEMBERS OF THE CLASS OF 2020

BY BRET KROEGER, DIRECTOR OF DATA AND STRATEGIC ANALYTICS

biomedical research. Incredible! I was reminded that so much talent and potential fill the classrooms at Tower Hill, and how fortunate we teachers are to work with such amazing students.

Inspired to learn more, I recently caught up with a few students from that class to discuss their paths since graduation.

Excerpts from those conversations are shared below.[Responses have been lightly edited for clarity and concision.]

What have you been up to since graduating? What is your current professional focus?

One of the great joys of being a teacher is having the opportunity to root for an ever-growing list of people.

We may spend only a semester or single school year with our students—teaching, supporting and connecting— and then spend our lifetimes tracking their progress and hoping for the best.

I have had the honor of teaching high school students for nearly two decades, and I am in awe of the amazing and varied paths my former students have taken: engineers, teachers, investment bankers, college professors, nurses, medical doctors, journalists, lawyers, entrepreneurs and professional athletes, to name just a few. And while it seems unlikely that the algebra extra help I provided years ago had much bearing on the success of a current NHL player, there is something in the bond forged between teacher and student that leads me to cheer for his team as if I were a member of his extended family.

As a parent trying to provide a foundation for the future success of my own two children (second and fourth graders at Tower Hill), more and more I find myself 8

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looking to the paths of my former students for guidance. Should my children be taking piano lessons? What about year-round youth sports? When is it safe for them to have cell phones? What is the ideal college fit for them? What are the secrets to success, and how can I create conditions for my children that will help them lead lives of meaning and purpose?

These were the questions swirling in my mind when I had the privilege and great joy of running into several former students and recent alums attending their five-year reunion at Tower Hill last fall.

These young people were beyond what can feel like the end-all, be-all arms race of getting into the most highly ranked colleges. These folks had already graduated from college and are now in the next phase of their lives, making impressive and impactful contributions to a wide array of chosen fields.

For example, in just one section of a calculus class of 15 seniors I taught during the 2019-2020 school year, there are five students enrolled in doctoral programs for medicine, law, physics and electrical engineering; five students working in investment banking or economic consulting; a few students engaged in software engineering and software development for quickly growing startups; and a couple students pursuing

Joe Zakielarz ’20: I rode the highs of Mr. Hoch’s physics class into a mechanical engineering degree. Then halfway in, I realized software was more fun. I did some software internships in Miami and San Francisco, studied abroad in Madrid, and after graduating, joined GPTZero, the world’s leading AI detector.

This past October, I joined a startup in San Francisco called Petra Security, which detects and stops attackers who get in when employees click phishing links in their inboxes. We’re a young, scrappy team of 10, and we’re growing very fast because it turns out that people just love clicking links in their emails. At our current growth rate, in a few years, we’ll be protecting multiple percentages of everyday working Americans who use email. I’m software engineer #2 and have to wear many hats and encounter ridiculous problems every day. I plan to start a company of my own in the next few years, and in the meantime, I’m getting good practice being an early employee.

Markus Wittreich ’20: I am currently a PhD student studying electrical engineering. I did my undergrad and received my Master’s this past summer, both in electrical engineering. I am currently focused in the power magnetics sector with a primary research emphasis on creating a novel class of electric motors that resolves many issues with the current industry standards without sacrificing performance.

How would you describe the role Tower Hill has played in your journey so far?

JZ: Multa Bene Facta is special. Tower Hill taught me how to learn and approach a wide variety of problems. Engineering is solving one problem after another, and rarely are they the same issue. Quite often, you need to learn more than one thing to solve a problem. Developing different ways of thinking, competing and approaching problems is the point of school.

Tower Hill was the perfect springboard. It was a) possible and b) cool to do multiple things and do them well. That’s not normal for high school. Tower Hill prepares you for the academic workload of college. It teaches you to be collaborative. It teaches you to have school spirit and leverage your privilege for the betterment of the world.

MW: It has been the best foundation someone could ask for, especially the foundation it laid for my learning.

Realistically, every new job or research role will require a highly specific set of tasks to be done. Those tasks will need to be freshly learned, and in so many jobs, they are less focused on what knowledge you have exactly coming into the job, but how well you can adapt and learn in the new role. I am confident that with the backing that Tower Hill has given us all, we are prepared well above the average candidate. That is the type of foundation that is invaluable and is quite unique to people with a Tower Hill education.

JC: The critical thinking, writing and speaking skills I learned at Tower Hill left an indelible mark on me. While I can’t say I’ve used the Chain Rule after your class, I use logical thinking every day when I have to code and solve complex problems at work. My English classes helped me tremendously when writing papers in college and assisting with report drafting at work. I can confidently say the hardest classes and tests I ever took were at Tower Hill.

Was there a specific class, teacher, program or experience at Tower Hill that had a lasting impact on you that has contributed to your growth after graduation?

MW: My general answer to any question like this is: I can rattle off multiple classes that helped me through college. Classes like Calc I with Mr. Smith, Calc II with you and probably most importantly, Physics C with Mr. Hoch, all helped to shape the student I am today. That said, it’s important to distinguish between the content itself and the broader impact of those classes. While the concepts were helpful to have been exposed to before coming to college, the actual overlap between that material and what I’ve studied in college is probably only 3-5%.

The true impact of those courses (and honestly, most of the Tower Hill education) was learning how to learn and the drive to want to learn. All of those high-level classes used advanced concepts as a vehicle to teach how to tackle complex problems and find the enjoyment in discovering a solution.

JC: I couldn’t choose just one! Tower Hill taught me how to think and not what to think, and I will always be grateful to the teachers and staff who shaped me into who I am today. What is special about Tower Hill is the ability for students to truly connect and confide in mentors. I felt supported by Ms. Hubler far outside the realm of English class, and Mr. Keim, my advisor and band teacher, is one of the most influential people in my life.

Outside of the life advice, he helped create my first half-marathon training plan, and I’ve gone on to even run a marathon.

What advice would you give to current students at Tower Hill?

MW: This will be a bit of a cliché piece of advice, but for students going into a STEM field, learn how to get comfortable with being uncomfortable. That means, be prepared to go into situations where you feel like you are tossed in the deep end and doing your best to survive. This dynamic shows up often in research groups. A professor will often expect you to figure it out, which means you need to think quickly and determine a solution that is both safe and efficient. And most of the time, professors are more than

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Jess Chen ’20: I studied neuroscience and philosophy. I spent the summer after college traveling across Europe and Asia, and have now been at my economic consulting job for a year and a half! We often describe the job as “math for lawyers,” as we perform data analytics and assist various experts with their reports and depositions related to legal cases.

willing to help out, but they want you to think on your own, independently. It is not only to test your abilities, but also to see if you find a better solution to a problem. By the end of college and into grad school, students rely less on professors strictly for the answers. As much as you look to them for help, they are looking to you as a fresh mind to tackle a problem in a unique way. That is exactly what a PhD is: the pursuit of discovering something novel!

JZ: Do fun and challenging projects outside of school that stretch your mind, preferably with friends. Write a book together. Make songs together. Make games together. Mow lawns for money together. Build an app and use TikTok to market it together.

Become AI native, but beware: AI has changed software engineering more in the last two months than it has in the last two decades. Most of the code I “write” is generated by AI, and I’m genuinely 10 times more productive. People who don’t use it will be left behind. But, be very careful about stunting your academic growth—your critical thinking skills atrophy within months. Just because AI can do it better than you doesn’t mean you shouldn’t do it by yourself. You shouldn’t use it to write for you or do your problem sets. You should use it to make games, websites, teach you about stuff, generate study questions, etc.

Are you in contact with any of your classmates from Tower Hill? If so, in what ways do you stay connected to them?

MW: I am in contact with many Tower Hill classmates of mine. I can think of more than 10 people whom I talk to on a weekly basis. Most of the time, it is texting/calling as geographically we are all over. However, when we are all back in Delaware for holidays or other events, it is common that we will meet to catch up in person. That type of friendship is unique to a place like Tower Hill as many college friends I talk to have zero contact with high school friends. Tower Hill gives you a family of people that you will always be able to go back to.

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SCHOLARS

RESEARCH CURRICULUM

BY MEG GROTTI, UPPER GRADES LIBRARIAN AND DIRECTOR OF ACADEMIC RESEARCH

What does it mean to be an engaged scholar at Tower Hill?

What does that look like, and what should a graduating Hiller know about how knowledge is constructed that can equip them in an increasingly AI-mediated world? How do we support a wondering disposition in our students and prepare Hillers with tools to investigate the things that make them curious, whether that inquiry is the feasibility of an entrepreneurial idea, the benefit of a certain medical plan, or what it is about a work of art that gives it emotional resonance? What tools for asking questions and conducting an investigation should be in our graduates’ toolkit?

In my role as Upper Grades Librarian and Director of Academic Research, I am charged with shaping the collaborative effort to investigate questions like these in order to build Tower Hill’s research program. While much of my work in my first year has involved examining our curriculum and working directly to coach students who are searching for information, I wanted to go farther and provide students with an authentic research experience that would give students a meaningful learning opportunity while also helping me understand Hillers’ current ability to conceptualize a problem, suggest means of investigating that problem, analyze data and generate evidence-based solutions.

We are all naturally curious about the things we care about, so I decided to use our library space, the Neela Patel Center for Innovation - THE Hub, as the focus of our research. THE Hub is a beloved space for our students, but given our strategic goals, faculty want to make sure that it lives up to its promise as a space that meaningfully supports deep learning and study in addition to fostering student connection. What do we need to know about how students actually use the space in their daily lives to make smart decisions about changes? A group of 10 students on our Academic Board was ready to step up to the challenge of conducting an ethnographic study to find out.

After discussing the disconnect between current and hoped-for use of the space, students on the Academic Board established a research question to guide the study: What social and academic activities happen in different areas of THE Hub, and how do those

activities change throughout the day? As they considered how best to design a study that would provide answers to this question, several Tower Hill School faculty who have experience using ethnographic research methods joined the group as consultants. Students discussed ethnographic research with these faculty and asked our in-house experts questions that led to revisions to their study plan and informed their selection of research methodology. The Academic Board then worked with me to establish an observation protocol, which we tested and refined, exposing students to key research concepts such as reliability and validity. The students on the board are currently using the tool they designed to gather data about how students study, and what spaces they gravitate toward for different kinds of activities. This spring, the Academic Board will analyze the data and present their findings to inform future changes to our community’s central learning space.

“What are the critical thinking and discernment skills that machines are not able to do, and which we as people need to be doing?”

While this project is just one example of the learning potential offered through personally relevant research opportunities for students, cultivating the thinking skills required to conduct this sort of original inquiry is more important than ever. With AI tools becoming ubiquitous and more effective at executing tasks, we are continually asking ourselves: “What are the critical thinking and discernment skills that machines are not able to do, and which we as people need to be doing?

And what are the thinking skills that—even if generative AI is capable of simulating them—our students need to cultivate and practice while their brains are still developing?” By engaging with these questions, we ensure that our students are poised for success as they take on the mantle of leadership in an increasingly complex world.

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READING AT TOWER HILL

BY AMY BICKHART, HEAD OF LOWER SCHOOL

Tower Hill’s strategic initiative of being an “Engaged Community of Scholars” is alive and kicking in the Lower School, especially when it comes to reading.

Our students relish reading, whether being read to, reading on their own for enjoyment or reading to learn.

From early on students are immersed in interactive read-alouds where the essential story elements of character, setting, plot and dialogue, along with reading comprehension, vocabulary development and knowledge through informational facts, pave the way for their own budding interests. Once beginning readers “crack the code” a new world opens at their fingertips. The magic of reading takes charge and with a book in hand, they connect to favorite characters, dive into adventures and explore worlds unknown.

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The foundation for an excellent reading experience is a high-quality, research-based curriculum—one that aligns with our mission and actively engages students. During the 2024-2025 school year, Lower School teachers, led by the Head of Lower School and the Lower School Leadership Advisory Team, undertook a comprehensive curriculum review. This work revealed opportunities to strengthen key areas, particularly fluency and comprehension. As a result, we refined our approach, placing greater emphasis on these essential skills and deepening the overall reading experience for our students.

It is rare to walk through the hallways or step into a classroom without seeing a book in the hands of a student or teacher. Some are fully absorbed in a story, others walk from the library with excitement over the newest book in a favorite series, and student library volunteers can often be found curating and organizing themed displays. The importance of books is evident everywhere.

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To support students on their reading journeys, every Lower School classroom is equipped with a robust classroom library that includes a wide range of genres.

These collections complement the Lower School Library, which holds an impressive 17,694 books. The enthusiasm for reading is clear: from September through December alone, the Lower School Library circulated nearly 5,800 books to students from Tower Tots through sixth grade.

A key component to building a love of reading is having a variety of selections. A diversity of choice allows students to have agency in what they read. Through instruction as well as research and special projects, such as REaD October, Book Buddies, third grade Changemakers, our Spanish pilot reading program for third and fourth grade and the Big Bang of the Books, readers explore the vast offerings and hone in on what grips their curiosity.

This fall, with the Phillies heading into Red October, third grade teacher Steve Maxwell introduced REaD October to the Lower School. As the Phillies rounded the bases, so did our students, finishing book after book. The scoreboard increased as they decorated bats and balls with the title and author of books read, fastening them to the front hall bulletin board.

As part of a shared schoolhouse, Upper School students volunteer as book buddy mentors to our first and second grade students. Meeting after school, book buddy teams find a cozy spot before choosing which books from their book bag they want to share with their Upper School buddy. The connection begins as students proudly read aloud while receiving support and encouragement from their buddy. These important bonding moments were built simply through the joy of reading.

Continuing into third grade, a popular research project has students exploring a variety of biographies detailing the lives of famous changemakers. Teachers are intentional in expanding the students’ learning experience and education around changemakers across the globe, thus the students are tasked with reading a selection of books, writing a reflection on each, with the ultimate result being their choosing the changemaker they will take on to research and portray.

Reading has expanded beyond homeroom and has made its debut this year in the Spanish curriculum for third and fourth grade. The World Language Department set a goal to get literature into students’ hands and apply their class knowledge in real time reading. Students have access to 277 newly purchased books that are shared among the classrooms and are at appropriate reading levels, allowing for strong engagement.

The longstanding tradition, the interschool Big Bang of the Books May competition between Independence, Tatnall, Tower Hill and Wilmington Friends, caps off the school year for our fourth and fifth grade readers.

Although the contest is optional, close to 100% of Tower Hill students are participating this year and have begun preparing by reading as many of the 19 books chosen by the schools’ librarians. The book choices represent a mix of fiction and nonfiction as well as different genres, offering varying lengths and text density. If history prevails, so will Tower Hill at this year’s Big Bang of the Books finale event.

As students continue into Middle School, DEAR (Drop Everything and Read) blocks are woven into fifth and sixth grade schedules to allow students time to take a moment to pause in their busy days and curl up with a good book.

Students who find themselves in need of a great book recommendation know just where to look. As students transition into Middle School, they enjoy being able to access a familiar face in Lower Grades Librarian, Megan McCrery who supports them when they are searching for the perfect book title. Students in seventh and eighth grade have had their interest in reading sparked with book talks

by Upper Grades Librarian Meg Grotti and a specially curated selection of books in THE Hub just for them. A passion for supporting students’ love of reading is evident throughout our shared schoolhouse.

BELONGING AT TOWER HILL

BY AMY SCHREI, DIRECTOR OF COMMUNICATIONS AND MARKETING

Belonging at Tower Hill is not an abstract idea—it is an ongoing practice shaped by intentional collaboration, shared language and a commitment to relationships. In our shared schoolhouse and across divisions and departments, faculty and staff are working together to ensure students and adults alike feel seen, supported and empowered to bring their full selves to school.

SEL AND DEI COLLABORATION Two areas where this work is especially visible are the coordination between Social Emotional Learning (SEL) and Diversity, Equity, and Inclusion (DEI) and the faculty and staff wellness initiatives led by the THrive Team.

While these efforts serve different audiences, they are united by a common goal: strengthening relationships and community through proactive, aligned and humancentered work.

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The idea to more closely align SEL and DEI work across divisions began last summer with Interim Head of Middle School Melinda Martin. Serving on multiple committees, Martin noticed that while many groups were doing strong, thoughtful work, those efforts were not always connected—or positioned in ways that maximized their impact on students.

“We have a lot of entities doing great work,” Martin says, “but are we putting them in the right place?”

Martin approached SEL Department Chair and psychologist Amy Cuddy, PhD, with the idea of using the summer months—one of the few times in the school year that allows for deeper, uninterrupted work—to step back and ask a fundamental question: What is our North Star?

In other words, what are we ultimately trying to equip students with as they grow academically, socially and emotionally?

That question led to a summer project bringing together the SEL and DEI departments, including Director of Diversity, Equity, and Inclusion Amy Golden-Shepherd, and other faculty members who are deeply engaged in this work. The goal was not to reinvent existing programs, but to better connect them.

Lower School social justice themes, Middle School advisory structures, Upper School DEI assemblies and SELF classes (Social Emotional Learning Foundations, formerly wellness classes) were already addressing overlapping ideas. The challenge, and opportunity, was alignment.

The result is a pilot-year initiative that dedicates one assembly each month, across all divisions, to shared SEL and DEI themes such as empathy, identity, perspectivetaking and community. While the themes are consistent schoolwide, the content and delivery are developmentally tailored. A concept introduced through storytelling in the Lower School might be explored through guided discussion in the Middle School and expanded into more complex dialogue in the Upper School.

Following assemblies, students engage in breakout conversations in advisory or homeroom, often supported by brief, accessible resources developed by the SEL and DEI teams. Cuddy explains, “The intent was to create reasonable, but not overwhelming, tools.” The materials advance departmental goals while also making it easier for teachers to lead meaningful conversations.

Importantly, this work is grounded in relationships. The Wellness Center remains committed to supporting new students through check-ins and early meetings, recognizing that “breaking in” socially can be a challenging process. Faculty are also invited into the process, both through feedback and participation, ensuring that the adults guiding these conversations feel prepared and supported.

“This is about being proactive rather than reactive,” Cuddy says. “It all goes back to relationships.”

Golden-Shepherd echoed that sentiment, noting that DEI goals—such as developing cultural competency and understanding one’s own identity—are deeply connected to SEL skills. “This work really addresses that,” she says.

“It’s also about recognizing how diverse our community is and asking whether everyone is experiencing Tower Hill the way we hope they are.”

As a pilot year, the initiative will continue to evolve.

Summer debriefs, faculty input and expanded student voice—including more student-led assemblies—are all part of the plan. Engaging families may be a future step, equipping parents with shared language and understanding of what students are learning.

“It takes a team,” Golden-Shepherd says. “We’re not working in silos.”

SUPPORTING THE ADULTS WHO SUPPORT STUDENTS: THRIVE Social emotional support does not stop with students.

The THrive Team focuses on faculty and staff wellness, recognizing that those who give so much of themselves each day also need moments of care.

Led by Director of Physical Health and School Nurse Lexy Herbein, MSN, RN, THrive is a 10-member team representing different areas of the school. Their work ranges from small, everyday gestures to larger community-building initiatives—all designed to help faculty and staff feel appreciated and connected.

“People notice the small things,” Herbein says. “They really do make a difference.”

Those small things might include snacks during professional development days or a coffee bar during Opening Week—moments that signal appreciation and set a positive tone.

This year, THrive introduced a Faculty and Staff Media Day, inspired by the way student athletes are celebrated.

“This is our season too,” Herbein explains. The event gave faculty and staff a chance to show their personalities, be a bit silly and be seen by families in a new way.

Larger initiatives, such as the Health and Wellness Fair or schoolwide fitness challenge, at the start of the year, help welcome new employees and spur good-natured rivalry and camaraderie. “It opens the year with joy,” Herbein says, with the goal of sustaining that feeling beyond the first few weeks. To continue with the fitness theme, the school offers weekly exercise classes for faculty and staff.

THrive also supports quieter moments of care. The Oasis Room in the Nurse’s Office offers a dedicated space to recharge, complete with a massage chair, weighted blankets, calming music and dim lighting. “When you just need a moment,” Herbein says, “it’s there.”

Ultimately, THrive’s philosophy mirrors the school’s work with students: wellness is relational. “People are talking, smiling and happy—and that’s wellness,” Herbein says. The team actively invites ideas, partnerships and new members, reinforcing that belonging is a shared responsibility.

As Martin succinctly puts it, “Collaboration is power.”

Across SEL, DEI and THrive, Tower Hill’s approach to belonging is intentional, evolving and deeply human— rooted in the belief that strong relationships, shared language and collective care create a community where everyone can thrive while being authentically themselves.

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“We wanted it to be woven into what they were already doing and make it a seamless transition for people,” Golden-Shepherd says.

FACULTY DIVING DEEPER

BY DOUG POSKITT ’89, DEAN OF FACULTY

This school year, Tower Hill teachers had the opportunity to work closely with David Yeager, PhD, author of “10 to 25: The Science of Motivating Young People,” in a year-long program designed for our school.

Yeager’s latest book argues that adults can effectively inspire the next generation by adopting a mentor mindset that balances high expectations with high support, specifically by leveraging a young person’s neurobiological need for status, respect and autonomy.

This cohort has included almost 40 colleagues from all disciplines and divisions who meet with the author four times during the school year. Such an engaged community of scholars has provided a forum for important discussions about how to incorporate the latest research about adolescent psychology into our daily teaching practices.

Through guided reading, reflection and dialogue, participants have deepened their understanding of the developmental needs of their students while exploring research-based strategies that foster motivation and resilience. The purpose of the cohort is not only to examine how we can more effectively support students in becoming independent, well-adjusted contributors to society, but also to reflect on how these insights can make our work as educators more rewarding and sustainable. By the end of the school year, teachers should have a stronger mentor mindset, practical tools to apply in their classroom and advisory roles, plus a shared language for inspiring young people to thrive in school and beyond.

Our collective study has centered around a workbook that provides structure for our meetings together and assignments between meetings. Each chapter provides a brief summary, key takeaways, reflection questions and activities to help guide our learning and prepare us for the next session. A choice of assignments for each session allows participants to focus on what matters most to their instructional practice and areas of exploration. In addition, the workbook includes a tab where teachers can record and share their thoughts and reflections publicly, creating an ongoing space for dialogue and collective insight.

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Here are some of their comments: •

“During the conversation with Dr. Yeager, I really picked up on the idea that repeating the ‘why’ behind assignments can add meaning for students. I intend to implement and take time to do this more frequently.”

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“Dr. Yeager’s research on the generational divide was humbling. Maybe the gap between me and my students isn’t about values, but about context. They are navigating a much more complex world than I did at their age.”

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“This cohort provides an opportunity to explore the book’s concepts, which are broadened and deepened by the small group work. The experiences of fellow teachers create more ways to understand the many approaches shared by Dr. Yeager.”

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“The segments on the innate need for status and respect resonated strongly with me. Yeager’s insights on harnessing this drive, rather than suppressing it, underscore two crucial factors for effective educational practice: the need to model respect and to provide clear opportunities for students to earn status through positive contributions.”

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“What I keep circling back to is the idea of ‘questioning as a gift.’ Dr. Yeager suggests that, when students question, it’s not a sign of defiance, but of engagement and making meaning. I wonder how often I’ve shut down or rushed past questions because of time, inadvertently signaling that curiosity doesn’t belong in my classroom.”

Because of Tower Hill’s increased investment in professional development this year, our faculty have been able to reflect on their own teaching practices to align them with the most recent developmental science of adolescence and early adulthood. They have collaborated with colleagues across all disciplines and divisions to exchange insights, challenges and successes in applying Dr. Yeager’s framework to real-life teaching.

In addition, this year-long opportunity is helping to sustain their personal wellbeing as educators by adopting approaches that make the work of teaching both more effective and fulfilling.

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NATIONAL MERIT RECOGNITION Congratulations to our 16 seniors who were named National Merit Scholarship Qualifiers, Semifinalists and Finalists: (L-R) Allison Chi ’26 (finalist), Sophie Crain ’26, Henry Gardner ’26, Elena Heifetz ’26 (finalist), Molly Hurst ’26, Lisa Lu ’26, Sarah McCuskey ’26, Elam Muscelli ’26 (finalist), Alex Neal ’26, Andrew Park ’26 (finalist), Nikhil Patel ’26 (finalist), George Peddrick ’26, Rikky Sanjeev ’26, Macy Shi ’26 (finalist), Sarita Yadav ’26 (finalist), Jonathan Zhang ’26.

FOREIGN LANGUAGE MENTORS Our shared schoolhouse allows students to share knowledge and establish mentorships across divisions. Middle and Upper School students read and explain French and Spanish stories to their young friends. (L) Dhyuthi Kalakota ’31 reads a French book about colors with Sara Riaz ’38 and Zoey Zhen ’38. (Above) Henry Gardner ’26 reads a Spanish book to first graders.

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SCHOLASTIC ART AWARDS Congratulations to the following students for being recognized as Scholastic Art Award recipients! Eva Cai ’28–3 Gold Keys, 1 Silver Key, 1 Honorable Mention; James Erhardt ’27–2 Gold Keys, 1 Silver Key, 2 Honorable Mentions; Zoë Gould ’26–2 Gold Keys, 1 Honorable Mention; Sophie Crain ’26–1 Gold Key; Clara Buller ’27–3 Silver Keys, 1 Honorable Mention; Paxton Buonocore ’28–1 Silver Key, 4 Honorable Mentions; Islay Kist ’31–Silver Key, 1 Honorable Mention; Maclen Carney ’28–1 Silver Key; Gemma Bristowe ’27–2 Honorable Mentions; Maggie Wagner ’28–2 Honorable Mentions; and Camille Moritz ’27, Dalton Owen ’27, Chrisa Souleles ’28, Jillian Truesdell ’28 and Margo Weymouth ’27 each received an Honorable Mention.

U.S. PRESIDENTIAL SCHOLAR CANDIDATES Congratulations to our students who are U.S. Presidential Scholarship Candidates: Allison Chi ’26, Grace Huang ’26, Andrew Park ’26, Lisa Lu ’26, Sarah McCuskey ’26, Rikky Sanjeev ’26, Macy Shi ’26 and Johnathan Zhang ’26.

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ROBOTICS In January, Tower Hill hosted a major robotics event featuring both our Middle School and Upper School robotics teams, a first-of-its-kind dual program event in Delaware!

Our Middle School teams qualified for the state competition. One of our Upper School FTC teams, Tower Patch Kids, was the Captain of the Finalist Alliance that came in second place in the competition.

NASA AMBASSADOR Second graders learn all about space and the planets in science.

They get expert information from Jennifer Cresswell—mother of Annabelle Cresswell ’36—who is a Solar System Ambassador for NASA. Her “mission” is to share space science and NASA engineering information with the local community.

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PENDULUM LAB Students in sixth grade explore how the length of the string affects the period of the pendulum. They collect data, look for patterns and use their findings to make evidence-based predictions. The lab, held in The Hive hallway space, uses the ample space for a full range of movement.

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STOCK MARKET GAME Congratulations to six Middle School students on their impressive financial savvy in the Stock Market Game! Two Tower Hill teams placed in the Top 10 for grades 6-8, competing against 107 teams, 458 students and eight schools. This experience gives students valuable insight into the global economy through virtual investing and hands-on learning. Our Hillers’ strategic thinking and teamwork truly stood out. Great work, Aarav Parmar ’31, Bear Denning ’33, Jared Cohen ’31, Seamus Murphy ’31, Austin Johnson ’30 and Sebastian Torres ’30!

SCIENCE SHOW COLLABORATION Each year sixth graders perform science “magic” for Lower School students to teach them about density and its effect on everyday objects. The experiment results are often unexpected and exciting. Teaching the concepts reinforces learning for the older students and piques engagement for the younger ones.

ESSAY WINNER Sydne Scott ’27 is the winner in our State’s George S. & Stella M. Knight Essay Contest (sponsored

by National Society of the Sons of the American Revolution). The contest requires students to write an original essay about an event, person, philosophy or ideal associated with the American Revolution, Declaration of Independence or the framing of the U.S. Constitution.

MATH FESTIVAL Nearly 60 third and fourth grade families gathered for this year’s Family Math Festival. Lower School math learning specialist Michelle Coulter joined Middle School math teachers Cherie Martinez and Kristie Campbell in partnering with the non-profit Julia Robinson Mathematics Festival with the aim of providing all students with a sense of belonging and joyful participation in math. A dedicated group of sixth grade volunteers helped guide each station, offering encouragement and thoughtful mentorship along the way.

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HAASINI POTLURI ’25 U.S. PRESIDENTIAL SCHOLAR

BY AMY SCHREI, DIRECTOR OF COMMUNICATIONS AND MARKETING

For Haasini Potluri ’25 exceptional scholarship is about far more than accolades. While her achievements include being named a U.S. Presidential Scholar, a National Merit Scholar Finalist and the recipient of Tower Hill’s Trustees’ Award for Academics, her story is ultimately one of exploration, perspective, challenge and culture.

EXPLORATION Joining Tower Hill in ninth grade, Potluri and her family were searching for a school that offered broad opportunities and a place where she could explore, grow and challenge herself. What Tower Hill ultimately provided was an environment that helped her build confidence, define her voice and develop a strong sense of accomplishment.

From the start, she got involved with clubs, leadership, athletics and of course a variety of classes, experiences that helped her develop practical skills while learning more about herself. Potluri joined Model United Nations and Robotics and ran cross country and track.

Tower Hill’s flexibility allowed her to try different activities, take intellectual risks and grow organically.

“You really have the opportunity to create your own experience,” she says. Tower Hill’s openness to student initiative made it easy to get involved—or even start something new—with faculty mentors providing guidance along the way.

Academically, that sense of exploration extended across disciplines. While she gravitated toward STEM— particularly biology and chemistry—she also embraced the chance to branch out. Beginning French as a new language in ninth grade, she advanced to reading French literature and plays by senior year.

She especially values the growth she experienced in Mrs. Ashbrook’s English classes, who taught her for three years in freshman English, journalism and rhetoric. “Mrs. Ashbrook provided great feedback, and I felt comfortable sharing my perspective on the books we were discussing,” Potluri says. “It was a wonderful opportunity to build a relationship with a teacher and engage in more advanced dialogue.”

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PERSPECTIVES One of the most impactful aspects of Potluri’s Tower Hill education was learning to see the world from multiple perspectives, scientific, cultural and ethical. Through Model UN, she researched global health issues and learned to understand competing viewpoints in order to build consensus. At the Youth Environmental Summit, she led a workshop exploring how environmental factors such as clean air and water impact human health.

Whether approaching problems analytically or ethically, Tower Hill taught her to value nuance and empathy. This intersection of disciplines—and how they overlap in the real world—played a significant role in shaping her interest in medicine.

Currently, Potluri is pursuing a career in medicine through a prestigious and accelerated BS/MD program at Rensselaer Polytechnic Institute. The seven-year program allows her to transition directly from undergraduate study into medical school, focusing deeply on coursework without the added pressure of medical school applications, internships or the MCAT. While she remains open-minded about her future

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afraid to try something new or challenge yourself in unexpected ways. “You might be surprised by what you end up loving,” she says.

CULTURE Reflecting on her time at Tower Hill, one word comes up again and again: community. While the academic rigor was real and often demanding, the school never felt competitive in a toxic way. Instead, she describes a culture rooted in collaboration and mutual support.

Students studied together, supported one another and shared experiences across classrooms, clubs, athletics and Morning Meeting. “We were always there to support each other.”

Seeing peers in so many different settings helped foster a strong sense of belonging. “You can learn anywhere,” she reflects, “but if you don’t feel comfortable with the people you’re around, it’s hard to enjoy the experience.”

specialty, she feels well prepared. “Tower Hill taught me how to study,” she says, “and how to navigate a new environment.”

CHALLENGES Tower Hill pushed Potluri beyond her comfort zone in unexpected ways, in academics but also in athletics.

Even though she never participated in organized sports before high school, she joined cross country and track. What initially felt intimidating soon became a rewarding part of her experience.

Each practice and race became an opportunity to set personal goals, confront limitations and measure progress. Athletics taught her discipline, resilience and the value of incremental growth. These lessons echoed the school’s Multa Bene Facta philosophy, reinforcing the importance of trying new things and finding balance between academics, athletics and extracurriculars.

Asked what advice she would give current students, Potluri’s response is simple and heartfelt: take advantage of the opportunities around you. Don’t be

That sense of community continues to stand out as she meets peers in college who don’t always look back fondly on their high school years. One recent example of Tower Hill’s lasting friendships occurred in January, when Lisa Lu ’26 delivered her Senior Speech at Morning Meeting. Twelve friends from the Class of 2025—including Potluri, home from college for winter break—returned to campus to cheer her on. (Pictured below.)

RECOGNITION Potluri’s academic excellence and engagement were recognized nationally this fall when she was named a U.S. Presidential Scholar, one of the nation’s highest honors for high school students. She was one of just 161 students selected nationwide and the top female student in Delaware to receive the award.

“It was nice to know that my high school experience really had an impact,” she says.

In addition to the Presidential Scholarship, Potluri was named a National Merit Scholar Finalist and received Tower Hill’s Trustees’ Award for Academics—fitting recognitions of a student whose Tower Hill journey exemplifies curiosity, balance and purpose.

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LILY LEUNG ’26

BY MEG RYAN

Lily Leung ’26 is a Tower Hill lifer.

Though her academic journey began in the school’s kindergarten classrooms, Leung now stands alongside her classmates—some of whom she has known since the beginning—and reflects on their personal progressions as graduation looms.

“We’ve grown up together,” she says. “We’ve gone through a lot of stages of life together. And then getting to high school, everyone grows into their own person. Everyone finds their interests. That’s really cool to see.”

Leung’s academic interests include English, where she has explored specific topics, including a trauma and rememory course she took during her junior year.

She had the opportunity to read a variety of books centered around Post-Traumatic Stress Disorder (PTSD) and how the mental health condition is woven into various pieces of literature.

She’s also developed an interest in math and science, including biology, chemistry, physics and, unexpectedly, her senior calculus course.

“I like how it’s all based on derivatives. Everything comes from derivatives and it all connects together instead of a variety of different units,” she says.

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Outside of the classroom, Leung dives into her athletic interests on the volleyball court. Her love for the sport began in fourth grade when a friend encouraged her to join a local community league. She quickly fell in love with the game.

Since becoming a part of Tower Hill’s varsity volleyball team in eighth grade, she’s seen multiple state championship wins. And playing as the libero for the team, she’s a crucial member.

As the libero, she plays as a specialized back-row defensive player who focuses on passing, digging and leading the defense. This position is crucial for long rallies and overall team defense.

As a senior member of the team, Leung helps set an example for her younger teammates. One of their ideals as a team is practicing “servant leadership,”

“It’s a really good idea we have as a team, and I think it really helps the culture,” she adds.

The varsity team celebrated its recent big win this past fall, being named the 2025 DIAA State Champions.

The win made the Hillers back-to-back state champions, and the third title in four years.

The morning following the match, the Upper School celebrated the team in its Morning Meeting with Head Coach Michael Sachs ’86 and Head of School Sarah Baker. As the team walked through the Lower and Middle School hallways, students lined the halls to cheer them on and show their school spirit.

Winning another championship was really exciting for Leung and her teammates. Through hard work and their coach’s encouragement, they were able to stay motivated and focused under pressure. Seeing it come together and being able to celebrate it with the entire Tower Hill community was an exciting moment.

“With it being my senior year, I was just like, leave it all out on the court and just do it for the younger people on our team and for my other

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which means having the seniors and team captains take on responsibilities that were previously given to freshmen, like bringing water to practice and setting up the nets. By changing who is in charge of what, it allows everyone to feel included and equal on the roster.

senior teammates,” she says. “Coming back with a championship win with all the Lower and Middle Schoolers lined up clapping for us was really fun. And getting to present the trophy on stage was amazing.”

Leung’s hard work on and off the court at Tower Hill has paid off as she will be attending New York University in the fall to play volleyball. While her major is still undecided, she’s leaning toward something in the STEM field.

Going to college in New York City is exciting for Leung, who really likes the tight-knit community feel of the campus within a large city that has so much opportunity. She says her time at Tower Hill has set the foundation for her to feel comfortable in the university setting.

“The study habits I learned here are really helpful because I feel like I’m pretty comfortable with studying for big tests and preparing ahead of time.

And I also think the rigor of the classes here will really prepare me,” she says.

Another way Leung will stay connected to her Hiller community? Through her friendships. She and her classmates are already planning visits to each other’s campuses to stay connected even when they’re miles apart.

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JAMIE BRINSFIELD ’26

BY MEG RYAN

What began as childhood swim lessons has grown into a lifelong passion for competitive swimming.

Jamie Brinsfield ’26 spends much of his time in the water.

Today, Brinsfield is a member of Tower Hill’s swim team and has also competed with aquatic clubs over the years in Wilmington and Newtown Square, PA. For Brinsfield, swimming is about more than competition—it’s about community. The camaraderie and togetherness he has found through sports— including swimming and cross-country—have made such an impact on his life that they became the focus of his Senior Speech. Speaking at a Morning Meeting this fall, Brinsfield addressed his fellow Upper School students about pushing through difficult practices and competitions together, united by shared goals and pride in representing their school.

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During his speech, he shared: “What I’ve learned from both swimming and running is that being part of a team is one of the most rewarding things you can do.

A team gives you experiences you can’t really get on your own. You celebrate together, you fail together, you laugh together and make it through brutal practices and training sessions together. And, in the end, those shared moments are what stick with you.”

Brinsfield has had a lot of shared experiences with his classmates at Tower Hill. He’s a lifer, beginning at the school in prekindergarten. He finds the dynamic of having all three school divisions in one building especially meaningful, valuing the chance to collaborate across grade levels and witnessing the strong sense of support.

The senior is very engaged in both his academics and athletics. He has served on the Honor Board and is currently the senior chair. The Honor Board assists the Upper School administration in evaluating academic violations and educating students on what is, and what

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is not, honorable behavior. Brinsfield has contributed impactful insights and offers a fair-minded point of view.

Brinsfield’s Swimming Awards List: •

State Champion in 100 freestyle (junior and senior year)

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State Champion in 200 freestyle (sophomore and junior year)

Physics is his favorite subject and while the senior year curriculum has been challenging, he’s enjoyed growing his knowledge of the subject.

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2nd in the state in 200 freestyle (senior year)

His physics teacher, Tom Hoch, says, “Jamie holds himself to his own internal standards. His rewards come not from comparing himself to others, but instead, from meeting his own goals. This gives him strong armor to deflect many of the usual trappings of life.”

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1st team all-conference (all 5 years)

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1st team all-state (sophomore, junior and senior year)

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2nd team all-state (freshman year)

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DISC Swimmer of the Meet (senior year)

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USA Swimming Scholastic All American (sophomore, junior and senior year)

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DIAA Academic Award (junior and senior year)

In addition, he has spent countless hours during his four years in Upper School working on the Wharton Global High School Competition, for which students have access to an online stock market simulator and learn about many aspects of investing.

Brinsfield also enjoys his computer science, calculus 2 and linear algebra classes. In all of these subjects, Brinsfield likes to be able to apply concepts and theories to create outcomes and solve problems.

During his college search, he worked through the collegiate recruiting process to be considered for swimming at the collegiate level, which was a demanding process. He is thrilled to have been accepted to the Massachusetts Institute of Technology (MIT). For Brinsfield, MIT is a perfect match, and he intends to major in applied mathematics. He is also excited to be swimming for the school.

Swimming coach and kindergarten teacher James Erhardt comments, “Jamie is the definition of Multa Bene Facta, Many Things Done Well. Holding seven of the 11 records on Tower Hill’s record board speaks to his incredible work ethic and versatile talent in the pool, but what makes him truly special is how he balances that success with academic excellence. I had the privilege of teaching Jamie in kindergarten, and it has been incredibly meaningful to watch his growth over the years. He was a hard worker then, and he remains one now. As an honor student and a future MIT swimmer, Jamie represents the very best of what it means to be a student-athlete. I couldn’t be prouder of what he has accomplished and even more excited for what’s ahead.”

The rigorous academic environment at Tower Hill has prepared him immensely for college, he says.

Throughout his tenure at the school, he’s gained strong study habits and time management skills to make sure he’s bringing his best self to everything.

Brinsfield is one of seven seniors who received Cum Laude awards this fall.

The friendships Brinsfield has formed at Tower Hill have helped him feel truly at home. He and his friends consistently lift one another up and encourage each other to do their best, and the school’s close-knit community has allowed him to build meaningful relationships throughout his 14 years here— connections he says he will value for a long time.

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IZZY DANIEL ’27

BY MEG RYAN

Izzy Daniel ’27 is an integral part of Tower Hill’s girls cross country team, which placed sixth in the state this season. Putting her best foot forward, in academics and athletics, is something Daniel strives to do every day.

On a crisp November day, Daniel raced across the finish line at the Division II DIAA Cross Country State Championship in Killens Pond State Park. It happened in the blink of an eye, but at that moment she finished the race in first place—winning by 0.1 seconds.

“My mom always tells me that the only two things you can control are your attitude and your effort, and I think that’s something that I’ve carried with me,” she says.

Daniel began her Tower Hill career in eighth grade.

She was looking for a rigorous academic environment, but the strong sense of community is what made it feel like the right fit. Her Shadow Day was incredibly welcoming and friendly, she remembers, allowing her to see herself as a part of the student body immediately.

Now in her junior year, Daniel is focused on enjoying every part of the Upper School experience.

She’s most drawn to her English courses as she finds reading and writing to be a creative outlet. She’s the president and co-founder of the Tower Hill Writing Club and has participated in and helped edit other students’ work in a variety of writing competitions.

“Writing has just always been a way for me to express myself,” she says. “I think that any time I’ve had trouble expressing myself verbally, I’ve always been able to write it down, and then I can collect my thoughts.”

Daniel is also enjoying her advanced English course this year, “Reading the Apocalypse.” This year-long literary study allows students to explore how writers utilize apocalyptic tropes throughout their work.

“It’s so interesting,” she adds. “That course has been one of my favorites.”

Daniel has also found a new interest in math through her advanced calculus course. She says that through the teachings of Nicole Keith, an Upper School math faculty member, the concepts have been broken down to be easy to understand and apply.

“The way Ms. Keith explains things really makes sense and if I don’t get it the first time, she’s willing to explain it again. But, also, I love the idea that the concepts build on each other and everything that I’ve learned in math now has a very practical application,” Daniel says.

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She first laced up her running shoes at eight years old, when her mom motivated her to join the nonprofit organization, Girls on the Run. The same year with more encouragement from her mom, she ran her first 5K. Daniel’s passion for racing has kept growing ever since.

At Tower Hill, she naturally became a three sport track and field athlete, along with the motivation and guidance from Coach Richard Loeper-Viti, who is also a member of the English faculty.

With cross country being her first love, the championship race in the fall was exciting but nervewracking. She says that with the support of her family, coaches and teammates, races feel like everyone is working together even though each runner receives an individual time.

The team’s pre-race rituals also help, including their warm-up run where everyone does a loop and gives high fives to each other as they pass by. Plus, green and white hair ribbons and motivational words

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When she’s not focused on her coursework, Daniel turns her attention to her love of running. While a member of the girls cross country team, she also participates in winter indoor track and spring track and field.

written in paint on their arms and legs continue the positive energy.

“At the end of the race, it was a sprint to the finish. It was very, very close. And after I was done, I was kind of in shock. I was like, wow, this just happened. And everything that I was hoping would happen did. That was a really, really cool experience,” she remembers.

That sense of support and uplifting each other through big moments is something Daniel cherishes about her school community.

“Tower Hill is a community that roots for you,” she says. “Everyone is able to cheer for each other, and then also, I feel like everyone is able to be cheered for when they have their wins. I think that sense of support and community is something that drew me to Tower Hill. Being here and lifting each other up and being able to cheer for each other are some of my favorite things.”

As Daniel looks toward her senior year, she strives to continue to challenge herself and find successes along the way as she knows her family, friends and teachers will always be there cheering on the sidelines.

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KALIL RILEY ’27

BY MEG RYAN

Whether he’s on the court or on the stage, Kalil Riley ’27 loves being a part of a team.

Riley joined the Tower Hill community in ninth grade.

The combination of hearing positive things from friends who were current students and the basketball team having a championship-winning season made the prospect of becoming a Hiller all the more exciting.

Riley is a shooting guard on the varsity boys basketball team and scored more than 400 points this season, making him one of the leading scorers in the state. He enjoys being a part of a team and working together toward a common goal. He and his teammates are always encouraging each other through their group chat by discussing practices and games. They start every practice warming up together as a team.

“I love the togetherness of basketball, the energy and the enthusiasm of the team,” he says.

Off the court, Riley joins his fellow Hillers on stage in the chorus and vocal ensemble. He initially joined the chorus after hearing his classmates’ encouraging words who often listened to him singing during class. After students shared his talents with Lindsay Alexander Owen, the director of Middle and Upper School Choirs, he was convinced to try it out.

In the classroom, Riley enjoys math and science.

He likes to dig into solving problems or coming to a solution, especially through experiments and lab reports. He also enjoys other aspects of Upper School life including gathering for assemblies and working alongside students and faculty to improve his study habits and writing skills.

No matter what Riley is involved in, he loves being a part of a group. He said being able to share his interests with friends and continue to see each other progress is something he values about being a part of Tower Hill.

“The Tower Hill community means a lot to me,” he says. “It’s probably what influenced me to come here because I knew that, considering it’s a small school, I would have strong relationships with my peers and teachers.”

As Riley looks toward the future, he knows Tower Hill is setting him up for success through his academics and extracurricular activities. He hopes to continue to apply his love of math, science and sports in the future, potentially through a career in medicine, business or sports management.

His hard work and performance in chorus encouraged Riley to audition for the Vocal Ensemble.

“Ms. Owen came up to me after class one day and she told me that she thought I would be a really good fit for the Vocal Ensemble,” he says. “I’m having a really good time. It’s one of my favorite things to do and I look forward to it.”

As one of a handful of bass voices in both groups, Riley holds the lowest vocal role, providing a foundation for harmonies among the soprano, alto and tenor voices.

“I love the difficulty of it, it’s a challenge. I like learning different parts, seeing how high or low I can sing,” he says. One of his favorites to perform is “Moon River.”

This March, the Upper School Vocal Ensemble was invited to participate in the International Festival Choir Collaboration at Cadogan Hall for Vox Anima London’s biennial “Sing Here Together with VOCES8” event. They joined four other nationally recognized high school choral programs in the United States.

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YOUNG VOTERS CLUB

BY MEG RYAN

In its third year, the student organization continues to grow as an inclusive space for political dialogue and debate.

The Young Voters Club wants to be the place where all Upper School students can be heard.

Now in its third year, the organization is looking to broaden its focus from elections and voter turnout to discussions on current events and political engagement.

Club leaders Ansh Kapoor ’27, Eli Browne ’27 and Clara Buller ’27 joined the organization during its introductory year and were excited to take the reins of planning discussions, activities and a very special assembly that included a visit from Delaware Attorney General Kathy Jennings.

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All three Upper School students joined the club initially because of their interest in politics and their desire to support their fellow students (Buller’s sister, Josie ’25, is the founder of the club). This year, they hoped to see the Young Voters Club continue to grow by attracting members who may not initially think this organization is for them.

“Our biggest goal this year was to expand our reach,” Kapoor says. “We wanted to make our dialogues more accessible, less research-based and more opinionbased, so we’d get as many people involved as possible and get as many people to talk as possible.”

They began reaching out to fellow students who had overlapping interests like history, debate and STEM. The club’s meeting location also moved to a more accessible time slot and area, following lunch.

The hope was to show the organization’s inclusive and welcoming attitude to anyone, no matter their political leanings or primary interests.

“Our biggest goal this year was to expand our reach.”

Last spring, as Kapoor, Browne and Buller were planning their yearly assembly, they wanted to bring in a guest who was an impactful political figure and someone who worked at the intersection of many different areas within politics to show how the government’s work applies to everyone. This is what spurred the interest in bringing Attorney General Jennings to school. During her visit in October, Jennings shared her office’s role in elections and beyond with powerful stories from her career, highlighting her work in criminal justice, public safety, consumer protection and defending the rule of law.

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With a few months until the midterm elections and another general election not until 2028, Kapoor, Browne and Buller wanted to focus more discussions around current events and different components of the U.S. federal and state governments. Being able to discuss how every level of the government impacts the daily lives of Americans was important to incorporate.

“From my vantage point, it’s been fascinating to go to these dialogues because I’m the only adult in the room, and that was kind of an intentional decision so it could be a safe space for students to be able to talk about lots of different political ideas,” Brown says.

“What I have loved seeing the last few years is that these were conversations that students were already having outside of any organized activity, now this club has kind of given them an organized space to be able to process through all this. And it’s been great going into the dialogues and seeing people kind of get what they need out of it, because for some, they have views and they want to be able to share them. And then others are like, ‘I don’t actually know a lot about this.’ And they actually just come to listen and learn about it. So, it has been a place for all different types of political engagement.”

Looking ahead, the Young Voters Club will continue to be a safe, inclusive space for varying political opinions. They hope to continue to attract students to come to a meeting and see if it’s a space for them.

She also discussed how Attorneys General from across the country collaborate to protect public rights on a national scale.

The conversation brought thoughtful questions from students on topics like political bias, women in leadership and criminal justice reform.

Kapoor said Jennings’ visit also inspired faculty members to incorporate topics of law and ethics into their lesson plans. The three students were excited to see how interested the Upper School community was in their assembly.

As the midterm elections approach, the organization will also begin hosting events and activities including learning how to create campaign materials, encouraging voter registration and turnout, and potentially even bringing a voting booth into the schoolhouse for a second time.

For Andrew Brown, PhD, Upper School history faculty member and Young Voters Club advisor, what he has seen the students achieve—and how they hold civil debates—is something everyone can learn from.

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2025-2026 Jr. Green Keys

JUNIOR GREEN KEYS

BY MEG RYAN

Tower Hill Middle Schoolers are growing their leadership skills in a new way through the Junior Green Keys program.

Tower Hill’s Middle School ambassadors provide a friendly face and a helping hand to visitors.

Inspired by the Upper School Green Keys program available to students beginning in 10th grade, Junior Green Keys is a student ambassador group that began during the 2025-2026 school year to improve the experience for potential new students and provide Middle School students with leadership experience.

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Interim Head of Middle School Melinda Martin and Director of Lower School and Middle School Admission Alyssa Worrilow saw an opportunity to enhance the student experience through a collaboration between the Middle School division and the Admission Office.

“We came up with the Junior Green Keys to create a better visit experience for our incoming students and to create leadership within the Middle School,” Worrilow says.

The group currently includes 30 students in grades 5-7. Students are responsible for a variety of different activities including assisting with Shadow Day visitors,

“For kids this age especially, they feel empowered to be given this kind of leadership position,” says Jennifer Houston, Middle School admission liaison and Middle School English faculty.

The program also allows current Tower Hill Middle School students to make connections with applicants.

Worrilow said she pairs students up by grade level and sometimes even by common interests. This helps create connections between students from the first meeting.

“Our students and visitors see potential friendships during Shadow Days and feel more connected because they know at least one person enrolled at Tower Hill. Many of our Hillers end the day saying they hope to see them back here next school year. It’s comforting for our visitors to know they’d have at least one familiar face greeting them upon enrollment,” Worrilow says.

The positive impression Junior Green Keys make doesn’t stop with applicants. Parents and families are also impressed by this group of students who greet and tour them around the school. Worrilow consistently hears how kind, inclusive and professional the Junior Green Keys members are.

ACADEMICS

welcoming visiting schools during events, greeting guests and providing tours during Open Houses.

This cohort of Junior Green Keys was nominated by faculty as members of the Tower Hill community who embodied the school’s values and mission. As leaders in the Middle School, providing these students with a new opportunity was self evident.

“We look to these students to be the best versions of themselves; we’re not asking them to be anything but authentic,” she says.

Visiting schools also get the opportunity to interact with the Junior Green Keys. During the Leaning into Equity Awareness and Diversity (LEAD) Conference in the fall, seventh and eighth grade students from Lancaster Country Day, Nativity Prep, Sanford, Serviam, St. Anne’s and Ursuline visited for a day of meaningful listening and conversation.

Hillers greeted their visitors and guided them through the school to the auditorium to make sure everyone felt welcomed.

Martin said this first year has been a great initial step in providing Middle Schoolers with a new leadership experience. She hopes to see it grow as the program continues, including highlighting these student leaders as members of the community who are always ready to lend a helping hand.

Following Middle School, Worrilow says it’s possible the Junior Green Keys could be a pathway toward joining the Upper School Green Keys program beginning in 10th grade.

No matter what path the Junior Green Keys members decide to take, the skills and relationships they develop will leave a lasting impression.

2025-2026 Green Keys

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HITTING ALL THE RIGHT NOTES LINDSAY ALEXANDER OWEN

BY MEG RYAN

Music became a leading conductor in Lindsay Alexander Owen’s life beginning at age four.

Now as the Director of Middle and Upper School Choirs at Tower Hill, she helps young Hillers find their own passion for music. Owen joined the school in 2021 after serving as voice teacher and musical director at Mercersburg Academy in Mercersburg, Pennsylvania, for 15 years.

Owen’s journey into choral music began in her childhood church, where she joined the choir at age four. At eight years old, she began playing the piano,

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diversifying her musical talents. She continued her training in college, where she initially pursued a piano performance major at Vanderbilt University in Nashville. But after a year, she quickly knew she wanted to study more than piano.

This led to a double major in voice and piano. As graduation approached, Owen wasn’t completely sure what her next step should be. Her choral director suggested she look into working in choral music and the idea instantly clicked.

Owen stayed in Nashville to attend Belmont University to receive her masters of music degree in Church Music in Choral Conducting. As the first

“He was a brilliant conductor and just amazing,” she remembers. “I basically had private lessons for three years as I worked to earn my degree.”

During her time at Belmont, Owen was able to sharpen her conducting skills by working with the choral groups on campus. Her experiences in and out of the classroom jumpstarted her career, first in church choirs and as musical director for theater troupes, and eventually to independent schools.

She was drawn to Tower Hill for the ability to direct multiple different choirs and ensembles within a community that was passionate about music and the arts. Owen arrived at the school in the midst of the COVID-19 pandemic, a time when live performances and large gatherings were nonexistent or socially distanced.

As restrictions subsided, she has seen the choirs grow from 95 students her first year to 140 students involved today. Working on music with students is a very creative process, leading to a different kind of teacher-student bond.

“It is about the relationships you build with the students,” she says. “That creates a safe space for them to come and sing, and it creates the desire to be in a group like this.”

Owen works with students beginning in fifth grade.

After eighth grade, they either decide to continue with choir or pursue another area of the arts. Whether they decide to continue in choir until graduation or stop at eighth grade, she gets to see firsthand their hard work and growth over multiple years.

“I have the box office record of all of our concerts.

Every once in a while, the students ask, ‘Can we watch ourselves from fifth grade?’ Which is really fun,” she adds.

Students participate in a variety of performances during their time in choir, including a winter and spring concert. As they progress through the program, Owen provides opportunities for students to perform at choral adjudications where a choir performs for expert judges who provide feedback. Seventh and eighth grade students will often go to Hersheypark while the Concert Choir will perform at Disney World or Universal Studios every other year. The Vocal Ensemble is invited yearly to sing the National Anthem at the Wilmington Blue Rocks game.

FACULTY

enrolled student in the program, Owen worked closely with her conducting professor.

The Upper School Vocal Ensemble received an invitation to participate in the International Festival Choir Collaboration at Cadogan Hall for Vox Anima London’s biennial “Sing Here Together with VOCES8” event this spring. They joined four other nationally recognized high school choral programs in the United States.

Owen said the opportunity came to be by chance. She posted a video of the Vocal Ensemble performing on social media, and when it appeared on the feed of a coordinator from VOCES8, the group was formally invited. Once everything was confirmed, Owen shared the news with the students.

“They were in shock,” she remembers. “They were like, ‘How is this even possible?’ So, yeah, they were beyond thrilled.”

This was Owen’s first time abroad, something she’s incredibly grateful for. Along with performing, she and the students did plenty of sightseeing through London including checking out the Tower of London, Big Ben and the London Eye. Some Hiller parents even joined the group to applaud during the performance.

The accolades for Owen’s choir and Vocal Ensemble students don’t stop there.

The 2025-2026 Delaware All-State Chorus auditions also saw eight junior chorus and six senior chorus Tower Hill students earn top placements and secure spots in the ensembles.

Tower Hill School also hosted the Four-School Choral Festival this January, which included Sanford, Tatnall and Wilmington Friends School, another first for Owen.

Seeing all that her students accomplish keeps Owen enthusiastic and motivated for what comes next. She says that, with students entering her classroom at all skill levels, it’s a fun challenge to bring everyone together and make music that sounds cohesive.

Through the mindset of Multa Bene Facta, she sees her classes determined to achieve Many Things Done Well, gain skills and perform to the best of their abilities.

And the end result is always something special.

“I’m just looking forward to being with these students, continuing the tradition and seeing where they go and how they grow,” she adds.

The Vocal Ensemble for Upper School students provides an additional chance to dig deeper into strengthening their vocal skills and gaining experience performing.

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2025-2026 | ATHLETIC FALL & WINTER SEASONS

STATE CHAMPS

Girls Volleyball

Congratulations to Tower Hill volleyball—2025 DIAA State Champions! The Hillers successfully defended their 2024 State Championship and captured their third state title in the past four years. We couldn’t be prouder of this team and everything they’ve accomplished this season! The Hillers defeated Saint Mark’s 3–0 (25–21, 25–21, 25–21) in the final after tournament wins over Middletown, Archmere and Lake Forest. Tower Hill swept every tournament match without dropping a set throughout the entire state tournament, showcasing their consistency and composure. The 2022, 2024 and 2025 seasons all culminated with wins against Saint Mark’s in the finals. In this most recent matchup, the Hillers’ attack was firing from all angles—from aces to kills to crafty plays in the middle—as the team came together for a confident, composed and dominant performance. Additionally, Lily Leung ’26 was named Delaware Volleyball Coaches Association Player of the Year, and Coach Michael Sachs ’86 was named Coach of the Year by the Delaware Sportswriters and Broadcasters Association.

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ATHLETICS

State Champions

New Records

CROSS COUNTRY - Izzy Daniel ’27 earned the Division II Individual Cross Country State Championship in a photo finish by just 0.1 seconds. Daniel is the first female athlete to earn this title for Tower Hill in 20 years. TRACK & FIELD - At the DIAA Championship, Madison Squire ’27 was crowned a state champion winning the high jump with a jump of 5’ 2”.

SWIMMING - At the DIAA Championships, Blake Erkenbrecher ’26 won the men’s 50 free (20.77), Jamie Brinsfield ’26 captured first place in the men’s 100 free (44.71), and Annika Jorgensen ’27 earned two first-place finishes in the women’s 200 free (1:51.73) and women’s 100 free (52.01). © Izmaddy Studios

SWIMMING • Blake Erkenbrecher ’26-50 free (20.77), 100 fly (49.64) • Jamie Brinsfield ’26-100 free (44.71), 200 free (1:39.27), 200 IM (1:59.03) • Jamie Brinsfield ’26, James Henry ’27, Cohen Forman ’29, Blake Erkenbrecher ’26-200 free relay (1:28.44) • Jamie Brinsfield ’26, Gavin Daltry ’28, James Erhardt ’27, Blake Erkenbrecher ’26-400 free relay (3:16.84) INDOOR TRACK & FIELD • Maya Warthen ’27-60m hurdles (10.17) • Danielle Soleye ’26-triple jump (33’ 4”)

• Xavier Twyman ’28-60m dash (7.24), 200m (22.78), 300m (36.15), 400m (51.01) • Izzy Daniel ’27-1 mile (5:13.00), 3000m (10:26.60), 3200m (11:03.10) • Ryan Coyne ’26, Luke Jafarieh ’27, Xavier Twyman ’28, Tate Poff ’26-4x200m (1:32.64) • Kennedy Haskins ’26, Danielle Soleye ’26, Cayley Malone ’27, Madison Squire ’27-4x200m (1:50.01) • Xavier Twyman ’28, Tate Poff ’26, George Peddrick ’26, Ryan Coyne ’26-4x400m (3:32.66) • Izzy Daniel ’27, Sadie Coyle ’29, Allison Chi ’26, Hailey Allen ’27-4x800 (9:37.80) Tower Hill Bulletin

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ATHLETICS

FALL & WINTER SPORTS HIGHLIGHTS CROSS COUNTRY Izzy Daniel ’27 earned the Division II Individual Cross Country State Championship in a photo finish by just 0.1 seconds. Daniel is the first female athlete to earn this title for Tower Hill in 20 years.

Overall the 2025 cross country season was filled with grit, personal bests and memorable moments. A highlight of the season was the Spartan Moonlight Showcase, where our runners ran at night under lights across Saint Mark’s campus with a DJ encouraging them along the way. The girls team worked hard all season, won the Salesianum Invitational and finished sixth in the state, and the boys team showed dedication and steady improvement throughout the fall.

FOOTBALL Football capped off an undefeated season vs. DISC opponents with a 21-14 win over rival Wilmington Friends under Friday night lights on DeGroat Field! Hillers outscored their DISC opponents 102-22 en route to the conference title and finished the season with an overall record of 5-5.

BOYS SOCCER The 10th seeded boys soccer team made a thrilling postseason run, upsetting #7 Indian River and #2 Concord in the first two rounds of the state tournament. In the team’s quarterfinal match with Concord, the team won in exciting fashion with a final score of 3-2. George Peddrick ’26 scored the first two goals, and Chase McDonald ’27 sealed the victory with a game-winner from nearly midfield with just about two minutes left on the clock. The team lost to eventual state champion St. Mark’s 1-0 in the semi-final, which was a rematch of the Hillers’ 3-2 double OT regular season win over the Spartans. The team ended the season with an overall record of 10-6-2.

FIELD HOCKEY The field hockey team improved all season and finished the regular season by winning five out of six games including an electrifying 3-2 OT Homecoming win over top-ranked and undefeated Wilmington Friends. The Hillers earned the 6th seed at a home game in the state tournament and defeated Concord 4-0 in the first round, the team’s first tournament win since 2019. The team fell to Newark Charter 1-0 in OT in the state semifinals and ended the season with an overall record of 10-7.

BOYS BASKETBALL The boys basketball team finished the regular season with a record of 10-9. The team improved throughout the season, winning six out of its last eight contests. Junior Kalil Riley ’27 led the team with over 400 points in the season and was one of the top scorers in the state. Coach Patrick Kaiser ’02 recorded his 100th career win this season with an exciting 46-43 win over Delaware Military Academy.

GIRLS BASKETBALL The girls basketball team fought hard this season, improving each game and showing tremendous teamwork and resilience. They also had some fun along the way—most memorably when the team celebrated senior Alexa Rohrbacher ’26, the coaching staff rocked Rohrbacher’s signature braid for the entirety of the game.

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ICE HOCKEY Tower Hill students joined forces with students from Tatnall, Wilmington Friends and Sanford to form the DISC Ice Hockey team that finished fifth in the Delaware High School Hockey League. In the final game of the season against Middletown, the DISC team earned a shutout with a score of 11-0. The team ended the regular season with a record of 8-6.

SQUASH The boys squash team ended the regular season with a record of 3-3, highlighted by a senior night win over conference rival St. Andrew’s at Wilmington Country Club to capture the Speers Cup. The girls squash team finished the season with a record of 2-4, defeating Friends Central School in PA 6-1 in their final regular season matchup. After successful runs in the 2025 National Championships (Boys, Division VII National Champs and Girls Division VI Semifinalists), both teams were seeded in Division IV for the 2026 Championships, where they competed against some of the top programs in the country. With only one senior graduating from each team, the squash program is looking ahead to a big 2026-2027 season.

SWIMMING AND DIVING Our swimming and diving teams had an excellent postseason showing! At the DISC Championships, the team brought home 15 medals, the boys team finished second overall and the girls team finished third overall, a testament to the depth, effort and energy of the entire team. Additionally, Jamie Brinsfield ’26 was named Swimmer of the Meet. At the DIAA Championships, Blake Erkenbrecher ’26 won the men’s 50 free (20.77), Brinsfield captured first place in the men’s 100 free (44.71) and Annika Jorgensen ’27 earned two first-place finishes in the women’s 200 free (1:51.73) and women’s 100 free (52.01). Brinsfield added a second-place finish in the men’s 200 free (1:39.27), and Erkenbrecher placed second in the men’s 100 fly (49.64). For the divers, Sophie Schrei ’29 placed fifth in the state.

INDOOR TRACK The indoor track team had an excellent regular and postseason showing, setting numerous new school records and collecting hardware all season long. The girls team earned the title of DISC Champions, and the boys earned a second-place finish in the conference. At the DIAA Championship, Madison Squire ’27 was crowned a state champion, winning the high jump with a jump of 5’ 2”. The girls team placed fourth overall, marking the program’s best finish in more than 19 years.

WRESTLING The Tower Hill wrestling team closed the regular season with a dual meet record of 6–9. At DIAA Individual Championships, Keenan Duffy ’26 earned a sixth-place finish in the 175-pound bracket.

Duffy also recorded his 100th win this season and was honored with the Dwayne B. Hicks ’86 Memorial Award at the program’s annual spotlight match. Henry Gardner ’26 and Patrick Shepherd ’28 also earned a spot in the tournament with their strong performances at the Independent Conference Qualifier.

© Izmaddy Studios

OPENING DAYS

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1. Quinn Clements ’40 proudly shows his stuffed tiger to The White Tiger on the first day of school. 2. Seniors gather just before school starts to enjoy a BBQ and movie night. (L-R front) Jordan Donnelly ’26, Paige Abessinio ’26, Sophia Karron ’26, (L-R back) Allison Dechant ’26, Alexa Rohrbacher ’26, Camryn Aitken ’26. 3. Upper Schoolers get to know one another with fun ice breakers and trivia questions on the first day of school. 4. During the Upper School movie night, students have lots of fun with games. 5. Lucas Rengert ’37 tests out the new Rocco A. and Mary Abessinio Playground structures.

6. Meghan Donlon welcomes her new first grade students. 7. Lower School science teacher Tim Weymouth gets kindergartners starting their observatory research on the first day of school.

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THS IN PHOTOS

CONVOCATION

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1. The flag bearers happily carry their class flags at the start of Convocation. 2. Seniors process in with their young buddies. (L-R) Isabella Buckingham ’38, Aalia Kazmi ’26, Lauren Carlton ’38 3. Zoya Hanafi ’34 speaks for the Lower School. 4. Theodosios Liappis ’30 speaks for the Middle School. 5. Elena Heifetz ’26 speaks for the Upper School. 6. The White Tiger surprises the crowd by cruising in on a golf cart and giving lots of hugs and high-fives. 7.

Head of Lower School Amy Bickhart presents the flag to the Class of 2040. 8. A saxophone quartet and members of the vocal ensemble provide music.

(L-R) Jeff Hart, Olivia Elton ’28, Tatiana Hynansky ’27, Elam Muscelli ’26.

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HALLOWEEN

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1. Isaac McDermott ’39 dresses as his favorite anime character. 2. Spencer Vanderslice ’33 and Cole Bradshaw ’33 win an award for best DIY costume for their “6/7.” 3. Royal Dahlen ’32 wins for best DIY costume for his creative honey pot. 4. Trey Truesdell ’26 and Ryan Coyne ’26 bring the force to the Upper School. 5. Music faculty Jeff Hart and Lindsay Owen make a great pair as Daddy Warbucks and Little Orphan Annie. 6. PreK students perform for families. 7. Mac Fields ’40 shines as an astronaut and Lucia Fontana ’40 sprouts as a mushroom. 8. Garden fairy Eve Simo ’39 waves to parents. 9. Middle School teacher Natalie Moravek joins Alice McAllister ’30, Skyy Saull ’30, Catherine Henry ’30 and AllisonToner ’30 as Minions.

THS IN PHOTOS

THANKSGIVING

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1. Lorraine He ’37 is surprised to see her family joining the reading of The Relatives Came. 2. Head of School Sarah Baker hands out treats to Middle School students. 3. Preschool students make placemats and share a Thanksgiving snack together. 4. Sarah Xie ’38 reads with her mother during The Relatives Came event. 5. Líam Whitaker ’37 is excited to read with his parents. 6. Laila Rushdan ’40 is excited for her snack. 7. Jiayou Tang ’26 and Eli Browne ’27 dress as turkeys during the Upper School Turkey Trot.

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TREE TRIM

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5 1. Christian Martin ’26 walks in with his buddy Beau Lapin ’40. 2. James Tamburri ’40 is lifted by his buddy Michael Waesco ’26. 3. Bradley Han ’35 and class mate Hudson Socha ’35 show off their festive outfits. 4. Zuri Davis ’35 cheers at the announcement that school is closed for winter break. 5. Olivia Erhardt ’26 lifts her buddy Olivia Gallagher ’39. 6. Eighth graders join the Upper School band to provide music. 7. Buddies Johnathan Zhang ’26 and Maverick Carter ’40 enjoy the event. 8. Board Chair Ben duPont ’82 and his family flipped the switch to light the tree.

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GLOBAL

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1. Students Lucas Qiu ’35, Lyah Zheng ’35 and Charlie Ding ’35 speak to their classmates about the Chinese holiday, Dragon Boat Festival. 2. Santi Joshi ’38 and Devy Patel ’38 invite their parents to speak to their class about Diwali. 3. Families gather to build community as part of the new AAPIC: Asian American and Pacific Islander Connect at Tower Hill parent affinity group. 4. Elle Weinberger ’35 and Sasha Laksin ’35 talk to friends about Hanukkah. 5. Three educators from Uruguay visit and teach Tower Hill students as a continuation of our partnership with Liceo Pallotti and Academia Uruguay in Montevideo. 6. The whole school commemorates Lunar New Year with assemblies featuring cultural and historical information, musical and dance performances, yoyo tricks and even a spicy dumpling eating contest. Lindsay Jiang ’36 performs Jasmine Flower while the Lower School sings.

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ARTS

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THS IN PHOTOS

ARTS

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5 1. Students perform in Clue, the fall theater production. 2. Elizabeth Spagnolo ’28 and Ava Kanzer ’28 work together on a pottery project. 3. Twenty students join All-State ensembles: Chorus with eight Hillers ranked in the top 10 in the state of Delaware: Junior Chorus: Abigail Lewis ’30-1st alto, Emma Duke ’30-5th alto, Reese Larkin ’31-7th alto, Sebastian Torres ’30-2nd bass, Avery Brauerman ’31, Elliott Kist ’31, Islay Kist ’31, Theo Liappis ’30; Senior Chorus: Leanna Geerts ’271st soprano 1, Sophia Karron ’26-5th soprano, Stephanie Lucas ’29-7th alto 1, Sadie Sheppard ’28-4th alto 2, Sadie Carter ’28, Allison Gisanrin ’29; Jazz Band: Alex Neal ’26-piano and vibraphone; Orchestra: Laurel Salvin ’30-violin 1 (3rd chair), Billy Tucker ’31-violin 1, Valeria Liu ’28-cello (Principal), Alex Li ’27-cello; Modern Band: Tatiana Hynansky ’27-alto sax 2, Alex Neal ’26-piano; Senior Band: Alex Neal ’26-mallet percussion. 4. Second graders perform the musical, Disney: The Movies, The Music! 5. Mamma Mia! packs the house as the spring musical.

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SERVICE

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HOMECOMING

HOMECOMING

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6 1. PreK teacher Theresa Shorey leads the cheers for the preschool pep rally. 2. Genaro Fasano ’27 drives the ball resulting in a 1-1 tie against Wilmington Friends. 3. Parker Lewicki ’26 reaches 1,000 assists in volleyball during the Homecoming game. 4. CiCi Flynn ’28 helps field hockey pull off an amazing win against undefeated Friends 3-2. 5. The football team fights hard but falls to Mt. Pleasant 21-28. 6. At the Upper School pep rally students play fun games including human Hungry Hungry Hippos. 7. The Vocal Ensemble sings the National Anthem before the football game.

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DISTINGUISHED ALUMNI AWARD The 2025 Distinguished Alumni Award was presented to Genelle Trader ’70 during Homecoming Weekend. The Alumni Award recognizes an alum who exemplifies the qualities of a Tower Hill graduate, has distinguished themselves among their peers and has been involved with the school through volunteer work, contributions or other ways.

Genelle Trader is a trailblazer. As the first AfricanAmerican student to attend Tower Hill School, she is one of two to graduate with her class. She went on to earn a BS in mathematics from Tufts University and an MS in Business Administration with a concentration in Finance from Massachusetts Institute of Technology’s (MIT) Sloan School of Management.

As a management consultant and senior corporate executive, Trader is a leader in her field. Trader’s impact continues beyond her work, including on the Board of Trustees of the National Park Foundation’s African American Experience Fund, as a member of the Board of Directors at The History Makers, as the

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strategic planning co-chair of The Links, Incorporated, and previously serving on the Board of Directors of the Serviam Girls Academy. A corporate and civic leader—and a breaker of barriers—Trader’s dedication to Tower Hill has been remarkable, including her service on the Board of Trustees.

Trader’s career accomplishments and personal accolades represent the values of a Tower Hill education and make her a most deserving recipient of the Distinguished Alumni Award.

HOMECOMING

GENELLE TRADER’S REMARKS EARLY OPPORTUNITY AT TOWER HILL During the summer of 1966, Tower Hill extended invitations to four public junior high schools within the city of Wilmington. Each school was asked to select six minority students to participate in a special six-week summer program. As I recall, the curriculum for this program included Music Appreciation, Art Appreciation, American Literature, and a computer class. These classes were led by Tower Hill faculty members. I was fortunate to be one of the students chosen by PS DuPont Junior High School to attend this summer program.

A LIFE-CHANGING OPPORTUNITY At the conclusion of that enriching summer program, I was honored to receive an invitation to enroll at Tower Hill for the upcoming academic year. This invitation came with the incredible offer of a full scholarship. After thoughtful family discussions and careful consideration, I decided to accept this opportunity, marking a pivotal moment in my educational journey.

Good afternoon, everyone. I am deeply grateful to be here today and to receive this incredible honor. I would like to extend my heartfelt thanks to Kristin Mumford, the alumni committee, and everyone who played a role in selecting me as a recipient of this award. Your recognition means a great deal to me, and I am truly appreciative of this moment.

My years at Tower Hill were not only rewarding, but upon reflection, I realize the experience brought about something far more profound. Coming from a family where neither my mother nor father completed high school, my acceptance into college marked a significant milestone—I became the first in my immediate family to pursue higher education.

I would like to take a moment to thank Sarah for her remarkable leadership at Tower Hill. Her dedication and commitment to the school community have been truly inspiring. Sarah’s guidance has made a significant positive impact, and I deeply appreciate the amazing job she is doing in leading Tower Hill forward.

This achievement proved to be a source of inspiration for my family. As a result, two younger sisters, four nephews, and three great-nieces were motivated to follow in my footsteps and seek out higher education as well.

I would also like to express my gratitude to Chuck Durante ’69. Throughout my time at Tower Hill, Chuck consistently demonstrated kindness and unwavering support. He has been a longtime friend and adviser and remains one of my favorite people.

Finally, I would like to express my deepest gratitude to LQ, my significant other and soul mate. LQ has always been there for me, offering unwavering love, support, and encouragement through every step of my journey.

His presence and understanding have been a source of strength, and I am truly thankful for all that LQ has done for me.

The opportunity I received at Tower Hill demonstrates how access to education can create ripple effects of positive change, influencing and encouraging future generations to reach for greater possibilities and success.

ONGOING COMMITMENT TO EDUCATIONAL EQUITY I wholeheartedly support initiatives like those that opened doors for me back in 1966. Continuing this legacy, I was thrilled when Tower Hill launched Delaware’s first Horizon program in 2023, specifically targeting students in grades one through three. The primary goal of the Horizon program is to offer high-quality enrichment opportunities and to

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promote educational equity for children from all communities. Through this commitment, Tower Hill continues to make a meaningful difference in the lives of young learners.

One of the notable features of the Horizon program is that it also offers Tower Hill students the chance to volunteer, allowing them to develop valuable mentoring and teaching skills. Through their involvement, Tower Hill students gain hands-on experience in supporting younger learners while contributing to a more equitable educational environment.

Another great program now available at Tower Hill is the Summer Leadership Institute, which began in the summer of 2025 and has already received positive feedback from participants. The Institute is specifically designed to give high school students the opportunity to engage in leadership and personal development courses. By taking part in these classes, students can strengthen essential skills that will serve them well in both academic and professional settings.

During my years at MIT’s Sloan School of Management, several of my fellow students balked at taking leadership and personal development classes.

As a matter of fact, they referred to them as “Fluffy Studies” and skipped several of the classes. When I attended my 10th reunion at MIT Sloan School of Management, the alumni from my class were asked what subject they wish they had paid attention to while attending Sloan... the unanimous answer was “Fluffy Studies.”

Wow, it is great to see Tower Hill students receive this important personal development training while in high school!

As I come to the close of my remarks, I want to reiterate my heartfelt appreciation for the honor and recognition I have received today. Being recognized in this way truly means a great deal to me, and I am deeply grateful for the acknowledgment and support from this community.

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Genelle Trader ’70 with Chuck Durante ’69.

HOMECOMING

L-R: Ann Coons, Chris Coons ’81, Jack Flynn ’81, Mary Flynn

FOUNDERS’ ACHIEVEMENT AWARD The 2025 Founders’ Achievement Award was presented to John “Jack” M. Flynn, MD ’81 during Homecoming Weekend. The award recognizes members of the Tower Hill School community for exemplary service and lasting contributions to the school. He was honored during halftime of the varsity football game on DeGroat Field.

Established in 2009, the Founders’ Achievement Award is the school’s premier honor, recognizing distinguished members of the community for their service and contributions to Tower Hill’s growth and success. Eligible recipients include alumni, trustees, parents, administration, faculty and staff. The award is presented every two years during a community-wide event. This year, we are proud to honor Dr. Jack Flynn—Class of 1981 alumnus, current trustee and Chief of Orthopaedic Surgery at the Children’s Hospital of Philadelphia (CHOP).

Dr. Flynn’s leadership and vision in both medicine and education embody the spirit of Multa Bene Facta, and his impact on the school as a student, alumnus and trustee has been transformative. His relationship with Tower Hill began in 1975 when he entered as a seventh grader, excelling both on DeGroat Field and in the classroom. As a recipient of financial aid, he developed a strong belief in a “pay-it-forward” philosophy, which inspired him to establish the Flynn Family Scholarship Fund in 2014. Now valued at more than $500,000, the fund supports future Hillers and honors his parents, Jimmy and Frances Flynn, whose sacrifices ensured that Jack and his brothers—Jim, Terry ’85, Dan ’89 and Michael ’91—had access to an exceptional education.

Beyond his impact at Tower Hill, Dr. Flynn has had a distinguished career at CHOP, where he serves as Chief of the Division of Orthopaedics and has held the Richard M. Armstrong Jr. Endowed Chair in Pediatric Orthopaedic Surgery since 2016. Under his leadership, CHOP’s orthopaedics program has been consistently ranked among the best in the nation, recognized for excellence in treating complex spine, hip and musculoskeletal conditions. Dr. Flynn is internationally respected for his expertise in pediatric spine deformities and hip disorders, and he has advanced the field through innovative surgical techniques, groundbreaking research and extensive scholarly publications.

Despite his many professional accomplishments, Dr. Flynn considers his greatest achievement to be his family: his wife, Mary; their children, Erin, Colleen, John and Kelly; and their beloved grandchildren. We are deeply grateful to Dr. Flynn and Mary for their generosity and commitment to paying it forward at Tower Hill. We are proud to count Dr. Flynn among our alumni and honored to recognize him with the 2025 Founders’ Achievement Award!

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REUNION 2025 CLASS OF 1975

50th REUNION

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HOMECOMING

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REUNION 2025

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SUMMER INSTITUTE

2026 SUMMER PROGRAM

Monday, June 8 - Friday, June 12 | 8:30 a.m.-3 p.m.

Lunch and Snack Provided

LEARN MORE Enrollment is limited.

COURSE OFFERINGS FOUNDATIONS IN LEADERSHIP

Through a combination of interactive on and off-campus activities, the Summer Institute’s Foundations in Leadership course provides participants with the opportunity to develop their current leadership skills and build new ones in a supportive and encouraging environment.

Students will have the opportunity to hear firsthand from well-respected community leaders in an engaging and hands-on environment. Students will build robust abilities and confidence in public speaking, decision-making and teamwork. By the end of the course, they will have experience drafting and delivering a speech, planning and running a team meeting and crafting and presenting a sales pitch. Most importantly, students will have the confidence to stand out as leaders in their communities. We welcome students for whom these skills are new, as well as those who already have experience.

NEW FIELD STUDIES IN LEADERSHIP

Open to all rising 12th graders, students who have completed Foundations in Leadership, and students who hold a community leadership position (student government, scouts, youth group, etc. Please email mpallant@towerhill.org if you’re uncertain).

Field Studies in Leadership is a course designed for high school students who have some prior experience in a leadership role and wish to develop a clear personal leadership philosophy as they begin to consider post-secondary opportunities. Students will reflect upon their own leadership experiences and priorities through the lens of the narratives that we explore in the community. Participants in this course will begin by developing interview, documentation and production skills. They will then meet with community leaders and learn about these individuals’ stories and trajectories. In doing so, students will take on investigative roles as reporters, historians and archivists gathering stories, artifacts, footage and images as the week progresses.

Throughout the week, students will work on creating a final documentary or podcast that tells a unique story about leadership, weaving together their knowledge from the field, their own lived experiences and their hopes for the future. The week will culminate in a symposium where participants will have the opportunity to present their work to community members.

MISSION STATMENT The Tower Hill Summer Institute aims to provide students with enriching academic opportunities that foster curiosity, creativity, as well as personal and intellectual growth. The Institute offers a diverse range of courses and experiences designed to inspire exploration across various disciplines and interests. By engaging students in meaningful learning outside the traditional academic school year, we strive to cultivate self reflection, critical thinking, strengthen problem-solving skills and encourage a lifelong passion for learning. The Summer Institute opportunities will challenge students to build confidence and prepare them for future academic and professional endeavors.

CONTACT MS. MIRIAM PALLANT Director of the Summer Institute mpallant@towerhill.org 302-575-0550 x 370

THE HILLER FUND AND HILLERS CAREER CONNECT Expanding students’ opportunities and strengthening the Hiller community

The Hiller Fund provides essential funding for almost every enrichment opportunity for students at Tower Hill. The most recent strategic and philanthropic investment The Hiller Fund helps to make possible is the nascent summer internship program co-led by the Advancement and College Counseling Offices, which brings together Tower Hill alumni, parents and community members to offer real-world experiences to rising seniors.

Through an application process, ambitious Hillers will be thoughtfully matched with local professionals offering microinternship opportunities in a variety of fields ranging from the arts to business, engineering, healthcare, nonprofit work and more.

Between the months of June and August, students will spend two to four weeks gaining a minimum of 40 hours of hands-on experience.

Alumni, parents and community members can help by applying to host a student intern, referring a friend or colleague or by emailing thsalumni@towerhill.org to make a recommendation.

As a result of our robust network, students will benefit from career awareness and exploration, skill development, mentorship, professional connections and meaningful results that can aid them in the college application process.

Thank you to all of our internship sponsors who have already signed on, and to the intrepid Hillers who are the first to launch their professional experiences while still at Tower Hill.

To learn more, visit TowerHill.org/HCC

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ADVANCEMENT

L-R: Kristen Abessinio, Peter Abessinio, Jennifer Abessinio, Vince Abessinio

ROCCO A. AND MARY ABESSINIO PLAYGROUND On Sept. 26, 2025, Tower Hill officially opened the Rocco A. and Mary Abessinio Playground with a ribbon cutting ceremony.

The project reimagined and completely renovated the Lower School playground. It was made possible by the generous support of the Rocco A. and Mary Abessinio Foundation, Inc., whose philanthropy is honored through the naming of the playground.

“At Tower Hill, we believe that when students go outside to play, far from taking a break from the curriculum, they are in fact engaging in some of the most critical and formative parts of their learning. As they move their bodies and explore, they also practice and receive real time feedback on their growing relational skills, develop newfound confidence by conquering physical challenges, regulate their emotions under the power of the blue sky, and—in the freedom of the space—find the room to imagine new worlds. We are deeply grateful for this transformative gift that will feed the minds and spirits of generations of Tower Hill children,” says Head of School Sarah Baker.

Located at the corner of W. 19th Street and Tower Road, the playground was renovated in the summer of 2025 and was ready for the start of the 2025-2026 school year. The Rocco A. and Mary Abessinio Playground, almost a one-acre space,

features several new play structures for students to engage in many types of play while remaining safe with a rubber surface underneath. There is an open field for soccer or other sports, a sandbox space and a paved section for basketball, foursquare and games. Significant site work improved the area’s infrastructure, grading and drainage. The visual aesthetics were enhanced with landscaping, a retaining wall and a modified fence.

Physical Education Department Chair Chris Aitken, a member of the planning and design team, says, “Every choice we made was centered around the students’ safety, creativity and happiness. It was important to us that the space reflects what kids really need—a place to explore, imagine and grow.”

Head of Lower School Amy Bickhart says, “Our students’ and teachers’ reaction to learning of the new playground was one of impassioned enthusiasm. Hearing joyful cheers echo throughout Kullman Commons when the announcement was made shows why this project is so important.”

“Tower Hill is so very grateful to the Rocco A. and Mary Abessinio Foundation, Inc. for their transformational gift to create a wonderland for our students. It is a deliberate investment in our students’ health and wellbeing, and it will serve as an outdoor space full of joy, fun and exploration for generations to come!” says Director of Advancement Kristin Mumford.

The Rocco A. and Mary Abessinio Foundation Inc. was established in 2001. Through Rocco and Mary’s leadership, the foundation has funded scholarships, capital campaigns and social programs for deserving people principally in education, religious, and health initiatives for local communities and throughout the US. Rocco, the son of Italian immigrants, began his career in banking and held multiple management positions before starting his own companies, namely Applied Card Systems Inc. and Applied Bank (formerly Cross Country Bank). Rocco’s companies grew to become a top 10 issuer of Visa and MasterCard credit cards nationwide. Additionally, Applied Bank offers consumer and commercial products from its branches located in Wilmington and Rehoboth Beach, Delaware. Outside of banking, Rocco’s business success continued in several international food product businesses, commercial and residential real estate, and private equity investing. A native of Wilmington, Delaware, Rocco is a proud graduate of Salesianum High School and attended the University of Delaware. He holds a Bachelor of Science degree in business and an honorary degree from Neumann University. Rocco and Mary currently reside in Boca Raton, Florida. They spend their summers in Rehoboth Beach with their 4 (four) children, their spouses, and 12 (twelve) grandchildren.

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REMEMBRANCES MIKE CASTLE ’59

schools and teachers in return for more accountability to ensure all children are learning. He wrote the law that created the 50 State Quarters Program widely recognized as the most innovative circulating coin program in our nation’s history. He was a co-sponsor in the successful passage of The Brady Bill, which required a 5-day waiting period for the purchase of a gun and the implementation of computerized instant background checks.

For his work on healthcare issues, Mike was awarded the American Cancer Society’s National Distinguished Advocacy Award for 2007, the highest national advocacy honor bestowed by the Society in recognition of a congressman’s ability to bridge the partisan divide in pursuit of the fight against cancer.

Governor Michael N. Castle ’57 passed away on Thursday, Aug. 14, following a long illness. He was a proud Tower Hill graduate and supportive alumnus who dedicated his life to public service. He received the 2018 Distinguished Alumni Award. In addition, he came to Tower Hill as a Forum Speaker on Nov. 17, 2014.

Governor Castle was a two-term Delaware Governor from 1985 to 1992. He served as Delaware’s lone Member of Congress from 1993 to 2011, making him the longest-serving U.S. Representative in the state’s history. He was Lt. Governor of Delaware from 1981 to 1985 and a member of the Delaware General Assembly, serving in both the State House of Representatives and in the State Senate from 1966 to 1976.

He also served as Deputy Attorney General.

As Delaware’s chief executive from 1985 to 1992, Governor Castle built a strong economy by cutting income taxes three times, balancing eight state budgets and creating tens of thousands of new jobs. Mike’s efforts to enhance Delaware’s attractiveness to the banking industry coupled with protecting agriculture through the Agriculture Land Preservation Act, resulted in a robust economy statewide.

A strong public education advocate, Governor Castle created the Focus on the First Sixty Months initiative, making him one of the first state leaders to acknowledge the importance of early childhood education in a student’s ability to learn. His budget proposals increased teachers’ pay and reduced class size to ensure Delaware could compete with other states.

Governor Castle understood there is no greater legacy we leave to future generations than the quality of our environment. As Governor, his administration’s Environmental Legacy program to protect and preserve forests, wetlands, and beaches won recognition for its foresight and impact.

Congressman Mike Castle was a founding member of the Republican Main Street Partnership, a leading organization for centrist Republicans, and worked in a bipartisan manner to help move people from welfare to work, support fiscally responsible government, improve public education and protect the community. He served on the House Committee on Financial Services, Committee on Education and Workforce and the Permanent Select Committee on Intelligence.

Mike helped shape the Welfare Reform Act of 1996 by increasing childcare funding and Medicaid coverage for those moving from welfare to work. A supporter of conservative fiscal policies, Mike was lead sponsor of successful legislation that gave the President LineItem Veto Authority to veto individual items in spending bills, and he helped drive the Balanced Budget Act of 1997 to successful passage.

Mike helped write and pass No Child Left Behind legislation to improve public schools by increasing resources and flexibility for 62

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His private sector experience as an attorney included being a partner at Connolly, Bove and Lodge; Schnee and Castle; Castle and Spence; and DLA Piper. The Schnee and Castle partnership exemplified who Mike Castle was, a Republican, working with a Democrat, Carl Schnee, as legal collaborators. This partnership even extended into a business venture when they were co-owners, along with two others, of the Bottle & Cork in Dewey Beach. Mike was also a real estate developer, owning various properties in Wilmington, and along with several other partners, developed Rockford Village. This project received an award in the late 1970s from the Greater Wilmington Development Council and the New Castle County Planning Department for recycling old housing structures to create a contemporary urban village.

While embarking on a career in public service, Mike also served on many boards, most recently as Board Chair of Research!America from 2017-2021. Mike also served on the University of Delaware and Delaware State University board of trustees, and as an honorary member of The Boys and Girls Clubs of Delaware.

Mike loved the outdoors and, at the age of 10, began attending summer camps in Maine at Camp Medomak, where he went on to become a camp counselor. He was an avid fan of the Phillies, Flyers, Sixers, Eagles and the University of Delaware Fightin’ Blue Hens. He enjoyed small town parades around Delaware on July 4th and especially on Halloween. Following in the footsteps of his predecessor, Governor Pete du Pont, who dressed up as Dracula, Mike enjoyed dressing up as Frankenstein for the families who visited the Governor’s House and for parades in each county. Mike was a voracious reader, devouring newspapers, periodicals, fiction and non-fiction books. After a quick glance at the front page, he would bury himself in the sports section.

As a child he was often caught by his parents reading by flashlight under the covers late at night.

Governor Castle was born in Wilmington, Delaware, on July 2, 1939.

His parents were James Manderson Castle, Jr., and Louisa Johnston (nee Bache). His fifth great-grandfathers were Founding Fathers Benjamin Franklin and Daniel Carroll. He was a graduate of Tower Hill School, and he earned a bachelors degree in economics from Hamilton College and a JD from the Georgetown University Law Center in Washington, D.C. Governor Castle is survived by his wife of over 33 years, Jane DiSabatino, many nieces, nephews, great nieces and great nephews.

He was a confirmed bachelor until meeting Jane. They began dating in 1986 and were married in 1992. For the past 39 years, Jane was his everything. Mike was predeceased by his sisters Louisa Johnston Castle and Ann Castle Boswell and brother James Manderson Castle, III. Mike’s extended family included his staff and campaign volunteers who considered him a mentor and trusted friend. He truly valued and appreciated their dedication and loyalty throughout his years in public service. The family would like to express their deep appreciation for the wonderful care and loving kindness he received while living at Country House.

’70s

’90s

Mary Hughes ’70 was awarded with the Athena Leadership Award as a political strategist who has dedicated her career to elevating women in politics. Co-founder of the communication consulting firm Hughes & Company, formerly Staton Hughes, Mary has spent decades advising candidates for elected office.

In 2013, she founded the “Close the Gap” campaign that aimed to get more women elected to the state legislature.

According to the organization’s website, it has contributed to recruiting more than 20 women who are serving or have served in the state legislature. She also served as executive director of the California Democratic Party and a published author on the topics of leadership and politics.

The Athena award is given to honor exceptional women leaders who demonstrate the highest levels of professional excellence, give back to their communities and, most importantly, assist other women in realizing their full leadership potential. This is an international award, having been given to more than 6,500 recipients in over 500 cities and 8 countries. Congratulations to Mary on being honored with this award!

Islanda Finamore ’98 was selected as a 2025 Impact Award winner

by Spur Impact. This award recognizes not only leadership but sparking change in Delaware. Spur Impact noted, “Islanda L. Finamore, Esq. is a Deputy Attorney General with the Delaware Department of Justice, where she has served since 2009 in the Child Protection Unit. A proud Wilmington native, Islanda has combined her legal expertise with a heart for service, creating initiatives like the Holiday Gift Collection, which ensures foster children in Delaware feel seen, valued and celebrated during the holiday season. Her work exemplifies collaborative leadership and communitydriven impact. Whether in the courtroom or on the board of the Greater Wilmington Boys and Girls Clubs, Islanda advocates for equity and empowerment with compassion, humility, and purpose.”

ALUMNI

CLASS NOTES

’80s Scott Gakenheimer ’82 has published his first book, A To-Do List (And Some Don’t-Do’s) For Building Wealth.

In it, Scott shares the lessons and learnings from their personal finance journey that led to achieving financial independence and retiring at the age of 54. Now splitting time between Charlotte and Honolulu, Scott hopes the book will inspire Hillers of all ages, especially younger alumni and recent graduates, to start building strong financial habits early. It might make for a thoughtful gift or stocking stuffer!

SEND US YOUR CLASS NOTES!

What’s new? Have you changed careers? Won an award? Gotten married or welcomed a child into your family? Been published or promoted? Hillers, we would love to hear what you or members of your class have been up to! Submit a class note online or email thsalumni@ towerhill.org and it will be featured in The Lookout and in our Bulletin magazine. Photos are welcome! Please send high-resolution .jpg images that are at least 1 megabyte in size.

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WEDDINGS AND BIRTHS

1

2

3

4

1. Grace Diehl ’20 and Scott Sampson were married in November 2025. Grace shared, “The alumni who were at my wedding are heartwarming reminders that Tower Hill brought me so many lifelong friendships.” 2. Devin Shorey ’13 and Eliza Gardner ’14 were married on Sept. 6, 2025. Many Tower Hill friends joined them on their special day. 3. Sam Greenberg ’10 and his wife, Christy, welcomed twins, Ethan and Leah, in June of 2024. 4. Faith (Lyons) Burns ’12 and her husband John Burns welcomed their second son Tucker McHugh Burns on Nov. 13, 2025. He joins big brother Shep (2).

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ALUMNI COUNCIL

Tower Hill extends special thanks to the Alumni Council. Pictured, back row: (L-R): John Pierson III ’87, Susan Waesco ’90, Ashley Altschuler ’90 (President), Charles Durante ’69, Curtis Smith ’99; front row: Victoria Gravuer ’86, Mona Yezdani ’01, Taylor Patterson ’02. Not pictured: Baily Faller ’20, Cole K. Flickinger ’94, Thomas Hanna ’91, Margaret Kullman ’08, Peter Larned ’02, Jeffrey Liu ’84, Wesley H. Schwandt ’86.

CONDOLENCES Ann “Nancy” Jones Barlow - A gift in Mrs. Barlow’s memory will honor her 18 years of dedicated service and teaching in the Lower School and continue to support and strengthen Tower Hill School.

The Hon Michael N. Castle ’57

Frances G. Bayard

Natalie R. Weymouth ’60

Frances Lloyd Roberts ’39 Doris R. Lamont ’43 Elizabeth Bennett Stewart ’48 Dr. Francis M. Green ’49 Charles D. Atkinson III ’54 Grant Barnitz Hering ’54 Horace “Monty” Hudson Montague ’55 George Howard Cross III ’56

Elizabeth Henry Caldwell ’58 Sarah Sharp Farish ’60 William Kirkus Dugdale ’62 Sheila Canby ’66 Adele Ashley Axon ’73 Katherine Allison Kibler ’75 Jack Dodson Todd ’86 Lucinda Carlyle Carpenter ’90 Humza Ismail ’15

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FRIDAY, MAY 22

FIELD DAY GIVING CHALLENGE

SCAN SCAN TO TO SUPPORT SUPPORT YOUR TEAM. YOUR TEAM

MONDAY, JUNE 8

TOWER HILL 2026

GOLF OUTING

DUPONT COUNTRY CLUB

REGISTER, SPONSOR AND LEARN TowerHill.org/GolfOuting

Tower Hill School 2813 West 17th Street Wilmington, DE 19806

Save the date!

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SEPT. 25-26, 2026