Welcome to this exciting edition of Derryfield Today. As we delve into the vibrant life of our School, we are thrilled to share the incredible stories and initiatives shaping our community. In this issue, we spotlight our Portrait of a Graduate program, where students consistently engage with real-world learning in a project-based curriculum that emphasizes not just the acquisition of knowledge and skills, but their application in authentic experiences.
We're also proud to showcase how The Matarese Commons has impacted our campus. Beyond providing a beautiful space to enjoy scratch-made, nutritious cuisine, it has served as a incubator in forging new and strengthened connections among our community members. Discover how this bucolic facility is enhancing our daily campus experience.
Our commitment to global education remains strong. Read about this spring’s transformative global education trips that broaden our students' perspectives and ignite their passion for learning. Additionally, learn how our students are paying homage to our Founders’ vision of “academic achievement without compassion and concern for others is meaningless,” through their dedication to service in the community.
Each feature in this issue exemplifies our dedication to nurturing well-rounded, compassionate, and globally-minded individuals. We hope these stories inspire you as much as they inspire us!
With gratitude,
DERRYFIELD TODAY
The official magazine of The Derryfield School
Dawn Lohmann, Editor
Andi
Leary, Designer
Elaine Loft, Writer
Dawn Lohmann, Director of Marketing & Communications
The D err y field School is a coeducational, non-sectarian, college-preparator y day school ser ving students in grade s 6-12 from over 50 communitie s in New Hampshire and Massachuset ts If you note error s, please notif y us at 603 669 4524, or send an email to dlohmann@derr y field org
For more information about the School, please visit derr y field org
Rivard ʼ24
“For my ISP I customized two prototype fashion dolls for a hypothetical doll line These dolls are based on alternative subculture, specifically Black Metal and Nu-Metal . I dismantled two existing dolls, completely repainted them , rerooted their hair, and made them new outfits
I have been collecting fashion dolls my whole life, and hope to pursue a career in the doll industry. I am also extremely interested in alternative subculture, specifically how it has been portrayed in media through fashion This ISP combines these two lifelong interests ” Seniors spend the last four weeks of their Derryfield careers pursuing an Independent Senior Project (ISP).
Summer 2024
Message from the Head of School
In the waning weeks of the school year, a student came into my office, sat down on my couch, and started talking about the papers which had not yet been written and the tests that had not yet been taken. There was a hint of stress teachers to see, edits to make, notes to study balanced by a sense of self-confidence, knowing that they would get all of their work done. The student beamed about how much fun Prom was, and offered palpable excitement for summer and its promise for exploration, relaxation, work, and fun. And finally, the student shared how excited they were for the start of the next school year, and the promise of the opportunity to take on new classes and put on the Derryfield jersey to compete in their favorite sport.
Our students learn early to advocate for themselves, to come and sit with their advisor, a teacher, and even the Head of School to check in and talk. I hear from young alumni how often they are surprised that their classmates in college aren’t as comfortable going to office hours or staying after class to get extra help. They share their gratitude that they were taught self-advocacy, one of the ten Derryfield Portrait of a Derryfield Graduate standards, which we describe this way: I know what helps me learn, when to ask for help, and how to find support and resources In learning how to advocate for themselves, Derryfield students also learn how to connect with other human beings, a skill that is critically important in developing “the skills and experiences needed to be valued, dynamic, confident, and purposeful members of any community.”
Strategic Planning with Students at the Center
The student experience is at the center of a Derryfield education. My colleagues and I take seriously the opportunity to listen, observe, and partner with students in order to deliver on the mission of the School. There is nothing more joyful for us than to hear directly from our students about how they are doing and what worries and excites them in order to identify how we can support them to achieve their goals and provide them with the advice and mentorship they need
Student experience was at the center of the strategic plan the School adopted in 2014, and refreshed in 2019. This past year marked the tenth and final year of that ambitious and transformative strategic plan which had four pillars: Belonging, Leading, Building, and Elevating. I am happy to report that our students are beneficiaries of all that has been accomplished. New programming, new facilities, new systems and structures were all products and hallmarks of that ambitious strategic plan. The plan was also successful because the community worked together to develop it during a robust strategic planning process in 2013.
I am happy to report that when we come back together in the fall we will begin the work of developing a new strategic plan, and we will be eager to hear not only from our current students, but also from alumni, parents, faculty, and staff about their hopes and dreams for Derryfield over the next five to ten years. This is an exciting opportunity for all of us to come together and identify the areas on which we will focus our efforts for the foreseeable future.
Gratitude
Finally, I want to thank the Derryfield community for a terrific year of celebrations The opening of The Matarese Commons transformed our community by providing a beautiful space to gather and eat delicious food. Generous levels of philanthropic support and engagement in The Derryfield Fund and Commons Capital Campaign were reached. Tremendous School spirit filled the air at games, performances, and events that included spectacular achievements by our students and teachers in and out of the classroom especially the talented Class of 2024 whom we celebrated on June 8 at Commencement. My gratitude for the many ways the Derryfield community has supported our success in recent years leaves me enormously hopeful about our ambitious journey ahead together.
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In the Classroom
Ryan Tanner-Read Dean of Academics
T he Por trait of a Derryfield Graduate is the anchor of a sixth grade through twelfth grade program that helps students develop the skills they will need to succeed in the 21st century world. From the moment they sit down in their sixth grade skills class in the fall, to the moment they ring the Lockwood Bell in the spring of their senior year, every class at Derryfield gives students oppor tunities to practice the ten standards in the Por trait.
The following classroom examples illustrate some of the diverse ways in which Derryfield students are building essential skills and learning to embrace the Portrait of a Derryfield Graduate as a partner in learning.
Course: 7th Grade Art
Activity: “Pirate” Shipbuilding
Standard: Collaboration
Students in 7th Grade Art with Becky Barsi become “pirates,” sailing the high seas in search of diverse forms of artistic expression from around the world. Just like real shipmates, they must learn to collaborate to succeed in their adventures. Throughout the term, students are divided into “ships,” and they compete with one another to demonstrate their understanding of art forms and principles of design A STEAM approach integrates traditional arts content with design-thinking principles. Beyond the aesthetics of their boat design, the vessels must accommodate a minimum weight-bearing capacity while remaining "sea-worthy" When students approach these challenges, they need to discuss the roles each team
member will play
Who is charged with ship design? Who will build it? Who will review the proposed design? Certainly, this experience helps students understand principles of design, but its real purpose is to model the concept of collaboration. As Barsi explains, the goal of the activity is to determine, “who are the active leaders?” At the end of the challenge, the group that has successfully collaborated to build the most sea-worthy ship earns “doubloons” and “hoists their flag” over the classroom. The pirate ship building activity provides a spirited backdrop to learn design, but, more importantly, builds a foundation for collaboration that will serve them throughout their time at Derryfield, and beyond
discover mathematics is not simply a set of processes to learn, but a toolbox for solving real problems.
Course: World Justice Activity: World Affairs Council Simulation Standard: Civil Discourse
Students in AT Calculus II undoubtedly immerse themselves in learning how to solve equations and graph functions; however, Derryfield students also put their mathematical skills to work to solve real world problems In AT Calculus II with Jim Watt, students apply their knowledge of differential equations to model everything from the 1798 Battle of the Nile, to the love story of Romeo and Juliet. This year, students applied their modeling skills to solve famous problems from history. For instance, seniors Addie Meehan ’24 and Nick Ferrari ’24 used their knowledge of differential equations to show that Han van Meegeren’s “Johannes Vermeer” paintings were forgeries. They explored the decay of radioactive lead in the paintings and proved that the lead in the van Meegeren paintings had not decayed sufficiently to have been consistent with the production of the paintings during Vermeer’s lifetime. Other students investigate problems such as a “whodunnit” murder mystery solved through application of Newton’s Law of Cooling. Jim remarks, “ The students know someone used differential equations to solve these problems. How did they do it? How can I solve it?” With this project, AT Calculus II students
Students in the 8th Grade World Justice class with Lily Karlin practice civil discourse daily. From the start of the school year, they engage in formal debates and discussions where each student takes notes on the conversation and then ask questions, What did civil discourse look like today? How do we ensure we hear from everyone? What does it look like to actively listen and respond to others rather than just speaking? This work builds toward a unit on international law and negotiation, where students engage in a simulation over The Convention on the Protection and Use of Transboundary Watercourses and International Lakes, facilitated by the World Affairs Council of New Hampshire. Some students represent competing, interested countries in Africa while others serve as representatives of the United States, United Nations and clean water-focused NGOs. Each of these parties has a vested interest in the outcome of the negotiation, and students passionately pursue those interests, but they also put their civil discourse skills to the test, arguing strenuously for their positions, but really listening to their counterparts and responding thoughtfully.
Sebastian Parra ’24 introduces Newton's Law of Cooling as an investigative measure towards solving a murder mystery in AT Calculus II Class.
Left, Maryam Elsheikh ’28 and right, Juliana Cataldo ’28 collaborate during the 8th Grade World Affairs Council Simulation , where students learn the power of constructive communication
o m m u n i t y
Ce l o n g i n g
E q u i t y & B
Nur turing a Welcoming Environment
Anela Kruščica Director of Equity and Belonging
As the new Director of Equity and Belonging, I am honored to build on the foundation laid by former DS faculty member, Laura Russell, and many others. Through personal stories, professional development and guest speakers, Derryfield is creating dynamic experiences to cultivate a sense of belonging. I am pleased to share some highlights of our work this year.
Awkwaaba Drum Ensemble brings the School together through music and dance, with a performance at this year 's Head's Holiday.
Support Starts with Awareness and Compassion
The process begins with understanding our families, and a survey to Derryfield families about their faith and cultural celebrations revealed that Derryfield boasts a wide range of backgrounds and experiences. This information helps the faculty and staff, best support families during important observances. Sometimes the support is as simple as awareness and communication, while other times it allows us to provide some modifications around student work.
Students in our Multicultural Student Union continue to lead the way in raising awareness about diverse cultures through a variety of mediums. Students have presented in community meetings; they arranged for a second annual Fashion Show
celebrating the rich, and diverse, ethnic cultures of our students; and recently, BIPOC and GLOW Affinity Groups joined forces for a Family Game Night fundraiser to benefit local charities
Faculty, staff and trustees participated in “Gender 101,” a professional development presentation with Alex Myers around gender identity and supporting all students to be their authentic selves.
In addition, four faculty members attended the NAIS People of Color Conference in St. Louis for workshops and networking focused on equity and justice in teaching, learning, and sustainability for independent schools
Derryfield continues to celebrate the legacy of Dr Martin Luther King, Jr. and this year, our speaker was Damond Ford, from NH GEAR UP Alliance, who reminded us about the importance of amplifying marginalized voices.
Mr. Ford shared examples of his own privileges: one of them being a college degree His message is that having privilege is not a bad thing if we use it to make a difference.
This year’s Head’s Holiday started with a drum performance by the Awkwaaba Ensemble, a West African drumming and dance group that brought our community up and dancing. In true Derryfield spirit, faculty, staff, and students joined in the singing and dancing too!
This winter, in support of our strategic planning goal of equity and belonging work, the CORE administration team members participated in a workshop on diversity and cultural competence. The focus was on learning about our own biases and culture, and how that drives our behaviors when working with others. Participants appreciated the time to discuss our school culture and where there are opportunities for everyone to grow.
Applying Mehndi designs at the Multicultural Student Union potluck supper.
Inspirational Expressions
Spotlighting student-recognition and voice
Simeon Kass Award - Established in 2007 by the Boelig family, which includes DS alumni Matt '02 and Derek '05, the award honors Simeon Kass, affectionately known as "Uncle Sim," a Jewish Parisian and Holocaust survivor who believed in the power of education to push back against the darkness of prejudice and fear He believed that knowledge, when combined with a burning curiosity and compassion, illuminates the most beautiful things in this world.
The award is given to a member of the senior class who demonstrates an interest to learn beyond what surfaces in day-to-day life, and this year's recipient was Eleanor Kerwin ʼ24 for her essay Ragtime.
“
Ragtime
My grandfather had a way with music; he touched the keys and they sang He had the amazing ability to energize an entire room with a single phrase and possessed the power to pull even the shyest among us to the dance floor. His fingers held nothing less than magic, flying up and down the keyboard with no need for sheet music. His fingers belonged on the keys. He needed no map; he was their master.
In addition to being a pianist, he was a sailor, MIT professor, a brilliant mathematician, and one of the smartest people I have ever known. He was accomplished, respected and, of course, loved At the age of 75 he was still bouncing up and down ladders, jumping around old sailboats, peering over old maps and books, and of course, playing the piano..."
– Eleanor Kerwin ’24
Excerpt from Kerwin's Simeon Kass essay
Shown left to right: Ray Boelig, John Kerwin, Eleanor Kerwin ʼ24, and Erin Kerwin.
Voice “
In literature, voice is not always defined as the sound someone produces. It does not need to be the literal noise and the words that are made. Jacqeline Woodson’s memoir, BROWN GIRL DREAMING, perfectly expresses how voice is the deeper connection between people and the world around them. It is the deeper connection with themselves. Voice, just like people, can come in all different shapes and sizes. It is the way someone communicates and the way communication is perceived. Voice is someone’s inner self being released In her memoir, Jacqueline Woodson uses her voice in the form of writing to make the reader build an emotional attachment to the book. The way Jacqueline writes is what makes an impact. It is not the things she says but the way she says it.
“...recognize that ever y black success is a magnificent thing to behold . ”
“ Senior Moment
There is not a single way to describe voice. Each person sees it and uses it in a different way. Jacqueline Woodson's way spreads emotion to all different types of people She connects opposites with the feelings that tie them together. Her character is relatable because of the way she writes and voices her memoir years later Whether she explains how to break out of a shadow, how to get over the loss of forgetting, or how to find small pieces of art in life that touch parts of the soul that nothing else can, she uses her voice to write what no one else in this world can express
– Charlotte Belanger ʼ28 Analytical writing assignment
Zachary Martinez ʼ24
'This I Believe', Black History Month
Scan the QR code above, to check-out
Zachary's entire Senior Moment video
“ Student Leadership
Leadership has always been an important part of my life. What began as running (and losing) my third-grade class council election became a yearly tradition of putting together a poster, a speech, and as much confidence as I could muster, to try and become my class representative in the student government at my small elementary school in Bedford. Every time, the hardest part would be presenting my speech to my classmates. After losing years in a row, I wondered why I kept throwing my hat in the ring I realize now that it is because I felt as though there was something that I could contribute, and I liked helping people and speaking up for those who were uncomfortable with being leaders themselves. Whether it was helping a classmate with their math homework or befriending the kid who sat alone at lunch, I always tried to do my best to make sure that no one felt alone, and everyone’s voice was heard
I learned what makes Derryfield, Derryfield. I was introduced to the School's many traditions, like Winter Carnival, Head's Holiday, Halloween, and many others I began to fully embrace the experiences, and felt a strong sense of belonging. I planned several events and made longlasting friendships along the way. I enjoyed my Council experience, and looked forward to more leadership opportunities at Derryfield
presentation of my speech had vastly improved. I spoke with confidence in my abilities to serve my class, thanks to all the different leadership opportunities I had been exposed to.
The encouragement from my peers and teachers that I received over the last four years has helped me become the person that I am today. I’ve been able to use the leadership skills that I acquired at Derryfield in many other aspects of my life For instance, I applied for a position at Breakthrough Manchester, where I spent eight weeks of my summer teaching students Pre-Algebra in a classroom-style learning environment. I also became the captain of the crew team and served as a Derryfield Ambassador. These experiences, as well as the many others at Derryfield, have allowed me to nurture the skills and confidence needed, to take-on new challenges and opportunities throughout life.
Derryfield’s student government is structured into three groups, which include: Student Council, Class Council, and Disciplinary Committee with a total of eight elected positions. When I joined DS in 2020 as a freshman, I decided that I would run for a position on the Class Council. To my great relief, I learned that my speech would be ‘televised’ via Zoom to my freshman class, rather than in person. Delivering my speech virtually allowed me to have the confidence needed to present myself to the best of my ability to my new classmates. To my surprise, I was elected to a position on the class council. During that time,
The following year I ran for another term. I prepared and practiced my speech, and once again gave it over Zoom, and was re-elected. By this point, I thought I had overcome my fear of public speaking. Fastforward to my bid as Junior Class Co-President; I prepared myself by writing and practicing my speech, but there was a key difference about my election that year the speeches would be in person. I was originally unphased by the notion, but as the day approached those old feelings from middle and elementary school came back with even more intensity. Anyone who witnessed my speech that day can recount the awful display that followed. My right leg was visibly shaking, so much so that I was standing lopsided. I spoke so fast that no one could understand what I was saying. Somehow I managed to win the election that year for CoPresident, which I think is more of a testament to the strong, supportive Derryfield community, rather than my own performance that day. By the following year, my confidence had grown substantially. With the support of my peers, I ran for Co-President of my senior class. This time the
It is through the School's traditions, rich in commeraderie and participation, that students gain a sense of belonging and self-advocacy which serves them as they continue to aim
Nick Ferrari ʼ24
“ Senior Moment 'This I Believe'
"If I were to describe Nick's leadership style as the 2024 Varsity Crew Team Captain, it would be in this way: patient and compassionate with the underclassmen, he contributed to the building of a cohesive team culture, and with strength, Nick put full effort into race and key erg pieces "
- Kim Wilson, DS Fall Crew Varsity Head Coach
share a similar background with me, if private school kids were really as mean as they are portrayed in the movies, and overall I was scared I was not going to get the authentic high school experience without a football team
Today I am going to talk about my experience being a first-generation Latina in the pursuit of higher education. Being first generation American means breaking the cycle of stereotypical jobs, wages, and struggles that were often faced by past generations. It also means carrying the burden of being someone to succeed in the face of being exposed to a culture and norms different from your own
In middle school, I was introduced to the opportunity to enroll in a six week summer program called Breakthrough Manchester. You can imagine how appealing the idea of summer school sounds to a 12-year-old, for the record, not too exciting at first. But after being able to experience the program I realized how inspiring it is to be a part of a community that encourages children from underrepresented backgrounds to get a head start in thinking about college. Breakthrough also introduced me to Derryfield.
After I graduated from Breakthrough, my mother brought up the idea of enrolling in Derryfield for high school. Until that point, I had never thought about private school. I was hesitant, all my friends were going to Memorial, Central, or West, I was questioning whether I would fit in with the student population, if anyone would
With all of these small concerns hovering in the back of my mind, I applied anyway and despite the small expectations I had set for myself, I got in. Unfortunately, I spent my first years at Derryfield during Covid, which only made it that much harder to keep a positive attitude about being at a new school. However, even during this isolating period, Derryfield proved to me how inclusive and engaging the environment is.
I was able to find community here, whether that was through playing sports, volunteering with Red Cross, Breakthrough, and Special Olympics, and joining clubs like the Multicultural Student Union and BIPOC, I made lasting friendships and built an amazing support system.
Thank you to my parents for pushing me to dream bigger, and to apply to those schools I didn't think I would get into, like Derryfield, Tufts, and the University of Southern California. Being the first in my family to graduate from high school has not been easy, but it has given me an immense sense of pride.
If there's anything you should take away from my speech today, it is to take those opportunities that are given to you and step out of your comfort zone Take rewarding risks, apply to that far reach school, try a new sport, join a new club, and don't be afraid to use your resources and reach out when you need help
Left, Jazmin performs 'Sparkle', at the winter concert
Jazmin Sanchez-Torrez ʼ24
“ Senior Moment
Lilly Losey ʼ24
Moving into middle and high school, I found that the place I thrived the most with my competitive mindset was the soccer field. I frequently had the speed advantage and the aggressiveness that stemmed from my constant battles with [my sister] Emma. I helped lead my club team to multiple victories as a center midfielder, and was called up to play varsity soccer as a 7th grader here at Derryfield. I distinctly remember my 7th grade soccer season because of the huge confidence boost I was given through praise I received from older players and coaches. If I was able to compete with girls six years older than me, then I would be on track to play college soccer like I had always dreamed of, right?
Unfortunately, my athletic success was halted in June of my sophomore year due to my first ACL injury. Tearing this ligament is an athlete’s worst nightmare. Recovery time normally ranges from 9-12 months, before you can fully return to contact sports I truly thought this was it. The countless hours put into this sport between training and traveling to games, the joy I felt from spending time with my teammates, and the relationships I formed with coaches and other players over the years, felt like they were slipping away.
I can confidently say that this was the only time that I had felt completely empty. Instead of mostly being known for my athletic abilities on the soccer field, I would be forced to reconsider my values and focus my energy elsewhere for the next 9+ months. Despite this emptiness that I felt coming out of surgery, my stubbornness overcame these negative emotions yet again I became completely obsessed with my time at physical therapy, and insisted on scheduling as many appointments per week as I could while constantly doing my at-home exercises to get my full range of
motion back after surgery. Instead of isolating myself from the athletic community, I continued to be a part of the girls soccer team at Derryfield by helping keep the books and set up drills for the head coach. I also took a class to earn my 11v11 grassroots coaching license so I could “officially” help out the team I made a promise to myself that a seemingly large setback would not interfere with my goal of playing Division I soccer in college, otherwise my three-year old stubborn self would never forgive me.
However, despite the countless hours put into physical growth during my junior year, I found myself back at square one in May of 2023. I had only been cleared to return to contact sports for one month before I found myself back in the operating room. The reason? Another ACL tear, on the other knee this time To say I was enraged was an understatement. How could ten straight months of hard work to gain back my strength, lead me here yet again? Instead of feeling the need to cry in my room for a week straight, I was determined to schedule my surgery as soon as possible. I refused to let go of my dream
'This I Believe'
I came to terms with the fact that playing Division I college soccer was not possible, and that additionally, this wasn’t the dream I was chasing anymore. I realized over the past year that it wasn’t simply the competition that drew me to the sport. The aspect that kept bringing me back each year to practices and games was belonging to a team with girls who I genuinely enjoy spending my time with and being in an environment which pushed me to reach my full potential.
I hope what you take from this is that stubbornness isn’t always a negative trait, as it can just be selfdetermination in disguise. Even though my knee injuries have had an unfortunate effect on my athletic aspirations, these past two years have been truly humbling and forced me to reconsider the meaning of hard work and dedication.
"It takes a special individual to find a way to still stay involved, share their unique insights to the game, run training sessions, and still remain a leader of the team without setting foot on the field for a single game."
– Joel Hatin, Varsity Girls' Soccer Coach
Imagination and Logic “
In the classification unit of 7th grade science, seventh graders are introduced to the methods scientists use to classify living things. They learn that kingdoms of living things are grouped by common characteristics, while understanding that all living things are related based on other characteristics.
Three essential questions are posed to the students:
How do scientists sort through all the living things known on Earth?
How would one classify a newly discovered organism using taxonomy?
How is imagination and logic used in classification?
The assignment reads: “You have just discovered 25 new species of fish. You must use your taxonomic skills to classify each fish You are to create a poster that shows your classification system, complete with scientific names and a dichotomous key using the imaginary fish.”
Parker said of his “Imaginary Fish” project:
“Overall, I really enjoyed working on this project because I really like fishing! I was also able to show off my art and imagination skills. It was interesting to learn about different species, and how to categorize them.”
Fall athletics saw each of our varsity teams make the playoffs with boys and girls soccer (Division III) along with field hockey (Division II) all advancing to the preliminary rounds Varsity golf (Division III) finished third at the state championships, while varsity XC and crew each had terrific team and individual results at
their meets All of our Middle School teams also made the playoffs, highlighted by our middle school field hockey team returning to the Tri-County championship game and our boys cross country team winning their second straight Tri-County league championship
ATHLETICS
Winter 2024
Despite some less than ideal winter weather, our alpine teams competed at the highest level, with our girls teams taking home the runner’s up plaque for the fourth straight year, and the boys finishing third The Nordic program also turned in some impressive results at states, despite the challenging snow conditions and a very young team. Our basketball programs both had fantastic regular seasons on the hardwood, with the boys advancing to the quarterfinals, and the girls winning an opening round game, and also advancing to the quarterfinals in the playoffs. Senior Jack Krasnof became the seventh player in DS history to score more than 1000 points in his career for the Boys Varsity team. The ice hockey program qualified for the playoffs for the sixth straight year, while the swim team set many personal records, and qualified multiple individuals and relays for the state meet.
TOWSON UNIVERSITY
FIELD HOCKEY DIVISION I
Kenn edy O verho f f
BENTLEY UNIVERSITY
L ACROSSE DIVISION II
A lexander M urray
NEW JERSEY INSTITUTE OF TECHNOLOGY
L ACROSSE DIVISION I
L og an Pur vis
WESLEYAN UNIVERSITY
SOFTBALL DIVISION III
CSam ha p p ell
SAINT LAWRENCE UNIVERSITY
SOCCER DIVISION III
MASSACHUSET TS MARITIME ACADEMY
L ACROSSE DIVISION III C hili Cab ot SAINT ANSELM COLLEGE
WESTERN NE UNIVERSITY
WOMEN'S ICE HOCKEY DIVISION III Ra cha el I r ving
L ACROSSE DIVISION II
EMBRY RIDDLE AERONAUTICAL UNIVERSITY
L ACROSSE DIVISION II
ATHLETICS
Spring 2024
The spring season saw some incredible results from each of our teams as all of our Upper School and Middle School teams made the playoffs as a five seed or higher. Team highlights included our girls' tennis team winning the Division I title for the first time since 2017 and going undefeated during their title run. Our boys’ tennis program also competed at the highest level and made the semifinals yet again. Both our boys' and girls' lacrosse programs once again found themselves making deep playoff runs, with the girls advancing to the quarterfinals and the boys finishing as Division II runners-up making the finals for the third straight season. Varsity baseball finished as regular season champions losing just once, and advancing to the state quarterfinals. Our equestrian team boasted some incredible individual results with several championships being earned at States. Both crew and track and field battled through some less than ideal weather conditions to set many individual personal and team records.
Class of 1970 Winners:
FALL 2023
Soccer Boys & Girls
Tad Faulkner ʼ24
JJ Jordan ʼ24
Sam Chappell ʼ24
Field Hockey
Charlotte Smith ʼ24
Golf Boys & Girls
Michael Grunbeck ʼ24
Crew Boys & Girls
Henry Howard ʼ24
Eleanor Kerwin ʼ24
XC Boys & Girls
Alex Drake ʼ24
WINTER 2024
Basketball Boys & Girls
Nick Ferrari ʼ24
Sam Chappell ʼ24
Ice Hockey
Caleb May ʼ23
Swimming Boys & Girls
William Dainiak ʼ24
Mia Chen ʼ24
Nordic Skiing Boys & Girls
Eleanor Kerwin ʼ24
Alpine Skiing Boys & Girls
Ben Rosenthal ʼ24
Zach Rosenthal ʼ24
Lillian Handwerk ʼ24
SPRING 2024
Baseball
Alex Comire ʼ24
Lacrosse Boys & Girls
Parker Lebiedz ʼ24
Lilly Handwerk ʼ24
Kenzie Miller ʼ24
Tennis Boys & Girls
Tucker Rozen ʼ24
Charlotte Smith ʼ24
Annabelle Crotty ʼ24
Track Boys & Girls
Brennan Ziegler ʼ26
Kiera Bradley ʼ26
Crew Boys & Girls
Ben Truebe ʼ25
Elaine Zhan ʼ24
Equestrian
Annabelle Crotty ʼ24
A r t s
Cool Kid #7 Pursues a
Dream
As he prepares to graduate and head to University of Southern California where he will major in acting and theater, Liam Taffe ’24 reflected on his passion for the stage and his Derr yfield experience.
When did you first become interested in acting and theater?
LT: At a very young age. I was in second grade and just moved to a new town. My parents thought “we need to get this kid out of his shell a little bit” so they put me into the school musical. We were doing Flat Stanley, Jr and I was cast as Cool Kid #7. I had one line and it was “See ya, Stan.” From that moment on I was hooked. I began participating in community theater and found so much joy Shout out to my parents for pushing me into the second grade school musical!
When you were considering Derryfield as an option, what ultimately drew you here?
LT: I knew how much theater meant to me and I wanted to go to a school that valued creativity and expression. I came to Derryfield and I saw Legally Blond and I was floored. I said to my parents “ This is not a high school production ” It was on such a higher level. But not only that…I saw the joy of all the kids on stage…it was so obvious. I thought this is where I need to be because the people on that stage are giving such a passionate performance. I need to be involved in this place.
Talk about your performance at Derryfield. Which performances for you personally have been the most memorable?
Talk a bit about the social connections formed through performance.
LT: Another wonderful thing about being in theater, especially here at Derryfield, is that it brings together an eclectic group of people.
The traditional theater kids love it, the sports kids try it or come to watch All these different groups of people come together for Derryfield productions It just unites people.
LT: The two performances that stick out the most to me are my first play and my last play. My first year, we did Our Town and it was a strange experience because [it was spring 2021] we were on stage but didn’t have an audience. We wore masks and did a filmed stage reading. My senior year, we did Tartuffe, and it’s just so incredible to see how far my friends and I have grown. We created a show that all of us were so proud of…I think audiences loved it too. I mean it was…it was verse text, it was from the 1660’s. It was Molièr. This is not something that we originally thought would be a crowd favorite. But we knew it was up to us as performers to put everything into it That show definitely goes down as one of my favorites.
How have Derryfieldʼs faculty members factored into your experience?
LT: One of the greatest things about the faculty here is the passion they have. Not only passion for the subject that they teach, but for inspiring students to be passionate about their subject and to explore everything When I sit down in their classrooms I know that they are going to give their all in order to inspire me. Also, when they find out I have shows outside of school, they support me by showing up. They put in the time and energy to support that thing that’s helping me grow
How does the confidence you build on stage translate to other areas of your life?
LT: I’m obviously very comfortable speaking in front of people, and it manifests in my real life in basic public speaking or an issue that needs to be heard and somebody needs to speak up about it. Also, the empathy that is required to understand and play a character. You learn empathy as an actor and it is exactly what you need in your entire life. That’s not only how you’re a good performer but you’re a good human and how you interact with people
If you could give advice to younger students who are considering (but nervous) about stepping onto the stage here at Derryfield. What would you tell them?
LT: To students that are new to theater, I would say go for it! You have nothing to lose and you have everything to gain A friend of mine just did their first performance ever They had never been on a stage before and on opening night they were standing there saying “I am SO nervous. I’m going to forget my lines. Everyone in the audience is going to judge me It’s not going to go well.” By the end of the show they walked off stage and said, “ That was the best thing I’ve ever done in my
life. It filled me with so much joy I love you all so much!” As someone who’s done theater for so long that moment reminded me of the power that performance has
If you were not to pursue acting, what do you imagine youʼd be doing?
LT: I’d either be working with animals like a veterinarian or I’d become a Spanish teacher
What do you hope the future holds?
LT: In the future I hope that I am performing in some way I don’t know what that looks like. All I know is that to perform is the thing I love the most. As long as I’m doing that, I am happy.
Above, Liam as The Flounder, in the in 2017 performance of The Little Mermaid at Portola Valley Theatre Conservatory
Above, Liam in the title role Danny Zuko in the 2023 Derryfield Theatre Company 's production of Grease
The Derryfield School Lyceum Gallery has been a vibrant space for artistic exploration this year, hosting three captivating exhibitions that showcased a diverse array of talent and themes The gallery, nestled in the middle of The Derryfield School campus, serves as an educational space where students and community members can engage with a variety of visual art media and themes.
The first exhibition, Show Us Your Creative Guts, celebrated creativity in all its forms. Over 20 members of The Derryfield School community, including faculty, staff, alumni, and parents, alongside ten former guests from the Creative Guts Podcast/Nonprofit, came together to showcase their talents. The exhibit featured a wide range of artistic forms, including paintings, photography, sculpture, crochet,
quilting, music, and more, demonstrating that creativity knows no boundaries.
The second exhibition, ENGRAINED, featured the distinct works of two accomplished artists, Daniela Wenzel and Trevor Toney. The showcase highlighted the intersection of non-representational interpretations and the inherent qualities of wood, creating a harmonious balance between abstract narratives and dynamic pattern work.
The third exhibition of the year, By Land & By Sea, showcased the works of two masterful artists, Rob Longley and Jim O'Brien. Longley, an established artist, captured the ethereal effects of light in traditional landscapes, while O'Brien, a distinguished alumni of the New Hampshire Institute of Art, explored
rural landscapes through a contemporary lens. The exhibition wove together Longley's luminous landscapes and O'Brien's romantic exploration, providing visitors with a captivating juxtaposition of traditional and contemporary elements
The Lyceum Gallery spring exhibitions focused on student work. The first one celebrated the winners of this year's NH Scholastic Art Awards. Of the record 154 pieces submitted, 28 individual students and 78 works of art received recognition. Our final exhibit celebrated the accomplishments of this year's Honors Advanced Studio Art students.
Under the guidance of art instructor Joe Acone, these students refined their portfolios and shared their body of work in May.
Overall, The Derryfield School Lyceum Gallery exhibitions this year have been a testament to the power of creativity and artistic expression. From celebrating the diverse talents of the School community and exploring the work of esteemed regional artists to celebrating the creative achievements of our students, each exhibition offered a unique and enriching experience for the Derryfield community and beyond.
Lyceum Galler y
Alumni Center Stage
According to her online resume, Emma Flynn ʼ15 is an “energetic, overly-friendly, highly-caffeinated, New York City based performer ” All true, but she also has an amazing work ethic, to which she gives Derryfield full credit. The verve and determination she gleaned at DS recently catapulted her from a short acting hiatus directly into the starring role of Cher, in the musical adaptation of Clueless at the Churchill Theatre Bromley in London in February of 2024.
Flynn says she fell in love with acting as a young, impressionable, audience member at a Derryfield production “After that show, I begged my parents to let me apply I wanted to go to Derryfield and be one of those actors on the stage.”
From Derryfield, she matriculated at the Hartt School of Music, a performing arts conservatory at the University of Hartford. Beginning her freshman year, she attended auditions during every school break in order to attain a summer theater internship.
If Jake Keefe ʼ06 was a movie title, he would be “Everywhere, Everything, All at Once.” A comedian, an actor, a writer, a producer, and a teacher, Keefe is a man on the move, seemingly in perpetual motion.
Reminded that he was the student body president, a member of Model U.N., a member of the International Thespian Society, and captain of both the JV soccer and JV tennis teams, Keefe laughed and said, “You will notice there are no academic accolades.” He went on to discuss his love of being on stage, which began during the summers he participated in Derryfield Repertory Theatre (DRT) Keefe noted that DS faculty members were very supportive of student performance, especially at Community Meetings.
“I traveled to auditions in New York, Boston and Chicago, working to secure a summer stock role. I was determined to build my acting resume so I could eventually land roles post-college.”
After graduating in May 2019 with a BFA in musical theater, Flynn signed with The Roster Agency and moved to New York City, then the world swiftly shut down. But this disappointment was balanced by joyful moments, like her February 2021 engagement to Carl Bespolka Flynn credits her marriage partnership with giving her the solid foundation she needed to take a chance at a big opportunity.
When asked to reflect on her “take-away” from her time at Derryfield, Flynn talked about her experiences in the classroom:
“When I was in (public) middle school, I was afraid to speak up in class. Because the class size at Derryfield is so intimate, and expressing one’s opinion is encouraged, I gained confidence. I employ the critical thinking skills I gained at Derryfield every time I am in a new stage production ”
“My friends, mostly Sean Pallatroni ‘06, would come up with some funny musical idea, and we would run it by Dean (of Students) Smith, who oversaw Community Meetings He almost always gave us the green light, and we would get up there at the next meeting.”
Post-Derryfield, Keefe attended Syracuse University, where his focus shifted from stage acting to comedy, specifically improv. After graduating with a BFA in acting, Keefe headed to New York, where he dove headfirst into “an industry that is tough.” Interspersed amongst his numerous gigs were some “wow” events, like being a member of the original cast of “Puffs,” a parody of the Harry Potter book series.
Keefe’s most current work includes: acting in commercials, serving as a host and workshop coordinator at Unarthodox, teaching “Improv for Commercials,” and serving as a writer of the short horror film “Love Hurts,” and a music video, “Side Salad,” with music by Sean Pallatroni ‘06.
When asked about his aspirations for the future, Keefe said he hopes to continue to “bring joy to other people.” If you dive into his online catalog of work, you will certainly agree that Keefe is hitting his mark, many times over.
Emma Flynn '15
Jake Keefe '06
Parent Engagement
Embracing this year's core value: Families
Derryfield’s founding families were focused on creating an educational opportunity for their students that rivaled area boarding schools, but allowed their students to live at home. Derryfield families continue to choose DS in order to be a part of their student’s day-to-day middle and high school experience. Their critical role is one of the reasons that Family is such an important core value at Derryfield.
Derryfield families come from far and wide. Our students hail from more than 50 towns in New Hampshire and Massachusetts Some of our parents and families are familiar with independent schools, but most are completely new to the option. All of our families choose Derryfield for different reasons, but all agree they want their students to be challenged, to be known, and to develop meaningful relationships with teachers, coaches, and mentors. Students enroll, knowing they
Middle School Parents enjoy the photo booth at this year 's Spring Celebration . The theme was 80ʼs Prom! Left to right: Michael and Leigh Ferrantino, P ʼ29 & P ʼ31, and Liz and Joshua Horan , P ʼ29.
Parents gather throughout the year to show their appreciation for faculty and staff Top: Parent
cookie boxes they ' ve assembled , containing an assortment of cookies provided by
thanks the parents as they present cookies to faculty and staff Bottom right:
parent volunteers and distributed as a sign of their gratitude in the spring .
will be exposed to new opportunities in a supportive environment A sometimes unanticipated by-product of joining a new community is that parents are thrust into new situations as well
"When we shut down all events in 2020, we had no idea what the next few years would look like," said Jenna Bee Wolf ’05, Director of Parent Engagement, "But by the fall of 2021, we realigned our team and our efforts to focus on providing more consistent support for our families. In this newly-created leadership role, I have focused on welcoming new families into our community and continue to learn from the ins and outs of their experience. This became particularly important in 2021 and 2022, because parents had not been able to spend time on campus in the year prior."
The Parent Faculty Association (PFA) has always played an important role in life at Derryfield. When events resumed after the pandemic, our focus was on inclusion. While we had always wanted everyone to feel welcome at Derryfield events, during this time, we took a closer look at removing any barriers or deterrents to parent engagement.
on campus, in hopes that more of our parent community would feel welcome, comfortable, and excited to attend. Similarly, fall class gatherings moved on campus. The Matarese Commons has greatly facilitated these changes, and as we move through the first year of The Commons, each event feels more spectacular than the last.
This year, for the second year, the PFA hosted neighborhood coffee gatherings in Manchester, Bedford, Concord, Londonderry, and Milford Our parents do a lot of driving to campus, so these events are designed to allow them to connect a little closer to home and to connect with some great local businesses.
Another new addition this year was the Parent Education Group. This group of parents, led by Kathleen McCann Gregor P ’26, P ’29, planned three gatherings throughout the year, in which parents came together to discuss a podcast. Structured like a book club, these conversations provided opportunities for parents to connect over their shared challenges and triumphs. The first meeting was about managing the pressure of “achievement culture” and supporting students in managing our values of Aiming High and Balance. The second conversation was about discipline and consequences, and the third focused on technology.
One of the most obvious changes that came out of this time was the new look of our annual spring event for parents. We lowered ticket prices and brought the event (Continued on page 26)
volunteers stand proudly behind the
Derryfield families Bottom left: Andy Chappell
White chocolate cranberry popcorn , handmade by
THE FACES OF DERRYFIELD
(Continued from page 25)
As our parent programming continues to evolve, Derryfield is grateful for the energy and enthusiasm of our parent volunteers, led this year by PFA President Amy Kellner Kellner's joyful presence and can-do attitude have been an asset to our community. Kellner, the class parents, and the rest of the PFA worked to build a welcoming environment for all of our parents, regardless of their schedules, their availability, where they live, or how much experience they have in independent schools. We look forward to seeing what the coming years bring!
Derryfield as a community asset and partner.
Keeping It Local.
The Kanteres Levin Family Meryl Levin, Will Kanteres, and Elias Kanteres ʼ24 sat down with Kathleen Rutty-Fey ’87 to reflect on their Derryfield journey.
Will and Meryl
We’re both products of public school experiences and we thought that public school would also be our son’s trajectory Elias was thriving in situations of academic and intellectual engagement, and we wanted to be sure he would be stimulated and challenged in middle school and high school, as he had been at the public K-6 Montessori school he attended. Long before we applied to DS, [Meryl] attended a community meeting and was blown away by the range of students and what they were presenting: A senior did a presentation on her passion for competitive horse events. This was followed by the nerdiest kid who wanted to start the chess club, followed by the coolest kids who were collecting cell phones for veterans, followed by the performance kids who played piano and sang…and everybody got the same ovation at the same level, the same care and interest and engagement from their peers in the audience. There was something very striking about that. A deliberate culture like that at a school is unusual.
PFA President Amy Kellner addresses attendees of the 2024 Spring Celebration , with an 80's Prom theme.
We knew he would get top notch academics at DS but we also wanted Elias to be exposed to real world experiences. What really tipped us toward DS in the end was knowing that there was so much in the program that would offer him both of those things: academic rigor and support partnered with some real world social exposure.
Our middle school experience was extra special because of Mark Blaisdell, Head of Middle School. Right away, he explained how much he loves this particular adolescent period when most parents are wondering, “Is there a return policy?!” In his parent education series, Mark explained all the brain science linked to the middle school years. Turns out, he’s amazing with the kids but he is also incredible with their adults helping us navigate this very awkward age.
His education sessions were pivotal As a parent, you just think your child is going into a classroom to learn what’s in the books, but you don’t know all the science behind the methods of teaching and how they tie into social development. Learning about this not only made us smarter, but made us less anxious about this period of adolescence.
Knowing everything that goes on beyond the classroom has made writing the tuition checks a little easier…the
thinking and planning, the community acceptance and engagement, the gifted teachers and administration all of it.
We’ve really come to love this place the programming paired with the generosity of the adults and staff in this community. More families should experience this. It's magical, and hopefully Derryfield continues to foster a diverse student body in order to share its magic with the Manchester community and deepen the social fabric.
Elias
My favorite part of my experience was interacting with the teachers. My classes were super engaging, projectbased, and more adaptive than I expected. Even when we were writing it was interesting, and I did not like writing early in my high school years! In my Advanced Topics U.S. History Since 1960 class, we did a historical nuance project where I researched a historical topic, put a twist on it, and then wrote and created a project designed to “go viral.” It made history feel relevant. AT Investment Math was the same way. It felt like a college course. My teachers were fun and hard and creative, and they pushed me to be creative, too.
The Kanteres family visits Battery Park in NYC.
The Yousif family celebrating an education milestone
Striving For Success, Then and Now.
The Yousif Family
Sharing with staff writer Elaine Loft, the Yousif Family talks about Derryfield and the positive experience their family has had.
Intisar and Mohamed
What we love about Derryfield is the emphasis on both academics and community. After learning about the Derryfield School, we were committed to sending our kids there to receive a good education and grow as students and people So when our son, Mogtaba, entered middle school, we made sure to apply and, fortunately, he was accepted into this wonderful institution. So far, we have seen the positive impact Derryfield has had as the school provides opportunities to pursue niche clubs, sports, and experiences outside the classroom. Our daughter, Eptehal, has also joined the DS community, and has enjoyed and benefited from her time thus far. We are confident that DS will equip our children with the necessary skills and knowledge to succeed now and in the future.
Mogtaba ʼ28
I believe that Derryfield is a great place to learn and grow. The supportive community and opportunities for academic and personal development are some of the things I love about Derryfield. Overall, Derryfield has taught me significant lessons, but most importantly, being able to learn from your mistakes, which will act as an important lesson as I progress in the future.
Eptehal ʼ30
Derryfield is different from the past schools I’ve gone to because we would rarely go on fun and educational field trips with our grade or class One fun thing at Derryfield is in geography class we are currently making an Epcot pavilion for Disney. We had to choose a country that isn’t already in Epcot, and we are working in groups. We have just started this project but I’m really liking it so far!
Zhan Family at the 2024 Commencement celebration for Elaine Zhan ʼ24
Since 2011, Derryfield has hosted students from a variety of countries, including China, Vietnam, Germany, Cambodia, Spain, and Turkey Derryfield relies on local host families to provide a secure, loving environment while these brave students study so far away from home.
Jack Zhan and Lynn Ren from Bedford, and their children Elaine ʼ24 and Eddie ʼ27, are the latest family to step up and offer a place in their home to Elosa ’25 from China. They recently discussed why they’re eager to host:
Why have you decided to become a host family for a Derryfield international student? It is not easy to be far away from home at a young age and we've heard stories of students who struggle. We’d love to welcome them to our family and provide a healthy and comfortable environment for them to thrive.
What traditions and experiences are you excited to share with your student?
We will celebrate popular Chinese traditional holidays with homemade authentic food, and also take advantage of the natural beauty that the state of New Hampshire offers.
What would you say to encourage other families to consider this opportunity?
Hosting an international student has twoway benefits: For the student, it offers an authentic American family experience. For the family, you make an important impact on a young person who will become like family!
G l o b a l E
Building Understanding and Empathy Across the Globe
d u c a t i o n
Global Travel programs at The Derryfield School from Le Paz to Krakow are defined by the extension of our curriculum into the world and the bringing of the world into our classroom. When our students travel with DS, they find themselves grappling with real world problems, and they explore the meaning of human experience past, present, and future as it has shaped the lives of individuals of wide-ranging backgrounds. Our students not only become more informed as a result; they become more compassionate, more open-eyed to a central purpose in education: to better empathize with the experiences of people other than themselves
Quebec and Montreal
Middle School students first journeyed to the cobblestone streets of Quebec City, the only fortified city north of Mexico. Next they ventured to Montreal , where they visited Nortre Dame and the Biodome. The overarching goal was to learn about the rich history of these cities, their indigenous and immigrant cultures, and cuisines.
The group learned what a inukshuk is, and how it stores food for lost travelers, as well alerting them that there are people nearby.
Evening tour view of the Parliament Building of Quebec.
Students look at a model of the Berlin Wall during the World War II and Holocaust program .
Noah Barreto ʼ28, Gabriel Spera ʼ28, and Deepsun Adhikari ʼ28, learn how to harvest fresh coconuts.
Bahamas
At the Island School on Rock Sound in Eleuthera, Bahamas, Derryfield Middle School students took part in experiential activities on land and in the water; participated in marine ecology and wildlife research; built team and leadership skills; and , of course, enjoyed the beautiful seaside setting and weather
Poland and Germany – WWII
On this Upper School trip, students studied the history of World War II and the Holocaust In Berlin , the story of the Third Reich was revealed at the Deutsches Historisches Museum and the Memorial to the Murdered Jews of Europe. In Warsaw, students visited Lazienki Park and the Royal Castle. The program concluded in Krakow, at the city 's Old Synagogue and the Auschwitz-Birkenau Concentration Camp.
Curiosity captivates! It’s a rare opportunity to explore caves, and the geological features found within them , on a tropical island . Pictured , a middle schooler, gazes up at sun through an opening in the caves. Students regularly engaged with Bahamian culture and ways of living promoting cultural awareness and global empathy
Enjoy an immersive video experience, put together by Grace Howe ʼ28, called 'Eleuthera, Bahamas '
Jacob Willet ʼ24, Henry Howard ʼ24, Jake Matarese ʼ24, Ben Truebe ʼ25, and Zachary Martinez ʼ24 stand in front of Berlin Cathedral on Museum Island in central Berlin .
Pastel blue waters and tropical skies greeted the Bahamas travelers daily in Eleuthera, Bahamas.
Winston-Salem, North Carolina, USA - Habitat for Humanity
Derryfield celebrated its 17th year in partnership with Habitat for Humanity The Upper School group traveled to Winston-Salem to spend a week building homes alongside construction staff and local volunteers Aside from learning new skills, students returned home with a sense of satisfaction and appreciation for the need for affordable housing .
Students Izzy Christian '25 and Mia Freund '25 install framing in closets for a new build in Winston-Salem , NC.
Students learning to make Salteñas, a typical Bolivian food that is sweet and savory.
Chaperones Steven Pankratz and Sarah Capps depart Logan International with fourteen students to serve the Winston-Salem , NC community.
Bolivia
In this Spanish immersion experience, Upper School students learned about ancient Andean traditions and beliefs, engaged in Spanish and Quechua language activities during a five day homestay with Bolivian families. They practiced traditional weaving, explored sustainable agroforestry, hiked to a glacier with a group of indigenous female guides, visited a museum of indigenous life, and spent a day working with a youth theater group
School travelers hiking at Charquini with Las Cholitas Escaladoras, famous indigenous women climbers.
B r e a k t h r o u g h
M a n c h e s t e r
Derryfield Disciples for the Win!
“What is the stage name of Stefani Joanne Angelina Germanotta?” That was the final tiebreaker question it came down to at Breakthrough’s 7th Annual “Are You Smarter than a Breakthrough Student?” trivia night. Both teams got the answer…Lady Gaga! So, our reigning champions for the year are the Derryfield Disciples and the Primmer Postgrads. Derryfield’s team was led to victory by Head of School Andy Chappell and was joined by Manchester Mayor Jay Ruais for rounds one through four of the trivia!
Andy’s wife Kate, a Derryfield alumna and Breakthrough Teaching Fellow alumna of five summers, presented the Derryfield-sponsored trivia question and shared her Summerbridge (Breakthrough) story and how it sparked her passion for teaching which led to a career in education. Thanks to the generosity of the Greater Manchester business community and friends of Breakthrough Manchester, the event raised $48,000 for educational equity, which will help to inspire our scholars and develop our teachers for Breakthrough’s 33rd summer!
Leaving an Educational Equity Legacy
Each year, Breakthrough Manchester joins non-profits across the globe to participate in Giving Tuesday. Breakthrough was honored with an unexpected $5,000 donor challenge this year from the family of Annie and Rich Branch This grant was given in memory of Annie’s mother Audrey Briggs Mrs Briggs was a fourth-grade teacher at Brophy Elementary School in Framingham, MA for 25 years. She dedicated her career to instilling a love of reading in a generations of economically and culturally diverse students.
Robotics Super Saturday with DS
Breakthrough’s school year program has five fun-filled Super Saturdays and this year we got a bonus! Dr. Chris Rogers of Tufts University teamed-up with Derryfield's Robotics Team for a STEM
BTM students tested their wind turbines for the competition with DS students cheering them on .
workshop in January. Coordinated by Derryfield's Tom Eng, BTM Scholars worked with DS mentors to build windmills and wind turbines with LEGO education kits, and participated in a competition to see who could spin a top the longest. They also built tug-of-war machines and competed against their DS mentors The students had so much fun and seemed genuinely amazed at their creations. Breakthrough is so grateful to have been part of the Derryfield family for 33 years!
Breakthrough Family
As The Derryfield School celebrates the core value of Family this year, we want to celebrate our Breakthrough family. Nearly half of our current middle school scholars have a family member who is also a Breakthrough scholar. There are countless family stories. We wish to share the stories of sisters Yakeline and Crystina
“who thrived as scholars during their summers in Breakthrough’s Middle School program and will be the first in their family to graduate college!
Yakeline was a Breakthrough Program Assistant in high school and presenter for our high school options fair; she recently graduated from Keene State College with a Bachelor of Science in
“architecture. Younger sister Crystina joined us as a Program Assistant last summer is currently a high school junior in our College-Bound Program, volunteers as a School Year Teaching Intern, and will be a Breakthrough Teaching Fellow this summer. Their commitment shows the strength of family, and the staying power of Breakthrough!
I recently remembered a Breakthrough memory I hadn’t thought of in many years. I consider it one of the most prominent in my life and will carry it with me forever. During a career day in my second summer, students dressed up as what they aspired to be in the future I wore a hard hat and carried around architectural plans that day, hoping to one day contribute to the design field. I can’t express how amazing it is to say that I have accomplished my childhood dream and have started my career as a design professional! ”
Yakeline
The most valuable lesson I learned at Breakthrough was the importance of asking questions. As a student, I didn’t like asking questions because I wanted to do it myself no matter how much I struggled. Now that I am in high school, I realize how important it is to ask questions and ask for help when you don’t understand something It is especially important to ask questions in my LNA (Licensed Nursing Assistant) class because we are dealing with real patients and cannot risk making mistakes ”
Crystina
Each Breakthrough summer kicks off with the clap-in/clap-out ceremony. This event welcomes (“claps in”) the 7th-grade students on the first day of their Breakthrough journey, and celebrates (“claps out”) the graduating high school seniors who have completed three summers and six school years of learning, community-building, and mentorship as Breakthrough Manchester scholars
This ceremony is a powerful full-circle moment – allowing Breakthrough 7th-graders to see where they will be in six years, and the graduates to reflect on where they started their Breakthrough journey. This year was extra special as it marked the first time Breakthrough celebrated college graduates since the first class of high school freshmen started College-B ound eight years ago in 2016!
yfield.org
Tabula rasa, clean slate
“ The fact that we are all a blank slate from the moment we are born into this world means that we have the ability to be shaped into incredibly thoughtful, motivated, and unique individuals In other words, every member of the Derryfield community has been our society, and has challenged and motivated us to become the amazing people that we are today.”
– Lane Daniels ʼ24, below, concludes Commencement Welcome Address, highlighting the tabula rasa belief of Philosopher Jean-Jacques Rousseau.
FOUNDERS' DAY AWARD–PETER S. FREEDMAN
FOUNDERS' SCHOLAR
Ipeksu Yucel ʼ25
HEAD OF SCHOOL AWARDS
The R Philip Hugny Award
Quinn McGinley ʼ24
The Ralph J Scozzafava Award
Alex Drake ʼ24
The William B. Pfeifer Award
Leah Munoz ʼ24
The Marcus D. Hurlbut Award
Eleanor Kerwin ʼ24
ACADEMIC AWARDS
Dr Barbara J Stahl, Ph D
Life Science
Rachael Irving ʼ24
Physical Science
Quinn McGinley ʼ24
English
Nate Barrett ʼ24
Latin
Leah Munoz ʼ24
Spanish
Liam Taffe ʼ24
Dennis F Holland
Mathematics Award
Prayag Patel ʼ24
History
Olivia Brar ʼ24
STEAM X
Kazu Loreman ʼ24
SENIOR CLASS AWARDS
The David G and Barbara J. Stahl Award
Prayag Patel ʼ24
Clifford R. Nyquist
Memorial Scholarship
Jazmin Sanchez Torrez ʼ24
Alumni Award
Samantha Rapaport ʼ24
Class of 1994 Award
Sebastian Parra ʼ24
Mayor's Award
Elaine Zhan ʼ24
SENIOR SERVICE AWARDS
Samantha Chappell ʼ24
Sebastian Parra ʼ24
ARTS AWARDS
Visual Art
Elias Kanteres ʼ24
Drama
Liam Taffe ʼ24
Lane Daniels ʼ24
Instrumental Music
Eleanor Kerwin ʼ24
Vocal Music
Caden McLain ʼ24
Samantha Rapaport ʼ24
ATHLETIC AWARDS
Ken Piatt Memorial Scholarship
Logan Purvis ʼ24
2024 Lamplighter
Chili Cabot ʼ24
Lilly Losey ʼ24
2024 Scholar Athlete
Jack Krasnof ʼ24
Charlotte Smith ʼ24
JUNIOR CLASS AWARDS
Derryfield Community Scholar
Caroline Barrett ʼ25
Mary Halpin Carter
Classroom Innovator
Jerry Zhang ʼ25
Rensselaer Medal
Avishant Ullal ʼ25
Matthew Lawrence Young '88 Memorial Scholarship
Jessica Avalon ʼ25
Richard Crafts Memorial Music Scholarship
Gracie Laliberte ʼ25
Henrietta Mesches
Memorial Scholarship
Sparda Gurung ʼ25
Jenny Boesch shown below, gives this year 's faculty address.
Derryfield faculty and board members congratulate the 2024 graduating class. In return they are also acknowledged and thanked through a traditional parade of high-fives.
Leah Munoz ʼ24, left, giving the 2024 Commencement Address. Munoz concluded by saying,
“Before we scatter to the winds embarking on our new chapters, I urge you all to never stop thinking . Work hard . Get busy. Love everything and everyone with all your might. Don’t wait for inspiration or passion to find you. Rather, you find it And do so please, with a sense of urgency because the hour is always later you think ”
Left and below, the Class of 2024 Derryfield Singers performing ' The Call' by Regina Spektor
Below, Nick Ferrari ʼ24 and Jake Matarese ʼ24, presenting the class gift, an inside clock for the new Matarese Commons.
Below, Prayag Patel ʼ24 delivering the farewell speech .
Senior Profiles
Prayag Patel ʼ24
Auburn, NH
University of Chicago
Londonderr y, NH Wesleyan University
Ms Calvert, my junior year Latin teacher, recommended I look into the University of Chicago. After researching online and meeting with the admissions officer when he visited Derryfield, I knew that UChicago was the place for me. The college's unique traditions, majestic campus, and rigorous academics captured my interest, and ultimately solidified my decision to apply early
In my experience, the college process was surprisingly manageable. I want to thank Ms. Teeters in particular for helping me meet application and scholarship deadlines, and for staying flexible If I ever had a question about college, I knew I could rely on her for a thoughtful, informed opinion.
Derryfield has helped me develop my voice as a writer, consider new perspectives, and conduct research on topics I care about. More generally, it has helped me foster a genuine excitement for learning a quality that I will certainly share with others in college and beyond.
Class of 2024 Matriculation
American University
Barnard College
Bentley University
Boston College
Clarkson University (2)
Colgate University (2)
Elon University (3)
Embr y-Riddle (Daytona Beach)
Kerwin ʼ24
Manchester, NH
McGill University
I chose to apply early decision to Wesleyan University because not only did it have all of the educational and extracurricular offerings I was seeking, but it also truly felt like home, which is exactly what I was looking for
Since junior year, the college counseling office has offered consistent support and offered a guiding hand on my path to college. Anytime I had a question or concern they helped me realize what I desired in a university. In addition, they helped me fill out every part of the CommonApp and provided in-depth aid with all parts of the process, such as supplemental essays and emails
Derryfield has allowed me to grow as a person and pursue my interests in so many avenues, such as theater, visual arts, and creative writing. Beyond all the opportunities, Derryfield is the place where I learned to think analytically as an intellectual, and I am forever grateful for that
Endicott College
Fashion Institute of Technology (3)
Gettysburg College
Hult Int'l Business School (Boston)
Husson University
Kenyon College
Lehigh University
Marist College
Massachusetts Maritime Academy
McGill University
McLennan Community College
In the summer before my junior year, my mother took me on my first college tour. The moment I stepped onto the McGill University campus I knew it was the place I wanted to go I think it will feel like a second home to me.
Derryfield did a fantastic job giving us the resources necessary to make the college application process as easy as possible. Even when the applications got confusing, I always knew I had someone qualified that I could talk to
Derryfield's amazing teachers have challenged me, and helped me grow into a person who feels prepared to take on a college-level course load The DS community has taught me to advocate for myself, and given me the skills to reach out for help should I need it. While I know that I will be challenged next year, I believe the skills that Derryfield has taught me will allow me to succeed in the following years.
Mercy University
New Jersey Institute of Technology
New York University
Northeastern University (4)
Northwestern University
Quinnipiac University
Rochester Institute of Technology
Roger Williams University
Saint Anselm College
St Lawrence University
Syracuse University (2)
Lane Daniels ʼ24
Eleanor
Tucker Rozen ʼ24
Chester, NH
Northeastern College
Sebastian Parra ʼ24
Manchester, NH
Yale University
Adelaide Meehan ʼ24
Henniker, NH
Tufts University
From the start of my college search, I knew I wanted to attend an institution located in a major city. Northeastern's co-op program, offering over a year's worth of work experience prior to graduation, sets it apart from other colleges I considered.
As the oldest of three siblings at The Derryfield School, the college application process was a completely new path for both me and my family. Despite the overwhelming number of pieces to the application process, the Derryfield College Counseling Office worked collaboratively to ensure everything moved forward as smoothly as possible
The experiences I have had throughout my days as a Derryfield student have allowed me to differentiate myself as a college applicant. Not only have I had the opportunity to be exposed to strong academic classes and robust athletic programs, but I have also been able to participate in volunteer work both within the school and in our broader local community
The University of Tampa
Towson University
Tufts University (4)
University of Central Florida (2)
University of Chicago (2)
University of Denver
University of Illinois at Urbana Champaign
University of Massachusetts (Amherst)
University of New Hampshire (Main Campus) (2)
University of Puget Sound
University of Rochester
I chose to attend Yale University in large part due to its community Beyond the community, I also appreciated Yale’s opportunities for career development, especially as a pre-law student.
The most important part of the college application process is to manage your time effectively. Ryan Tanner-Reed, my assigned writing advisor, was extremely helpful in getting me on the right track for my essays–and he encouraged me to bounce ideas off him.
I believe that Derryfield has given me a solid base in writing, analysis, presentations, and STEM that will translate extremely well to my endeavors moving forward. I particularly appreciate the emphasis Derryfield places on the development of writing skills, as they’ll be extremely important for the completion of my intended majors in the social sciences. Derryfield has also instilled in me a strong sense of collaboration with others, whether that means forming study groups or asking a friend for help
University of South Carolina
University of Southern California (2)
University of Vermont (2)
Villanova University
Wake Forest University
Washington and Lee University
Wentworth Institute of Technology
Wesleyan University (3)
Western New England University
Worcester Polytechnic Institute
Yale University
As a first-generation college student, Tufts interested me because it provides robust support, which ensures that I am able to take full advantage of all that Tufts has to offer. I also was attracted to the school because of its unique Laidlaw Scholarship Program
With the help of the college counseling office, applying for college as a Derryfield student was a very guided, personalized experience. My dedicated college counselor read through every section of my Common App, ensuring that my application was the best representation of myself.
In nearly every area of academics, Derryfield has given me the necessary tools such as critical thinking and compassionate understanding to succeed. From AT U S history classes to AT calculus II, I have learned the importance of time management, while having a rigorous academic schedule. I know that I will come back to the dedicated faculty and supportive community at Derryfield, thanking them for preparing me with these skills.
e r v i c e
Si n t h e C o m m u n i t y
Overview of Community Service at Derryfield
Community service at Derryfield is a joyful affair, says Louisa Burdette, Director of Research and Opportunity and Advisor of the GIVE Club, Derryfield School's community service organization. Laughing sophomores playfully compete to turn over soil as they winterize the garden beds at the New Hampshire Food Bank’s Production Garden, a welcome change from the classroom. A group of juniors bursts into songs from the musical Grease on the sidelines of the snowshoeing event at the Special Olympics Winter Games, egged on by the athletes. Seniors and freshmen play Uno with children living at the FIT Family Shelter while spaghetti and meatballs bubble on the stove.
There is no shortage of enthusiasm for volunteering and engaging with the community Some of these service ventures are long-established and much-loved traditions, like the Thanksgiving baskets that advisory groups assemble and donate to local families, or the annual three-day trip to Waterville Valley to help support the Special Olympics athletes competing in skiing and snowshoe events.
Some efforts to serve the community, however, are new initiatives that developed out of Derryfield students’ connections and desire to give back.
Camille Garcia ʼ26 proposed a new project: a celebratory dinner and craft night at Families in Transitions Family Shelter in downtown Manchester. In what will hopefully become a recurring event, ten students from Derryfield shopped for ingredients, cooked a spaghetti dinner, and played games and fashioned crafts with the eleven families living at the transitional housing site. Garcia reflected that it was serendipitous that the group was planning a trip to the park the following day, and the kids were so excited to fly the kites they made together: “It is one of the things that makes service super important; there are so many positive outcomes that we never could have predicted.”
The Derryfield chapter of National Honor Society has also increased its involvement in community service this year. The pillars of the NHS are scholarship, leadership and service. While aspiring members have always been required to document their volunteer hours in order to qualify for induction into the NHS, now Derryfield is facilitating several group service opportunities over the course of junior spring and senior year. Together, the NHS members set up and decorated for the New Hampshire Food Bank’s largest fundraising event; they got up early on a cold, blustery Sunday in February to check in swimmers at the Special Olympics Penguin Plunge in the frigid waters of Hampton Beach; and in May, they turned out in force for the Walk Against Hunger in Manchester’s Veterans Park. One thing is certain, they always seem to have fun doing good deeds!
Reese Bishop ’27, Taylor Bradley ’27, Megan Chu ’27, Dina Adhikari ’26, Newton Kershaw ’26, Leah Munoz ’24, Lane Daniels ’24 in the kitchen at the FIT Family Shelter, preparing dinner.
Building Empathy, Gaining Confidence
When Jack Krasnof ʼ24 needed to pick a service commitment to fulfill his Bar Mitzvah, he turned to one of his primary loves: food. From an early age, Krasnof connected to a food pantry and learned multiple skills and life lessons tied to supply and demand, scarcity, and compassion. What he learned drew him to food-insecurity service
Lasagna Love is one such recent service commitment, which Krasnof organized with his family. He partnered with The Matarese Commons Head Chef Clancy, to prep and deliver lasagnas to 14 local families who qualify for meal support. This was not connected with any particular holiday, because “people need help all the time.”
In his sophomore year, Krasnof presented an idea to the faculty to start a peer tutoring program. Sensitive to the fact that some students could not afford private tutoring, he sought to organize solid DS math students who could help
underclassmen who were struggling. At the presentation, he asked the faculty to improve the support program for younger students, and he volunteered his time to get the peer service component off the ground. It came from such a sincere place that the faculty was moved to support him
In addition, Krasnof has a long list of other service accomplishments, from running Give Club, to coordinating a fundraiser for a Walk Against Hunger, to organizing dances and other events at Special Olympics. Over two summers, he was also a teaching intern at Breakthrough Manchester, where he helped teach and design classes for students on topics from health and wellness to language and culture.
Now, as a senior in the Class of 2024, poised to join the Tufts University Jumbos in the fall and major in economics, Krasnof plans to find ways to have a service impact in the financial realm. Through his internship with the NH Community Loan Fund, a Community
Development Financial Institution, he saw firsthand how finance can be used for societal impact by using equitable financing to help more people get homes, use loans to support small businesses, and invest money into supply chains in communities to boost community development.
Krasnof does a lot of things well, from leading the basketball team, to crushing a range of Advanced Topic classes, but most impressive is his maturity and empathy. Jack has left a lasting impression on those who were touched by his service, and most importantly, on his fellow students who will remember Jack as a role model for Derryfield’s core values of Caring and Community.
GIVE Club members with one of the many lasagnas they prepared in The Matarese Commons kitchen The students delivered the dishes to families in need of some "Lasagna Love "
Jack Krasnof '24 and Lilly Handwerk '24 volunteering at this year 's Special Olympic Penguin Plunge fundraising event, which supports individuals with intellectual disabilities in New Hampshire.
Meredith
organize the lumber storage room at Girls at Work , a nonprofit that empowers Manchester elementar y school-age girls by teaching them skills like woodworking and coding.
MacWilliams '25, Briana Sanchez Camilo '25 and Eleanor Kerwin '24
Sparda Gurung ʼ25 tutors an Afghan refugee student, who came once a week for after-school tutoring in the library.
Commitment to Service
If you have ever volunteered at Derryfield, chances are that you have met Sparda Gurung ʼ25. Bright, energetic, and welcoming to all, Gurung is a student whose dynamic presence can be found resonating throughout the Derryfield campus and the wider Manchester community. Gurung has spent much of her free and extracurricular time to service of helping others. The list of her commitments is long, and her dedication to service is unwavering. Whether it is volunteering to tutor Afghan children, working on the Peer Awareness Community Team
(PACTeam), volunteering with Special Olympics, or working with Breakthrough, Gurung thrives on the joy she feels in working with others At Derryfield, Gurung has also worked closely with her peers to create affinity groups such as BIPOC and Multicultural Student Union (MSU), and she has especially enjoyed taking part in the MSU potluck and cultural fashion show this year.
In the city of Manchester, Gurung is a fiercely dedicated advocate when it comes to supporting youth initiatives in the community. She has volunteered with Easter Seals
and taught tennis lessons to city children in the summer. She has also worked for several years with New Hampshire Teen Institute, an organization that empowers teens to lead healthy lifestyles and create stronger communities. Gurung has participated in prevention and leadership workshops with the organization. This past March, she expanded her role with the institute, acting as a co-facilitator for the threeday retreat for middle schoolers The retreat focused on drug misuse and prevention as well as youth leadership. Gurung co-facilitated two workshops, a diversity and belonging workshop, and a problemsolving and adventure workshop. The program culminated with the middle school groups creating action plans to bring back to their respective communities.
This summer, Gurung will be heading to Taiwan through the U.S. Department of State’s National Security Language Initiative for Youth (NSLI-Y) program. This program, founded in 2006, aims to promote critical language learning among American youth Gurung will be living with a host family and taking language and culture classes during the day. While abroad, she hopes to continue building her Mandarin skills as well as her understanding of culture. This summer experience will also help prepare her for college life.
As she thinks about the future, Gurung aspires to one day study public health. “I would love to work with the Peace Corps and someday the CDC,” she states. In the immediate future, her hopes are to inspire her fellow students to get involved at DS. “ There are so many opportunities here for service,” she says. “I hope everyone gets involved.”
The Hear t of Derr yfield
The Matarese Commons Celebrations of Learning
The Commons is not just a place to connect around the table at a shared meal it is also a place to feed and celebrate the intellect, effor t, and passions shared by the faculty and students of Derryfield.
When the Matarese family first joined the Derryfield community in 2013 as their daughter Bella arrived as a sixth grader in the Class of 2020, what became quickly apparent to them was something that countless Derryfield families have experienced over the years: amazing teachers and the special emphasis on making sure that each student feels seen and possesses a sense of belonging.
“What we noticed immediately about the teachers at Derryfield is their passion to teach and their passion to listen. Their dedication to each and every student and that they make a difference was very apparent to us.”
Parents Joe and Tracy Matarese enthusiastically highlight the roles that individual teachers played in the success of both Bella ’20 and their son Jake ’24, noting that teachers’ efforts and dedication “didn’t go unnoticed in our family.” They recall how “the work Jenny Boesch did with Bella was instrumental in getting her through school,” and how “Pete Brandt’s work with Jake inspired him toward his love of math.”
It was with these experiences in mind that the Matareses became 2nd Generation Visionaries with a gift to the Thinking Forward campaign in 2018 Joe shared later, “what we saw then and is still true now, and why it has been important for us to support Derryfield as an institution, is the quality of instruction. The teachers are the ‘secret sauce’.”
Mike Jenkins' Algebra and Statistics class pictured above, gather to have some fun sharing their projects with the DS community
Following the completion of the Science & Innovation and Athletics & Wellness Centers, Joe and Tracy recognized the potential impact a new dining and community space could have on daily campus life for students and faculty Such a facility would be able to “match the high quality of education,” and “bring the entire Derryfield community together and the institution to the next level of excellence.”
They shared further, “We can all see the impact the turf field has on athletics, the auditorium has on the arts, and what the Science & Innovation Center will do for exploration and innovation. It’s fair to imagine the impact a dining commons will have on the overall Derryfield experience, whether it be recruiting outstanding students or providing healthy, nutritious meal options each day.”
Family, Giving, and Gratitude
As vital as these factors were to Joe and Tracy in stepping forward with the lead gift toward what we now know familiarly as The Commons, another major influence inspired them to make the largest gift to Derryfield in School history and to name the building in honor of Joe’s parents: the values of family, giving, and gratitude. At the Fall Philanthropy Kick-Off event in October 2023, Joe shared, “gratitude is a transformative force that drives us to give back to others When we experience the generosity and love of our families, it fills our hearts with a desire to pay it forward…By fostering an environment of giving within our families, we teach our children the value of compassion and empathy and empower them to be positive agents of change, to look beyond themselves and see the needs of others.”
In unveiling the official name of the Marie T. and Joseph H. Matarese Commons, Joe and Tracy wanted to not only honor the values of family and giving that his parents embodied, but wanted to also channel the “essence of Sunday dinner and Italian family tradition” for the Derryfield community. “Our hope is that The Commons will remind students of the importance of coming together, fostering a sense of belonging and camaraderie.”
Like Sunday dinner in Italian families, the Matereses believe in the role The Commons can play to encourage all Derryfield students to embrace their and others’ family and cultural traditions. The Commons “can inspire students to appreciate their own family backgrounds and the significance of maintaining strong bonds with their loved ones…Additionally, it can serve as a cultural pathway, sparking curiosity and interest in different culinary practices, cultural customs, and family traditions. Students can develop an appreciation for the role that food plays in bringing people together.”
Derryfield’s elevated Core Value for the 2023-2024 school year has been Families, and the Matareses, through their giving to the School, in naming The Commons to honor Joe’s parents, and in their belief in inspiring others toward living the ideals of family, giving, and gratitude, have truly embraced that value They stand as a testament to the vision of Derryfield’s Founders and their desire to foster a school community that embraces and positively impacts not only its students but its families.
Plaque honoring Marie T. & Joseph H. Matarese, dedicated in October 2023.
Owen Myers ʼ29 enjoying time with his his grandparents, Pat and Kathy, during Foundersʼ & Grand Friendsʼ Day
February 2, 2024 Open House ribbon cutting .
l l i n t h e
Rosenthal Family
Drake Family
Bracy Family
Donovan Family
Chappell/Hurlbut Family
Marsden Family
Faulkner Family
Chen Family
Brar Family
Losey Family
Martin Family
Patel Family
Smith Family
Matarese Family
Nguyen Family
Wold Family
McGinley Family
Sckaal Family
Gagnon Family
Parra Family
Sieper Family
KKimberly J. Pollock ʼ11
“
I thank the teachers at Derryfield for exposing me to diverse topics, for making classes fun and interesting, and for inspiring me to pursue my passions. The close-knit community and the strong student-teacher relationships make Derryfield unlike any other school.”
im Pollock’s early interests in the Spanish language and environmental studies sparked at Derryfield by Señora Stimpson and Mr. Powell have led her to amazing opportunities in far away places
Pollock started her journey by pursuing a double major in environmental studies and Spanish at St. Lawrence University in New York. She spent a semester in Costa Rica with a host family where she improved her language fluency and realized her passion for travel.
After graduation Pollock applied to the Peace Corps, hoping to be posted to Peru. When she was not accepted into that program, she made the quick pivot and headed west. There she worked as an environmental educator and wildlife science teacher at the Northwest Outdoor Science School in Oregon, teaching both English and Spanish.
In 2017, Pollock applied again to the Peace Corps and was accepted to their program in Mexico
In Puebla, Mexico, Kimberly was assigned to be an environmental education volunteer. She worked in four local schools, and educated students from pre-K through high school about the biological significance of the surrounding protected area, utilizing projects and science experiments related
to environmental awareness. While in Mexico Pollock reconnected with Derryfield, initiating a pen-pal program between her students in Puebla and students in Señora Reynolds’ Spanish classes.
After her stint in the Peace Corps, Pollock matriculated at Cornell University, earning a master’s degree in global development.
Pollock began her next chapter as the Business Development Manager at Tetra Tech, where she supported proposals for USAID’s global projects. She has recently accepted a new position as a business development manager at Environmental Incentives, a company that helps clients improve the performance and sustainability of their conservation and development projects
When not working, Pollack spends her free time outside. She is an avid skier, hiker, and runner. She also enjoys cooking–some of her favorite recipes are dishes she learned to make during her tenure in Mexico.
V“ Victor ( Jialang) Li ʼ17
Derryf ield taught me perseverance and adaptability, which have positively impacted me in my future endeavors. I even think that those two particular skills are the key to life.”
ictor Jialang Li always aspired to make the world a better place through design and research. He initially thought he would pursue robotics engineering, inspired by observations of human struggle. Li has translated his early experiences with mobility into a successful career
Li began his education at the University of California in Santa Cruz. Initially focusing on robotics engineering, he later switched to intensive research psychology, with a focus on user experience (UX) UX is the study of learning what end users of a system or product need and want, then employing those insights to enhance the design process for businesses, products, services or software.
Throughout his time at UC Santa Cruz, Li interned as a project manager at Didi Chuxing Technology, a company in Beijing, China which serves the mobility needs of customers through food delivery, taxi services, and much more. Li was also a research assistant to Professor Leila Takayama, the scientist who helped build the robot that starred in the hit television show Big Bang Theory. During his time under Professor Takayama, Li helped to design the interface of a website that promotes research opportunities for college students. He also worked under Professor Katherine Isbister and Professor Josh McVeigh-Schultz at the Social Emotional Technology Lab. At this lab Li researched social superpowers through VR (Virtual Reality).
After graduating in 2021, Li was accepted into a master’s program in human computer interaction at the Santa Clara campus of UC Santa Cruz. During that program he completed two corporate capstone projects in the UX field for Mastercard and Trust Financial.
After graduating in 2022, Li began to work for Zoox as a UX Researcher. Zoox, an independent subsidiary of Amazon, creates self-driving cars, and is on a mission to revolutionize mobility. Zoox cars are purpose-built self-driving robot taxis with no manual steering wheels, manual brakes, or gas pedals.
When he is not working, Li’s passions are spending time with his family, photography, and driving cars around race tracks across California.
On Thursday January 25, 2024, Boston area Derryfield alumni gathered at the Boston Sculptors Gallery where former Derryfield faculty and alumni parent Andy Moerlein’s art was on display The show also featured art from Derryfield alum Jim Larson ʼ13. It was an energetic evening as alumni reconnected with each other and shared memories from their time at DS. The event featured school updates from Head of School, Andy Chappell, while Andy Moerlein and Jim Larson shared more details about their work on display.
In April, Head of School Andy Chappell and Director of Philanthropy & Engagement Anna Moskov headed to New York City for an alumni gathering where DS alumni from a range of class years came together at Duomo 51 for an evening of connecting. Everyone had the opportunity to share their experience with each other, cross generation sharing connections to Derryfield and especially the impact Dennis Holland had on so many.
NYC Gathering
Gathering
ALUMNI GAMES
A Shared Appreciation
Investing in more than education
In late 2019, after discussing their charitable goals and interests, Kenna and Ross McLeod thought about the organizations that they had an interest in supporting. Both of them made a list independently of the other and when comparing their lists, they noticed only one organization that appeared on both: The Derryfield School. This got them thinking about what makes Derryfield special and how they could support the School. The McLeods said that Derryfield had provided a unique experience for their children that would have been hard to come by at any other school. Their children, Adrian ʼ10 and Mariel ʼ11, arrived at Derryfield with very different strengths, interests, and personalities They shared that Derryfield provided rich experiences in academics, athletics, and the arts for their children, and also instilled in them a great appreciation for the uniqueness and contributions of all individuals This included new affection for each other’s strengths and their respective personalities Kenna and Ross expressed that it is a testament to Derryfield’s practice of creating a community where everyone belongs. Since graduating, the McLeod’s children have strengthened their bonds with each other and have continued the DS friendships that they made more than a decade earlier. The McLeods are proud of their children for the ways they have embraced celebrating diverse cultures and engaging with people of different backgrounds and experiences with curiosity and respect. Their time at Derryfield definitely played a role in how they now view the world and the people in it
Reflecting on the positive impact of Derryfield provided a catalyst to look for new ways to engage with the School. The McLeods connected with the Philanthropy & Engagement office to get more information about what had been happening on campus, including recent construction In 2020 they came back to the School for a campus tour and were impressed with the improved facilities and new academic programs developing innovative mindsets and preparing students for real-world problems. The campus felt different but at the same time very familiar.
Although their children graduated over a decade ago, the McLeods plan to continue to support The Derryfield School so that it will be preserved for other families to benefit from the excellent education and wonderful community.
If you are interested in reconnecting with Derr yfield , please reach out!
Anna Moskov | amoskov@derryfield.org
Each year Founders' and Grand Friends' Day is an important moment to reflect upon our School's history, as well, to invite our Grand Friends to experience time with their student in a Derryfield classroom This year saw record attendance, and we look forward to next year's event! Save the Date: Founders' and Grand Friends' Day, Friday, May 9, 2025
