Berwick Today | Winter 2019

BERWICK

Winter 2019

IN THIS

ISSUE

• Celeb r Facul ating our ty • Head o Inves f School titure • Alum ni Upda tes

Veteran Upper School teacher and PK-12 Computer Science Coordinator Sue Maddock works with third graders on coding and robotics during their Library and Infotech class.

TODAY Berwick Today is published two times per year, once in the winter and once in the summer, by Berwick Academy. It is mailed to all alumni, parents, and friends of the school.

EDITOR-IN-CHIEF Tracey Boucher

EDITOR

Jana F. Brown

DESIGN

Christine Hodgson

PHOTOGRAPHY Lia Bensley Tracey Boucher Raya on Assignment

The faculty and staff who carry cameras and capture Berwick moments as they happen.

PRINTING Flagship Press

Changes of address or other communication regarding this periodical should be directed to: Berwick Academy Advancement Office 31 Academy Street South Berwick, Maine 03908 207.384.6303 kdemers@berwickacademy.org

facebook.com/berwickacademy @berwickacademy @berwickacademy

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Welcome 2

Welcome from the Head of School

Features 4 One Berwick: Teacher Collaboration 11 The Multidimensional Role of a Teacher 12 Why I Teach 16 Berwick’s Heartbeat 18 The Project Approach 20 Teaching Apprentice Program 23 Stories of Impact 26 Professional Development Q & A 28 Get to Know Our Bus Drivers 30 Athletics 34 Arts 38 Special Interests 45 Alumni

We asked our students if they would like to thank a teacher, and we received an overwhelming response.

These thank you notes are a wonderful recognition of the incredible work our teachers do every day.

PETER WOJDAK ’22 “I would like to thank Mrs. O’Brien. She is a great teacher and person.

Her class is never stressful; she gives just as good orchestra advice as she does life advice.”

Celebrating our Faculty

ng “I teach because you people constantly ir inspire me with the openness, wisdom, and creativity.� anities Teacher

Allie Miller, Hum

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WE LC O M E

From the Head of School

G

reetings from the Hilltop. I hope 2019 is off to a great start for you and your family. It’s hard to believe that more than six months have passed since the Hamilton family arrived in South Berwick. At the same time, thanks to the incredible welcome from the entire Berwick community, we feel like we have been a part of this school family for a long time.

In thinking about writing this letter, I have been reflecting on some of the “firsts” I have experienced thus far. I think back to

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our Community Circles earlier this fall, the power of having our whole community on Fogg field, and those moments of silent reflection we shared; Blue and White Homecoming Weekend, when so many of our current families and alumni came out in support of our teams; and watching our girls soccer team compete valiantly in the NEPSAC Tournament on what must have been the coldest day of 2018. The fall play and the series of concerts leading up to the holiday break are also highlights of the first half of the year.

Pre-Kindergarten students were fully engaged in Mr. Hamilton’s silly rendition of the book There’s a Bird on Your Head

by Mo Willem.

school. Who knew? While our percentage bounced up and down throughout the night, the weather materialized in full and our decision was pretty clear cut. As I sit here today, I can only hope that my future weather-related decisions are as easy as the first one.

Finally, I was so moved by the Investiture ceremony and the support our whole family felt that day. It was a special moment for us and for the school. That experience, like many of my favorite firsts, involved our community coming together as one.

At the foundation of every great school is great teaching. Berwick is fortunate to have a faculty of experts in their respective fields, who know and love kids, and are great at connecting with their students. Their commitment to Berwick also extends beyond the classroom as most of our faculty participate in the afternoon programs in innovation, athletics, and the arts. I am excited for you to explore this issue of Berwick Today, which is focused on one of our greatest assets – the faculty. I hope that, through these pages, you will gain a better understanding of what distinguishes this group and how they leave their print on all of the students with whom they come in contact.

On a slightly different note, as I write this, we are facing a potential winter storm overnight and I am smiling thinking about the process that goes into calling a snow day. Having been at boarding schools for the majority of my career, snow days were nonexistent. So, earlier this fall, when winter weather was due, I nervously got into bed hoping that my first snow day decision would be an easy one. Our students were very supportive by pointing me in the direction of a website where you can check the percentage chance of a snow day at your

Over the course of the past few months, I have visited virtually every teacher during one of their classes. While each of those visits has been distinct, certain characteristics are consistent. Each class I visited was student-centered, as we have moved away from the “sage on the stage” model to something much more interactive, with students carrying the conversation. Students are moving during class and working in small groups.

Our classes are well-paced, with multiple activities happening during one class period.

In the Lower School, our teaching is differentiated and personalized. True to our mission, our teachers promote both virtue and useful knowledge in each and every class.

I typically get the most nervous when I head off to visit a language class. I studied

Latin in high school and, even though I am married to a Spanish teacher, I only know a few words and phrases that I have picked up from her along the way. So, when I went to Julie Alexander’s Spanish III class early in my visiting, I was worried that I would either embarrass myself, have no idea what was going on, or both. Lucky for me, Julie had an amazing lesson planned, that focused on directions and positioning. The class started with reviewing the vocabulary, while all of the kids chimed in with answers to her questions in Spanish. After it was clear everyone had a sense of the vocabulary, we moved to a group exercise that involved following a series of directions and placing objects in particular places based on a set of instructions. Once we were able to get our “puzzle” figured out, we moved on to the final part of the class, using Google Maps to make our way to Madrid. From there, Julie’s instructions led us from landmark to landmark around the capital of Spain.

That Spanish III class was just one of many impressive lessons during which I witnessed students engaged and active in their learning. I have been blown away by what I have seen firsthand and also by the experiences that my children, TJ, Cameron, and Jackson, have had thus far. As I continue my year of discovery, I look forward to learning even more from the amazing men and women on the faculty.

As we make our way toward spring, I want to reiterate my hope to connect with the greater Berwick community. Your stories and anecdotes have not only helped me understand how Berwick has arrived in 2019, but also have illuminated your hopes for our collective future.

With warm regards,

Jim Hamilton Head of School

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One Berwick: Teacher Collaboration

by Ted Smith, Director of the Upper School

Ted Smith (Director of the Upper School, English) and Chip Harding (Guitar) co-teaching Paperback Writers

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hile educational pedagogy transforms daily, collaboration as a classroom staple is here to stay. Preparing students for college and beyond remains our top priority at Berwick, and we know that to be successful in our ever-shrinking world, people need to be able to engage with one another. Depending on when you last roamed the hallways of Fogg, Whipple, and Jeppesen, you might be surprised at what you would witness in today’s classrooms. Not only are students often grouped into various activities, but you are also likely to see more than one teacher in the classroom. That “extra” teacher could be doing any number of things, including supporting a colleague to offer casual feedback or getting ideas for their own classes or observing a colleague who is in our Professional Growth Cycle. Sharing a classroom with a colleague while doing prep work or grading in the back of the room is the new norm.

A veteran mentor might stop in to lend support to a new teacher, or two faculty members might be co-teaching the course.

In the Upper School, we now have eight classes that are team-taught and several others in which two teachers collaborate closely in different sections of the same course. Since its creation a dozen years ago by Brad Fletcher and Ted Sherbahn, Berwick’s junior American Studies class has been enrolled with the maximum number of students each year, to the point where we needed to add another section five years ago to satisfy the demand.

This class combines junior year English (American Literature) and history (United States History) over two class meetings per day, with both the English and history teachers present and engaged during both periods. From our course catalogue: “American Studies offers an integrated approach to American Literature, history, and culture. The English and history instructors will coordinate and link the materials in each component of the class.

This class examines a series of topics and themes in greater depth, exploring connections across the fields of history, literature, and the arts. For example, the Civil War period contrasts Crane’s The Red Badge of Courage with Alexander Gardner’s photographs of the battlefield dead, and Lincoln’s prose with Whitman’s poetry.”

Imagine that – analyzing the words of both Whitman and Lincoln with an English teacher’s eye, and then turning it over to the history teacher for background on the president and the war. During the time between the Thanksgiving and winter vacations, the newer section of the American Studies class, taught by Meg Martinson and Pete Lassey, dove into the history of the

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American West, while reading Into the Wild, the powerful 1996 story of the college graduate who went to Alaska to explore the wilderness. Combining the perspective of what it historically meant to “go West” with modern literature was an amazing experience for those students. The teachers then added cultural and artistic perspectives through the work of John Muir and Ansel Adams.

Imagine that – analyzing the words They capped off that of both Whitman and Lincoln with unit with a trip to the Museum of Fine an English teacher’s eye, and then Arts in Boston, where there was a special turning it over to the history teacher for exhibit of Adams’s background on the president and the war. photographs on display, in addition to the excellent permanent collections focused on the Americas. No wonder this course is maxed out every term.

Taking the lead from the success of that approach, several others have joined the team-teaching model.

We offer a course called Literature and Neuroscience, taught by math teacher Charlene Hoyt and English teacher Polly Davie. Speaking of the casual observation I mentioned above, I stopped into that class in midDecember to watch my two colleagues at work. What I experienced was remarkable; two teachers from entirely different disciplines running an energetic, smooth class of fully engaged students. I wrote them after my observation: “Thank you for having me into your Neuro Lit class yesterday. You two have such a nice rapport with each other, as well as with the students, and that relaxed atmosphere is conducive to a good learning environment. Your students are comfortable

Collaborative Teaching in Action

in the classroom, answering questions voluntarily with no fear of a wrong answer. The back and forth between the two of you is unplanned but seamless. When Polly asked Charlene, ‘Why is the sense of smell the one that passes by the thalamus?’ it showed your students that two professionals can learn from one another. The students are drawn to your easy-going dialogue, and that sets a nice atmosphere in which the students’ minds are more open because yours are open to each other. I’m amazed that this is only year two of the course.”

In our Picture and Word class, art teacher Hevia Paxson and English teacher Jen Onken team up for another popular collaboration. Back to the course catalogue: “This creative writing and fine-arts-focused course will explore the interaction between illustration and creative writing….Students will strive to develop an individual, authentic, creative voice by exploring both written and visual languages in various forms.”

In the class I observed, the meeting took place in the art room but was run largely like an English class, with students sharing their written work aloud, then offering and receiving feedback as a full class. Interestingly, it was Ms. Paxson who was facilitating that literary discussion, and Ms. Onken who took a large role in discussing the visual creations the students were about to dive into before I left. Through literary analysis and artistic creation, those students are using both sides of their brain. The Neuro Lit teachers would have been proud.

The collaborative list goes on. Spanish teachers Jen Hill and Julie Alexander put their heads together to develop a Level 4 course “for students to experience the Spanish-speaking world through the context of music and authentic media. The media includes examples

LOWER SCHOOL LUNCH AND LEARN

by Jennifer Brewer, Library Director, Lower School Librarian

L

ibraries are so much more than rooms filled with books; they are the repositories of human thought, the mind and memory of our civilization.

The hallowed walls of libraries hold the keys to understanding our past, present, and many possible futures. Librarians serve as guides to illuminate, inspire, encourage, help us make connections, and open new horizons.

The idea for a Lunch and Learn program percolated for a while before it came to fruition in 2013.

Many public libraries offer lunch programs that combine lectures and workshops. As a result, I was confident that we could develop a program during the academic day for faculty and staff that would combine an in-house professional development experience through lively conversation and good food. The vision was to provide faculty another

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from news sources, social media, film, television, commercials, podcasts, music recordings/videos, theater, and personal contacts with appropriate knowledge base.” Originally designed as a team-taught course, the teachers found the signups so popular that, once again, we needed to create three sections, with each class taught by one teacher, but in close collaboration with the other. One of the really neat things here is that these two teachers are not full-time Upper School teachers. Señora Hill is mostly a Middle School teacher and Señora Alexander is the Lower School Spanish teacher in addition to her three Upper School classes, so the Upper School students benefit from teachers across our PreK-12 school.

In my English course titled Paperback Writers, I team-teach with Chip Harding from the Music Department. My role is to discuss the influence The Beatles had on American and world culture, which is as much a history lesson as it is anything else. We also analyze the lyrics of Lennon, McCartney, and Harrison the way we would a poem, which has a more Englishclass slant to it. We proceed in chronological order, album by album. During the long block each week, after studying the background of a certain album, we go from Fogg to Mr. Harding’s room down in the Commons, where he explains the recording process for each song, as well as which band member wrote, played, and sang each part. Finally, we sit and listen to the album from start to finish on a state-of-the-art stereo system and conclude the period by discussing what we heard. Listed as an English class, this course covers about four other disciplines.

One of the most inspiring aspects of our teamtaught classes is that they are all taught by veteran

continued on page 8 opportunity to access the library beyond visiting with their classes or checking out books for classroom or personal use.

Lunch and Learn, a program for Lower School faculty and staff, takes place on the third Thursday of the month. It is run with the assistance of – and deep appreciation for – BPC volunteers. Topics for the lunch presentations range from reporting out on conferences attended to relevant pedagogy and trends to new initiatives to updates on technology and common Lower School themes. Lunches have featured takeaways from the 2018 Character Lab Educator Summit by Jeoff Jarnot, the North American Association of Environmental Education

by Kelly Martin, Meghan Kenter, and Naomi Ellsworth, This is Your Library by Jennifer Brewer, and Observational Drawing by Naomi Ellsworth.

Lunch and Learn offers a relaxed atmosphere in the beautiful Katz Lower School Library space that encourages pop-up conversations, collaboration, and new ideas.

Collaborative Teaching in Action

TAKE APART DAY

By Sue Maddock, Upper School Math & Computer Science PK-12 Computer Science Coordinator

D

issecting vintage desktops and laptops provided a window into technology for third graders in early December as the students joined forces with the Technology Department during one of their science periods.

John Mettam, Juan Bernal, Sue Maddock, and Susan Morris collaborated with third grade teachers Kelly Martin and Jeoff Jarnot to create the opportunity for the students. The activity was designed to offer the third graders a tour of the hardware inside a computer. After watching a short video, the eager students embarked on a scavenger hunt of sorts, charged with finding parts such as the motherboard, the CPU and RAM, heat shields, hard drive, power supply, and ports for disk drives.

Given the green light to explore, the students grabbed screwdrivers and went to work, removing the cases to expose the inner-workings of the computers. They observed how some parts are attached to the computer with screws, others plugged into sockets, while many use ribbon cables and connectors.

Mr. Bernal impressed the students when he showed them how Apple computers are equipped with sensors that turn pink when wet. They were able to witness the color change firsthand as Mr. Bernal sprinkled a sensor with water to demonstrate its capabilities.

“Take Apart Day” was inspired by Mrs. Maddock’s idea to make use of obsolete desktops that had been scheduled for disposal through e-waste. The team plans to repeat the lesson next year.

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Upper School teachers Jen Onken (English) and Hevia Paxson (Visual Art) co-teaching Picture and Word faculty members, most of whom are One of the most inspiring aspects of pushing themselves to new heights. So, our team-taught classes is that they are while Fogg remains the same centuryall taught by veteran faculty members, old granite castle on most of whom are pushing themselves the Hilltop, what is happening in its to new heights. classrooms looks and sounds far more like 2020 than 1896. Outside the classrooms, we also find more teachers collaborating informally in our common spaces. The Fogg faculty room always has been a place for sharing ideas, and many teachers spend their prep periods in the faculty room rather than in their classrooms or offices. The Science Department has a shared office space on the third floor of Jeppesen, and their math colleagues have set up their office space on the floor below. While teachers definitely use that space for grading and class prep, you will also find them bouncing ideas off of each other or sharing strategies for more success in reaching students.

Collaboration happens in every corner of our campus, not just the classrooms and office spaces. Upper School veteran Brad Fletcher continues to teach regularly in the fourth grade, as he has for many years.

Our seniors still have Kindergarten buddies they see every other week, as they have for decades. Upper School teacher Adelle Tibbetts and senior club leaders Secily Varano, Lauren Zimmerman, and Abby Case

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collaborate with Kindergarten teachers Nicole Schuster and Desiree Lorden to determine the activities. A highlight of my week is joining Ms. Alexander in the Lower School as we sing songs with the Pre-Kindergarteners and first graders. Our department chairs are no longer purely Upper School chairs, but oversee the departments and curriculums from grades 5-12. Two of the department chairs are Middle School teachers and an incoming chair is a Lower School teacher, so half of the department chairs come from outside the Upper School. In light of our increased enrollment, our Dean of Students offices have splintered, creating four Upper School grade deans and two Middle School deans.

Every week, I meet with the deans, the school counselor, and the academic support coordinator. In those 90-minute meetings, we are focused on our students and collaborating to support those who might be struggling in the academic, social, or emotional realms.

Those sessions are most effective when we hear from all the voices in that room. Last year, the freshman dean may have had success with a current sophomore, and she can share that strategy with the sophomore dean while the junior and senior deans listen in. Or, the counselor brings a psychological lens to a conversation with the academic support coordinator, who is focusing on how to support the executive functioning of a struggling student. This is professional collaboration at its best and for the most important reason – supporting our students.

The best way to facilitate strong collaboration is to create the time and space for it. Beyond the spaces discussed above, we are excited to implement a new

Collaborative Teaching in Action

DECONSTRUCTING DISNEY

by Krysta Ibsen, Eighth Grade Science Teacher

I

n an effort to disrupt the norm, the eighth grade teaching team is collaborating on a new unit called Deconstructing Disney, which aims to be a week of changing perspectives and questioning the status quo.

The Deconstructing Disney unit was born both out of a desire to collaborate and a need for an integrating concept. A brief Edutopia article created the initial spark. It described one teacher’s experience using Disney to teach critique strategies in her high school English classroom. From there, we started talking about how Disney movies could be a great backdrop for discussions on a variety of topics.

Upper School teachers Polly Davie (English) and Charlene Hoyt (Math) co-teaching Literature and Neuroscience PK-12 daily schedule next year, which will enable us to find that time.

Among the key points of emphasis in our new schedule are two collaborative opportunities. First is the community time in the middle of every morning for 45 minutes. While we already have “common periods” in today’s schedule, they will be longer and more consistent. This time will be used in any number of ways, from divisional assemblies with outside speakers to extra help/office hours to club meetings to down time. With the practice they’ve had in our classrooms and offices, Berwick community members should find many ways to use that collaborative time wisely. We will also be having “latestart Thursdays,” which will allow for students to sleep in a little, while the faculty and staff have an hour of collaborative time (to be spent in divisions or departments) every single week, which will effectively double our current professional collaborative time.

When I think of collaboration, I think of human interaction and engagement, with people working together toward a common goal. Among high schools, Berwick is an outlier with our policy against cell phone use during the school day. Whereas you could walk through most high school campuses only to see students glued to their screens as they walk with — even sit next to — their schoolmates, at Berwick you will not see cell phones during the school day. It is refreshing to see students engage directly with one another in our common spaces and cafeteria during our community times. Engagement and collaboration are the norm at Berwick Academy. Our faculty regularly collaborate in and out of their classrooms, and our students follow that lead.

With teenagers working with one another in classes, talking to one another around the lunch table, sharing stories and laughter rather than social media posts, Berwick students are well prepared for a world that requires engagement, a world that William Hayes Fogg never dreamed of back in 1896.

We started meeting weekly to discuss how this project could be a student-directed experience that allows for an investigation of Disney movies and how they either accurately or inaccurately portray specific events, people, and locations. We enjoyed a wide variety of participants in our initial brainstorm meetings, including support from art teacher Hevia Paxson, and Steph Cleary and Melissa Williams from the Library/Inspiration Commons.

Many voices have contributed to key components of the Deconstructing Disney project, from spearheading workshops to preparing the students for discussions to breaking down ideas for final exposition or celebration of learning.

Now, the project: Students will watch one of five Disney movies and then split up into interest groups based on the perspective they want to support when critiquing the film. We will end the week with a Socratic seminar discussion for each of the movies, welcoming community members to join in on the conversations.

In collaborating on this particular unit, we have discovered many of the ways our classes overlap during the eighth grade year. These organic discussions have sparked other connections between the disciplines and have encouraged us to seek similar collaboration in other areas.

“Many ideas grow better when transplanted into another mind than the one where they sprang up.”

–Oliver Wendell Holmes

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UPPER AND LOWER SCHOOL HISTORY COLLABORATION

by Mark Summers, Fourth Grade Teacher

B

rad Fletcher, who teaches Upper School history, has been an integral part of Berwick’s grade four social studies curriculum for more than 20 years.

What began as an opportunity to step in and help the Lower School has turned into an incredible cross-divisional partnership. Brad has shared his love of history and expertise with Upper School students for 30 years and is also known locally for his involvement with the historical society.

The perfect storyteller with a commanding voice and expressive tone, Brad captivates his students and adult audiences.

The fourth grade social studies curriculum begins with the Vikings, Leif Erikson, and European explorers. It then covers the establishment of the Thirteen Colonies and concludes with the Revolutionary War. Each week, both fourth grade classes gather to look at images and listen to Brad’s next chapter in the history of America’s quest for independence.

Collaborative Teaching in Action In addition to his weekly visits to the classroom, Brad also takes the fourth grade students “on the road” to learn firsthand how and where some of our history took place. The first field trip of the year is typically a quick mini-bus ride to Vaughan Woods State Park in South Berwick. Brad guides students on a walking history lesson and shares information about the Native American tribes that lived locally and how they survived and adapted to the region.

CORMAC FEELEY ’21 “I would like to thank Mr. Maldonis.

He has been a really cool teacher, who has helped me understand chemistry.”

RORY JOSLIN ’23 “I would like to thank Mr. Winter for his hard work in the Math Department.

Whatever he teaches makes sense when he explains it. He’s very patient and is always willing to help.”

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He also highlights the conflict presented when English settlers began arriving to this area of New England. Recently, they took another field trip led by Brad to Lexington and Concord, Mass. As the children stood on the Lexington Battle Green, Brad painted the picture of the battle that began the Revolutionary War. They walked a portion of the Battle Road Trail and then traveled to the North Bridge to imagine the conflict that took place there in 1775.

The Lower School appreciates Brad’s time and willingness to partner with the fourth grade to help enrich the curriculum. This unique connection for students in which they can experience a true historian in the lower grades and then possibly participate in that same teacher’s class in the upper grades is another example of the remarkable learning opportunities that exist at Berwick.

PETER WOJDAK ’22 “I would like to thank Mrs. O’Brien. She is a great teacher and person. Her class is never stressful; she gives just as good orchestra advice as she does life advice.”

BECCA NAFTOLY ’24 “I would like to thank Ms. Hill.

In my first year at Berwick, she helped me learn Spanish and become the Spanish speaker I am today. Ms. Hill is always Card by Immi Manley ’30 to smiling and making me laugh.”

Meghan Kenter, First Grade

The Multidimensional Role of a Teacher

T

alk to any teacher on B e r w i c k ’s c a m p u s a n d you’ll quickly learn that their roles extend far beyond the classroom. Whether that means exploring the campus nature trails, role modeling what it means to be safe, kind, and honest with our youngest students, mentoring an Innovation Pursuit, waking at dawn to head to the Salmon Falls river for crew practice, or leading an activity period of Quidditch, Berwick teachers are all in.

Our teachers have the ability to craft a personalized experience for the 600 students that call Berwick home. This interaction may look a bit different from a PK-12 perspective, but what is the same across all grades is that students remain at the center of everything we do. In the Lower School, this looks like smaller, more intimate classroom settings, a focus on social-emotional growth, and incorporating play and outdoor experiences into each day. Middle and Upper School teachers are engaged with their students in many of the same ways, and they also are fortunate to interact with their students in various additional settings.

NICOLE SCHUSTER Kindergarten, Field Hockey Coach “Reflecting on my own educational experience, it is evident that the teachers who molded me into the young woman I am today are the ones who took the time to understand me beyond the walls of a classroom. Hence, my philosophy of education is rooted in building authentic rapport to honor and celebrate the whole child. Kindergarten is the foundation of our academic and social-emotional pursuits. Each day, I strive to understand my students better, both as learners and individuals. This approach allows me to invigorate learning by infusing a personal touch into social-emotional experiences as well as the curriculum.”

PATRICK CONNOLLY, Upper School English, Varsity Soccer and Lacrosse coach “I could not imagine being a teacher without also being a coach. While experiences in the classroom are often prescribed, controlled, and predictable due to our use of curricula and grades, experiences on the fields range so widely. Goal-setting, effort, exhaustion, elation

disappointment, humility, composure, sportsmanship, commitment, trust – these are the things that don’t neatly fit into a course syllabus, but are critical in the development of young people.

While the classroom continues to succeed in promoting critical thinking, I’ve always felt the human side comes alive on the athletic fields. Some of the greatest conversations I’ve shared with students and some of my most meaningful learning moments have taken place in the wake of soccer games on bus rides home. I’ve been so fortunate over the years to teach, advise, and coach the students at Berwick Academy.”

JEN HILL Middle and Upper School Spanish Teacher, Middle School Lacrosse Coach, Yoga Instructor “Because of the multiple dimensions of my Berwick identity, I find it so natural to really get to know the students. I have had kids that I see first thing in the morning in advisory, then later in Spanish class, and then at yoga or lacrosse practice and games. When you cross paths with people that much, and in

such a variety of capacities, it creates the kind of connection that makes this place so special. We go beyond course content, school rules, and daily schedules. It’s about human connection.”

MEG MARTINSON English Department Chair, Teacher, Middle School Soccer Coach, Varsity Lacrosse Coach “I love that over the course of the day, my job requires me to shift between teacher, department chair, coach, advisor, and colleague. Each role has its own demands, yet one also has the ability to inform the other.

Knowing what works on the field with my soccer and lacrosse teams often helps me make decisions around preparation, community building, and accountability in the classroom; likewise, there is a confluence between knowing how hard and when to push students and athletes. Knowing our students is a source of pride and a sweet spot exists when I interact with a student in two places.”

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We asked our faculty, “Why do you teach?”

The following anecdotes illustrate the dedication our teachers have to their students and to their roles as educators.

Why I Teach

eI s u a c e b “I teach nd a h c a e believe in f my eo every on ” students.

Studies Social nglish

nken, E Chris O r Teache

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and

“I teach fo boys wh r all the o dislike school.”

Jeoff

Jarnot

, Third

Grade

Teache

r

“When I was in college, majoring in Spanish, so many people would say, ‘I took four years of Spanish in high school, but I can’t speak a word.’ I vowed that none of my students would ever say that.”

Jen Hill, Spanish Teacher “It’s my opportunity to share with the rising generation real-world experiences and real-life skills.”

Seth Hurd, Director of Visual and Performing Arts, Chorus Teacher “I teach because I love collaborating with fellow teachers and students. Young children have such a unique way of imagining, creating, making, and learning. I want children to know they are capable and that there are so many ways to be smart.

Teaching allows me to do that every day.”

Meghan Kenter, First Grade Teacher “I love learning, history, and kids. Order changes frequently.”

Brad Fletcher, History Teacher

“I teach because every day is different .”

Adelle Tib betts, Chair of D ept. of La ngu and Cultu res, Spanis ages h Teacher

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“I teac h beca use yo p e o p k c l ung e const ba y a p o t antly inspir “I teach nce believed e me w make o o o t h i o h t w c p h a e e s enness their “I t tho k I’m n i with h t , s n o w o t i t e i c k s i dom, a creativ conne elp h in me. I l rward.” o t i n t s y t d .”

Allie o studen f t Mille i g n r i , Hum lieve in e pay b n anitie ti m a L e , h n t s Te 2 Dea rade ney, G

ow John D r e h c Tea

ache

1

r

ker, Math

“I teach because I love the learning that goes on in the classroom. There is nothing like witnessing students growing and learning and thriving. I learn each and every day from my students. They teach me patience, humility, hope, and so much more.”

Cathy O’Brien, Orchestra Director “I love to share with teenagers the awe I feel for mathematics.

The relationships and beautiful connections still give me goosebumps. Teaching helps me believe I matter.”

“I teach to help our Upper School students develop into critically thinking, empathetic citizen leaders who understand the historical roots of our global landscape and use that understanding to tackle our greatest challenges.”

Lucy Pollard, Grade 9 Dean, History Teacher “I teach to develop the skill of learning in young people. I strive to make them better problemsolvers, communicators, and ethical decision-makers. I am challenged every day to find more effective ways to help students be better than they would be without me.”

Bill Clapp, Curriculum Coordinator, Math Teacher

Charlene Hoyt, Math Teacher “I teach to make a difference.”

Ted Smith, Director of the Upper School, English Teacher

“I teach for those beautiful aha moments that come from success after struggle.”

Jess Richardson, Fourth

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s.”

ve themsel

Grade Teacher

Jim Smuc

“There are so many reasons why I teach at Berwick. I love kids.

People in education are some of the kindest and most thoughtful people I know. I think that one of the most important things I can do in my life is try to be a good role model for students and help them feel respected, appreciated, knowledgeable, and happy. At Berwick, teaching is not just in the classroom; it is in the hallways, on the sports fields, in the theatre, in meetings, at lunch – everywhere.”

Ginny Vatcher, Grade 10 Dean, Science Teacher

Teacher

“A classroom has a magical ebb and flow of energy, where ideas are generated, delved into, wrestled with, and eventually morphed into new understandings. Having an opportunity to share a love of learning and potentially nourish that in others is why I teach.”

Steffie Stempien, Humanities Teacher “I do what I do because I want every student to realize their fullest potential, to always have learning be fun, and to open doors to opportunities they might not have known to exist.”

Darcy Coffta, Director of Innovation

“I would be hard-pressed to find other professions where there is such an intentional duality between a moral and academic education. Likewise, knowing that you have a daily opportunity to directly impact future generations is what I love most about serving as an educator.”

Brad Belin, History Dept.

Chair, History Teacher “I teach because it gives me the opportunity to share what I love with students. Learning Mandarin was a life-changing experience for me. It opened up my mind and took me to places I never thought I’d be able to go.

It taught me to take risks and challenge myself. I love being able to inspire this personal growth in students and help them develop language skills so they can explore new places in the future.”

Christie Barnes, Mandarin Teacher “Berwick students inspire my energy and my faith in the future.”

Moira McKinnon, Director of College Counseling

“If teachers were trees, they’d be the strong roots, anchoring the tree and feeding moisture and minerals to the leaves and branches. Students, on the other hand, would be the leaves and branches that grow and blossom from the nutrients given to them from the tree’s roots. Why do I teach? Not only do I enjoy teaching the content and offering structure, but I also teach because of the inspiration and energy my students give to me.”

Julie Alexander, Spanish Teacher “Ultimately, I teach so I can help promote a vibrant learning environment for children and adults.

By working side by side in a variety of contexts, I enjoy being part of a process where younger and older community members flourish individually and collectively in a manner that celebrates every community member, making the promise of a successful school experience lead to a positive lifelong experience.”

Joel Hawes, Director of the Lower School, Science Teacher

“I’m proud to teach at Berwick Academy and I love the children and their families who attend our Lower School. While being a mother is still at my core, being a teacher has emerged as a latent professional aspiration that has provided me with much personal success and happiness as well.”

Marti Limbocker, Lower School Academic Support Coordinator

“I teach to nurture the curiosity of young children and to learn alongside them. They are constantly exploring their environment and asking questions.

Their curiosity is contagious and I often find myself diving deep into a topic that I never thought I would be curious to learn more about.”

Megan Clawson, Pre-Kindergarten Teacher

“I teach because I truly enjoy it. I am able to make a small difference with my students and help prepare them for the next steps in their journey. Teaching is a new adventure every day and brings with it a new beginning every year.”

“I teach music for many reasons, but the most compelling is simply to experience the joy, sense of discovery, and personal expression that are almost inevitable when students really engage in the process.”

Mark Summers, Fourth Grade Teacher

Chip Harding, Guitar Teacher

TODAY

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Berwick’s Heartbeat An Admission Perspective

By Jen Wing, Director of Enrollment Management

I

recently met with the mother of a rising sixth grade applicant. Upon touring our full campus with one of our Parent Admission Ambassadors, we convened by the fireplace in Burleigh Davidson to discuss her family’s continued interest in Berwick.

We chatted about her son, his strengths, his interests, their goals for him as a family, and their questions about the Berwick experience. This prospective mom, a longtime educator at other independent schools, enthusiastically shared that she felt our Berwick community was a very special one indeed.

When I asked her to explain that a bit more (I always love hearing exactly what stands out about Berwick for our prospective families), she noted that it was the interactions between students and teachers that she’d witnessed that filled her with the confidence that Berwick would be a great place for her son. She then commented that, “This school has a heartbeat; I can feel it. It’s evident in the classrooms and throughout campus.”

In my almost 12 years in independent school admissions and through my countless meetings with prospective families, I had not ever heard a family describe a school as having a heartbeat.

Describing what Berwick is can be challenging when speaking with someone who has not visited our campus. Yes, we have an incredible academic program,

16 | WINTER 2019

ANDERSEN PICKARD ’23 “I would like to thank Mrs. Bensley for her help with Innovation Projects. She is caring, thoughtful, kind, and always in a good mood.”

“This school has a heartbeat; I can feel it. It’s evident in the classrooms and throughout campus.”

ELLIE FOYE ’22 “I would like to thank Mr. Sherbahn, who forces me to go beyond my own thinking – and then forces me to think again.

He pushes me to be my best self, and has helped me become more aware of the things I say and how important it is to choose my words wisely.”

TILLEY WINOKUR ’23 “I would like to thank Ms. Miller. She’s always open to helping a student out when needed, and she gives very honest and constructive feedback.”

MICHAEL MANSFIELD ’25 “I would like to thank Mr. Smucker for being a great math teacher and helping me understand and have more fun in math class. He is also the funniest teacher I have ever met.”

CHILI DOWD ’23 “I would like to thank Mrs. Ibsen for always being a supportive and helpful teacher who works hard and makes us work hard.”

outstanding facilities and extracurricular opportunities, innovative approaches to teaching and learning, a tight-knit community, and students and families who value an independent school education. One could argue that many independent schools also have those things. But, I do not believe they all have a heartbeat like Berwick does.

Berwick is distinct in that it does have a tangible heartbeat — it is lively and warm, welcoming, and authentic from head to toe. That heartbeat does not come from our buildings, our impressive curricula, or from our wins on the athletics fields. It comes from the people within, particularly our faculty and staff, who interact with students each day. It’s wonderful, working in an admission office at a place like Berwick, to be reminded each day that we are among colleagues who truly put their hearts into what they do.

Card by Annika Davidson ’27 to Jeoff Jarnot, Third Grade

TODAY

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The Kindergarten’s winter Project Approach focused on the Arctic and Arctic animals. In this lesson, the students were intrigued to feel how blubber keeps polar bears warm in the Arctic land and waters by having a real-life experience with Crisco and iced water.

The Project Approach

by Joel Hawes, Director of the Lower School

HOW CAN WE SUCCESSFULLY FACILITATE ELEMENTARY-LEVEL LEARNING IN THE 21ST CENTURY?

T

he Lower School faculty enjoys engaging in this essential conversation during various professional exchanges. The breadth of discussion ranges from implementing curricular best practices to supporting social-emotional learning to infusing innovation into program endeavors.

Regardless of program area, the Lower School aligns with the Middle and Upper School divisions in supporting project-based learning as a means to promoting authentic learning. Last spring, we refined our focus on project learning by implementing the Project Approach. Essentially, the Project Approach refers to a set of strategies that enable teachers to guide students through in-depth studies of real-world topics based on student interests.

18 | WINTER 2019

While we have promoted project work over the years, the current focus on the Project Approach brings greater grade-to-grade alignment around the structure, language, and approach to student work, while still allowing for latitude and flexibility with student learning. Ultimately, this initiative is a refinement, rather than an add-on, to Lower School programming.

Projects are based on student and teacher interest and typically involve an in-depth investigation worthy of student time, attention, and energy.

Topics are usually locally focused (ones that can be “touched, seen, and observed”), so students may develop greater concrete understanding and deeper learning. Recent first trimester projects, for example, included various Berwick themes at each grade level, including Pre-Kindergarten’s Berwick bus

system focus. We just introduced sustainability-themed topics in January that informed our Lower School production.

“While many teachers focus on essential questions from day one,” says third grade teacher Jeoff Jarnot, “the Project Approach focuses on a topic and the students come up with the questions. On day one of our Berwick Academy study, 35 students came up with about 50 questions. Two months later, on day one of our Native Americans study, the same 35 students came up with about 200 questions. Children are naturally curious. We are harnessing that curiosity and using it to fuel our investigations.”

Regardless of topic, project work typically consists of three phases: 1. Articulating what students currently know about a given topic 2. Gaining new information about the topic from experts, field visits, and research 3. Developing culminating activities that highlight the students’ findings and completed work.

“My favorite phase of the Project Approach is Phase 1, the sharing phase,” says first grade teacher Meghan Kenter. “This phase prompts students to think deeply about their own experiences. Each student then presents to classmates, using photos, videos, objects, or storytelling. Their classmates ask questions and then we brainstorm on how that specific share fits into our project work. This process of sharing gives each student a time to shine and connect our classroom learning to their own personal interests.

“Project work promotes asking questions, doing research, asking more questions, problem-solving, and creating. I am so proud when I see students raise their hands and say ‘I wonder...’ The Project Approach has stretched student thinking and has them asking meaningful questions.”

Thanks to a current BPC grant, the Project Approach resource text served as last summer’s Lower School faculty shared reading.

Additionally, Meghan attended a Duke School Conference on the topic last spring

and Jeoff and I attended a similar conference this fall. I enjoyed the opportunity to see project work firsthand at an exemplary school and to discuss the approach with engaged faculty and administrators. I gained a healthy respect for the Duke School’s programming and a deep appreciation for the investment of our Lower School faculty in this important area.

As the Lower School programming remains true to Berwick’s mission of virtue and useful knowledge, project work will continue to be important for varied reasons, including bringing relevance and authenticity to student understanding; promoting group and social-emotional learning skills; and giving students greater ownership and agency within their school work. I look forward to seeing the sense of wonder promoted by project work continue to unfold this year and beyond through the learning experiences of our Lower School programming.

The Pre-Kindergarten began a new project on birds by asking the children what they already know about the feathered vertebrates — and what they would like to know. They decided that they need to know more about what birds eat and how they stay warm in the winter. The Pre-K students have been working on filling bird feeders to put around campus and have set up their very own “My Spy Bird House” to observe through the window of their classroom. The bird project drives the curriculum by allowing opportunities for math, science, reading, writing, and art that are aligned with the topic of birds. Whether it is stringing Cheerios in a pattern for bird feeders and counting them, observing and asking questions about birds, labeling detailed drawings of birds, or writing about our discoveries in journals, the children have an opportunity to drive their learning with an engaging project.

TODAY

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Teaching Apprentice Program

by Ryan Feeley, Assistant Head of School for Academic Affairs

B

ack in 1997, at the Bement School in Deerfield, Mass., I found myself navigating the highs and lows of the first year of teaching; exciting moments when I witnessed a student as he or she made a discovery and began to take those important steps from concrete to abstract thinking, and tougher days, when a best-laid lesson plan suddenly began to crumble around me.

My mentor at the time was Bement’s assistant head of school, Scott Smith.

Scott was a kind, understanding man, and I remain in touch with him to this day.

During one of those particularly trying days, when I was questioning whether or not teaching was the right career for me, Scott was quick to remind me that you can take all the education courses in the world, read all the latest research, attend conferences and workshops, but, ultimately, the best way to develop as a teacher is to teach.

“You’re going to screw up, and more than once,” he told me. “But when you get to year two, you’ll find you screw up less and less because you’ll have those experiences to draw from.”

I’m sure that Scott’s words about the power of experience will resonate with people from many career paths, but the notion seems particularly apt when it comes to teaching. While research can inform our decisions, and the theoretical is important, there is no substitute for the trial-by-fire experience of being the only adult in a room full of students, having to meet the challenge of gaining their attention and inspiring them to want to continue learning.

For these reasons, I see Berwick’s Teaching Apprentice Program as a vital part of our school. Each summer, I have the privilege of working with a group of new teaching apprentices in June and July in my Lesley University course, Issues in American Schooling. The topics are intentionally broad, with the goal of leading these aspiring educators to articulate their individual philosophies of education.

When they’ve reached that point, I tell them, they need to be comfortable with their statements being in constant evolution because the experiences they will have with their mentor teachers and our students will push them to think about teaching and learning in very different ways.

Each year, I’m amazed by the growth we see from our teaching apprentices. As they work with talented mentors in all three divisions to brainstorm, lesson plan, and support our students, they eventually become ready for their mentors to step out of

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MAHESH AGARWAL ’19 “I would like to thank Mr. Cross. It can be frustrating when he throws a tricky problem on the board and leaves it for us to puzzle out. Self-discovery, however, is what makes his class interesting. Mr. Cross’s lectures are fun and he always makes sure to leave us with questions to mull over.

I leave class thinking about calculus and even look forward to wrestling with the homework. Thank you, Mr. Cross, for exciting a mathematical curiosity I didn’t know I had.”

VIRGINIA HUDSON ’24 “I would like to thank Ms. Barnes for believing in me in my first year taking a foreign language. She has been incredible in pushing me.”

ABI WOOL ’19

the classroom and allow them to teach their solo days. By the end of their 18-month experience, our TAs have not only earned a Master’s in Education from Lesley, but they’ve gathered a wealth of experience working with outstanding teachers such as Mark Summers, Brad Fletcher, Molly McKay, Meg Martinson, Marc Small, Ted Sherbahn, Meghan Kenter, and so many others, including our new program director, Ali Vandenburgh.

While the TAs themselves benefit tremendously from this experience, their impact on Berwick is equally powerful. The meaningful connections TAs make with students are too many to count, but our students see these men and women as trusted teachers, coaches, and advisors. We’ve also had some success stories with former TAs joining our Berwick faculty as full-time teachers after their experience in the program has ended. We’re so fortunate to have outstanding teachers such as Kayt Tommasino, Krysta Ibsen, Allie Miller, and Alex Levin currently in our midst and, while the intent of the program is not to be a “farm system” per se, we do often find ourselves so impressed with some of our TAs that we end up keeping them in the community.

Finally, I’d be remiss if I didn’t mention the implicit benefit of our Teaching Apprentice Program — the power of students seeing adult role models learning and striving to improve their skills. As a school that espouses the value of lifelong learning, Berwick’s TAs are real examples of practicing what we preach.

“Ms. Bessette has been my biology teacher for the last two years, and she has completely changed my outlook on science. I’ve never seen her in a bad mood. She’s consistently bubbly, excited, and so passionate about whatever she’s teaching us. Beyond that, Ms. Bessette genuinely cares about the wellbeing of all her students, and she even wrote me a little note one time when she could tell I wasn’t in a good place. Ms. Bessette continues to shape my Berwick experience every day, and is one of the biggest reasons I want to go into the sciences.”

TODAY

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Ali Vandenburgh, 2018 Teacher of the Year MIDDLE SCHOOL ENGLISH TEACHER & TEACHING APPRENTICE PROGRAM DIRECTOR

“The best educators recognize that there is no finish line when it comes to learning, and they instill this value in their students by encouraging them to constantly ask more questions, pursue their curiosity, and continually push themselves outside their comfort zones, or as we say at Berwick, to stretch through engagement. This year’s Dorothy Green Teacher of the Year Award recipient embodies this commitment to lifelong learning, both in her relentless pursuit of her craft and in her passion for collaborating with colleagues for the benefit of all involved. We all can learn so much from each other, and I can think of no one on this campus who lives and breathes this ideal more than Ali Vandenburgh.”

– Ryan Feeley

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A

li Vandenburgh was named 2018 Berwick Academy Teacher of the Year.

The following are excerpts from the speech she delivered at the Trustee Faculty/Staff Dinner in January.

“I have always been passionate about my growth as a teacher. I feel like this is both the joy and the curse of teaching — as with any art, you can always be better. I know we all feel this way; we want to keep improving and we are always looking for ways to do so.

We are eager for new ideas and approaches, so, most commonly, we attend workshops and conferences, read books, take courses… and Berwick’s new evaluation system is certainly helpful here too, an opportunity to completely reflect on our work, open our doors, and receive thoughtful and thorough feedback from colleagues and administrators.

We pick up ideas here and there and slowly make changes that improve our craft and keep things fresh.

But what my quest to be the best teacher I can possibly be has taught me, and what I have come to truly believe, is that the most powerful way to grow as a teacher is to work alongside other teachers.

Being involved in the Teaching Apprentice Program, and now serving as director, also has been an incredible learning experience for me. It’s no secret that the best way to really understand something is to teach it.

Naturally, the same is true for teaching itself.

Turns out, being a mentor for new teachers is an amazing avenue for professional growth. Research shows the benefits as including improved classroom teaching skills, increased confidence, the development of a more lasting reflective practice, higher levels of joy, and feelings of renewal.

This is why I love working with the teaching apprentices through our collaborative residency program; it takes what I believe and know is true about teacher growth and brings it to life. To have a program on this campus where new teachers can learn from high-quality mentors while simultaneously infusing new ideas and energy not just in classrooms but on athletic fields and across campus, is amazing. At the same time, I know that other mentors who have worked with apprentices also have felt the benefits of sharing their classrooms with another adult.”

Stories of Impact We asked parents, students, and alumni to share their stories about faculty or staff who have made a lasting impact.

BILL CLAPP “I was terrible – and I mean terrible – at math. I still am! I just don’t have the brain for it – even simple math requires too much thinking for a 35-year-old with a master’s degree. I was blessed to have Bill as my teacher almost every year. He never got frustrated with my lack of skills and never gave up on me. When it was time for me to apply to colleges, I went straight to him to write one of my recommendations. I needed him to explain my grades to the schools I was applying to; I needed them to know what he knew, that I was applying myself every day, whether or not my scores showed it. I was so appreciative of him and really credit his recommendation for helping me to get into 9 out of the 13 colleges I applied to, including my future alma mater, UConn. He was so proud of my achievements and I’ll never forget the support he gave me.”

Natalee Ohayon Martin ’01

Bill Clapp, Upper School Math Teacher, Curriculum Coordinator

POLLY DAVIE “Writing a piece of literature I could be proud of was not a capability of mine until my freshman year at Berwick.

By the end of that year, I was the author of vignettes, essays, and poems in which I took immense pride. These writings were all thanks to Mrs. Davie, the first English teacher I had who made me dig deep. She taught me and my classmates how to pull out emotion and truth and apply them to paper. She made the classroom a home. She told us that we were her magical class. In reality, I think she was a magical teacher who shared her love and enthusiasm with the ten of us.

Mrs. Davie’s enthusiasm and laughter are truly one of a kind. Whenever she hears a bit of writing or a kindness that speaks to her, she will let you know. Every morning in assembly, you can pinpoint her contagious chuckle. In Mrs. Davie’s classroom, I was taught not only how to write and read at a deeper level, but how to love and take pride in what I do and who I am.

Thank you, Mrs. Davie, for sharing your love and passion with all of us at Berwick. You are magical.”

Robin Orr ’19 TODAY

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John Downey, Latin Teacher, Senior Class Dean

Karen Chiang, School Nurse

Stories of Impact JOHN DOWNEY “The light is red. It’s the middle of the night.

No one is watching. Do you make that left turn?”

“After a stressful Latin exam or anxieties over our daily quizzes, that is the question Mr. Downey would challenge us to consider. At the time, I did not understand the significance of what he was asking us, however, the question has lingered in my mind throughout my academic endeavors and as I now embark on my legal career. It was Mr. Downey’s simple way of reminding us that who we are outside of his classroom, who we are when no one is watching, is how we define ourselves, not by our grades. Although I learned Latin from Mr. Downey, I more importantly learned a lifelong lesson that we are the products of our moral judgments.”

Brooke Moschetto ’11

JEN HILL & ROZ WITHERBEE “Jack’s first experience in sixth grade Spanish class was also his first experience in an immersion learning environment. Ms. Hill was fantastic. I will always remember her saying to Jack, ‘The only bad mistake is the one you don’t learn from.’ It was so perfect for him, and I still use that with all three of my boys today. It is one of the things I appreciate most about the academic environment at Berwick – it’s not about a right or wrong answer, but the process of actually learning.”

“Owen started in fourth grade in Roz Witherbee’s classroom. Although she has since retired, she had a significant impact on Owen’s academic trajectory. Owen was always a reluctant writer. After seeing him struggling to start a writing assignment, Ms. Witherbee asked him a few questions to encourage his creative thinking. He looked up at her and asked, ‘What if I don’t spell it all right?’ She told him to not even worry about that, they would go back and fix it all later.

He wrote three pages – double-sided! That kind, encouraging, non-judgmental leadership was exactly what enabled Owen to find the courage to try. It wasn’t about right or wrong, it was about learning.”

Kelly McGowan P ’19, ’24, ’29 Moira McKinnon, Director of College Counseling 24 | WINTER 2019

CHIP HARDING “My oldest son is currently a junior. When he started at Berwick in sixth grade, we asked him to leave his guitar teacher in Portsmouth as it was more convenient to have lessons within the school day. He was very reluctant, that is, until he met Chip Harding. Chip started pulling magical things out of our son mere weeks after their lessons began. He sees greatness in his students and they respond by working hard to see it in themselves. All of our children’s BA teachers have been positive influences, but when your child gets to form a relationship with his mentor, meeting every week for over six years, that bond is truly transformative. Matt’s musical talents have blossomed with Chip. But the understanding, respect, and true friendship built between them is a priceless gift that our son will have long after he puts down his guitar.”

Francie Osgood P ’20, ’22

BRAD FLETCHER “I would like to give Mr. Bradley Fletcher a huge shoutout for being the first person to really get my critical thinking juices flowing in multiple classes. His teachings with Transcendentalism and Buddhism truly paved the way for my future self to figure out who I am and what I believe in. I was excited for his class every single day, and I hope he knows how much of an impact he had on me.”

Catie Wheeler ’10

Seth Hurd, Director of Visual and Performing Arts, Chorus Teacher

Kate Dolan, SAGE Dining Services

SETH HURD “Seth Hurd works hard to create community within the groups he has in chorus and theatre by having shared meals, gatherings, and encouraging the students to check in.

His concern for them goes beyond how they are singing. He has encouraged my daughter to audition for various choral opportunities on the district and state level, and always cheers her on in her pursuit of doing more of what she loves. She recently told me that, whenever she’s having a hard day, she just thinks about an e-mail that he sent her wishing her luck on a performance she had in a local theatre. Seth brightens her day with his authentic encouragement, support, and positivity.”

Jen Hill P ’22

JEN ONKEN “Mrs. Onken taught me twice during my time at Berwick. She is one of the few teachers I’ve had who spent hours working with me not only on my writing, but discussing my plans for the future. She had a lot of photos from different chapters of her life hung on her walls. During one of our conversations, I asked her about a sunset photo that had struck me the first time I walked into her classroom. She told me that it had been taken during her time as a Peace Corps volunteer in Lesotho, a small country that is completely

encircled by South Africa. This prompted subsequent discussions about Peace Corps and public service. After a college career at Emory University packed full of service to a variety of communities in Atlanta, I joined the Peace Corps in October 2017. I will finish my service as a maternal and child health volunteer in December of this year. This organization has revolutionized my perspective on what it means to do good and use your life as an instrument for positive change.

I have Mrs. Onken to thank for that.”

Caitlyn Winders ’13

KAREN CHIANG & KATE DOLAN “As a parent of a child with food allergies, I am so grateful for the teachers and staff at Berwick who go out of their way to ensure our daughter is safe at school and that she enjoys a variety of choices at lunch; even on field trips. I packed a Clif Bar for a snack for my daughter in fourth grade. It’s something she has eaten before with no reactions at all.

You can imagine the fear I felt when I got the phone call from the school nurse that my daughter had had a severe reaction from eating the bar and was given an Epi-pen. I rushed to school. Karen Chiang is so caring, thorough, and meticulous in her care for the kids as a nurse. She administered the allergy medication, calmly explained to me what

Chip Harding, Guitar Teacher, Applied Music Coordinator

had happened, and kept my daughter safe.

She is always one step ahead of their needs and, for that, we are so grateful. Another staff member who goes way beyond her call of duty is Kate Dolan. She personally goes to the grocery store and buys dairy-free cheese and other items and stocks a mini refrigerator in the lunchroom just so my daughter can have choices to eat. If pizza is served for the kids at school, she provides a dairy-free pizza for my daughter. Her response to any request I have is always, ‘Don’t worry. We will take care of it. I can’t emphasize enough how heartwarming that is to me as a parent.

We feel very lucky to have Karen and Kate watching over our kids at school.”

Meera Mahadevan P ’20, ’23

MOIRA MCKINNON “Because I was far from an ideal student, it may be surprising that I am always excited to see Moira McKinnon. I rolled my eyes a lot and usually had something contrarian to huff, but Mrs. McKinnon knew how to mold teenage angst masking self-doubt into gratitude and diligence. Even after graduation, Mrs. McKinnon assisted with my transfer to another college, kept in touch, and never missed a chance to remind me that I am ‘wicked smart’ when I needed to hear it most.”

Marielle Van Rossum ’03

TODAY

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Professional Development

T

hanks to a generous grant from The Storer Fund, Lower School faculty members Kelly Martin, Meghan Kenter, and Naomi Ellsworth were fortunate to travel to Spokane, WA for the 47th annual North American Association for Environmental Education conference this past October. The conference theme was EE: A Force for the Future, and focused on the power of education to create positive change leading to a more equitable and sustainable future.

Q: Please describe the conference from your point of view. What did it cover, what did you learn, why did you attend?

Kelly: I chose to attend this conference because it was outside of my usual area of expertise in regard to learning and curriculum in the Lower School. I am also very interested in our theme on sustainability and thought it would be a great way to bolster my knowledge base and give me ideas for teaching the theme this year. I was impressed with the depth and breadth of the offerings at NAAEE. I learned that environmental education has a far-reaching audience and that we, as educators, can all do our part, no matter how small, to have an effect on the Earth/environment and share that with our students.

Meghan: Ever since my first year as a lead teacher in an outdoor education preschool, outdoor education has been a passion of mine. Although I feel confident in instilling a love for the outdoors in my students, I wanted to learn how to meaningfully implement environmental education into my first grade curriculum. This conference covered all the bases. I went to sessions on empathy, curriculum implementation, use of resources, how to build a green schoolyard, and service learning. I loved how this conference was thoughtful in providing practical, hands-on lessons to classroom teachers, but also providing lessons on the philosophy and more abstract research around Environmental Education.

Naomi: The NAAEE conference was a spectacular moment with people from all over the world who are deeply passionate about caring for this amazing planet. It was incredible to feel so much combined energy toward a common cause. The conference gave me a framework for what a “green” school looks like and a sense of the different ways people in a wide range of professions are doing important work for the planet. I wanted to attend because, in my personal life, I’ve been inspired by others to learn more about how humans are affecting the planet, and I wanted to learn how to become that person for others.

26 | WINTER 2019

Q: What was most impactful to you about the conference?

Kelly: One of the most impactful aspects of the conference was how diversity and equity were considered in so many of the presentations. Many of the presenters were involved in work and research that is considered to be non-formal education (not in a school) and their desire to include all people of all backgrounds (state and local parks, neighborhood gardens, science centers, etc.) made quite an impression.

Meghan: The most impactful lesson I learned was that environmental education is not just a buzzword; it is a need. We have to teach our youth to appreciate the outdoors before we can expect them to make change.

We need to act now, teach now, and love the outdoors now alongside our students.

Naomi: What impacted me the most was that it felt very clear that this is not a fad or a trend in education. We are entering a new era. We’re adjusting to a new way of living.

The work I saw being done in other schools was inspirational, and as much as it was fantastic to hear scientists and zoologists (and even Jane Goodall) speak about environmental education, the parts that were the most exciting for me were the initiatives of peer schools that we could adopt at Berwick.

Q: What are some takeaways you hope to implement in your own classrooms or within the LS as a whole?

Kelly: While at the conference, we kept a running list of ideas we wanted to implement this school year, as well as long-term green initiatives we feel will make a difference at Berwick. We have quite a large list and there were many takeaways.

Two main thoughts include: • We need to be doing more now, and even the smallest green initiative can and will make a difference.

• We need to do our part (and do more at Berwick) to foster a love of nature. This is where it all starts. Making the time and space for young children to get outside and experience and enjoy nature is essential.

we need to help our children learn to think critically about the choices they make and how those choices impact the world in which they live. Teaching critical thinking is a huge part of what we do at Berwick.

Meghan: Since returning from the conference, we have already implemented a LS Green Team, made up of other teachers who are passionate about making change on our campus and in the South Berwick community. So far, we have established a list of changes we hope to see happen this year. Some of these include ideas around sustainability, recycling, composting, and organizing community events for Earth Day. We also began making a list of higher goals, such as constructing a more sustainable and green schoolyard.

Meghan: The fresh air, freedom to move around, and touching and smelling to observe are all examples I see benefiting my students. I have really seen the value in place-based education firsthand. Teaching lessons outdoors gives the students the opportunity to touch and explore the resources right at their fingertips. Fostering the love of their place and the spaces around them will in turn help our students to want to make change in their local community and beyond.

Naomi: In my own classroom, I simply hope to bring students outside to experience en plein air (the act of painting outdoors) more often, especially in the spring and fall, but also even in the winter. Long term, I’m also working toward integrating more lessons that explicitly include nature appreciation, climate change, and endangered species.

Art is also a materials-based process, so I am working toward using materials that are repurposed or sustainably made. Within the Lower School, I’m excited to say that we already have taken steps to create green initiatives in every classroom. I hope all of Berwick Academy will adopt a culture of sustainability from our school grounds and outdoor spaces to garden initiatives, outdoor play, curriculum, community service, field experiences, fundraising, professional development, and administrative policies.

Q: How does environmental education positively impact your students’ learning experience, and why is it important to you?

Kelly: Environmental education touches all aspects of our lives every day and not just in the school environment. Every choice we make has an impact on our environment, and

I have also seen the benefit in inviting people in our community into our classrooms.

There are so many individuals doing remarkable things to help our environment. It has been beneficial to our students to experience the way different people are immersed in nature. Taking field visits and inviting these environmentalists into our school have all added great depth to our students’ learning.

Naomi: It is just an immediate shift in engagement. Students want to be outside. It makes learning become real-world, handson, and we all know how effective that is.

Aside from affecting their learning now, I also believe it follows them into the rest of their lives. They’re going to grow up and be surrounded by screens, so giving them an opportunity to fall in love with nature first is the best thing we can do for future health, happiness, and education.

Thinking big picture, the quality of life on this planet is important to me. Thinking within the context of Berwick Academy, it is important because I was lucky enough as a kid to fall in love with nature, and I want every kid to have access to that same experience. It continues to shape my life for the better in every way, and I want that for my students.

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Get to Know Our Bus Drivers For many Berwick students, the school day begins on the bus.

Our dedicated drivers are the first adults interacting with and teaching our students while ensuring they feel welcome and safe. Arriving to campus around 5 a.m., they spend the early hours of the morning inspecting and cleaning their buses before heading out on their routes to Maine, New Hampshire, and Massachusetts.

John DeRoche MY ROUTE: Route 6, including stops in Exeter and Portsmouth.

FUN FACT: When I was 29, I quit my job in retail management, bought six acres of land and an 80’ x 30’ log home kit, and decided to build myself a house. I had no construction experience at all. I bought a chainsaw, hired someone to put the foundation in, and capped the foundation myself. The log home kit arrived on August 4, the same day my newborn son was released from the hospital.

I learned roofing, framing walls, sheet rocking, ceramic tiling, carpeting, wood flooring, building decks, installing garage doors, hanging doors, installing windows, and hanging cabinets. We lived there for 24 years.

Abdeltif Farid MY ROUTE: Route 2, including stops in Epping, Exeter, Greenland, Newburyport, Portsmouth, and Stratham.

FUN FACT: I’m a scuba diving instructor and enjoy traveling the oceans to dive with sharks.

Most recently, I dove with sharks off the coast of Honduras.

Les Grover MY ROUTE: Route 1, including stops in Epping, Exeter, Dover, Durham, Newfields, Newmarket, Stratham.

FUN FACT: I enjoy woodworking and especially like to carve walking sticks and animals.

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From Left to Right: John DeRoche, Ed Surprenant, Abdeltif Farid, Colleen Teren, Les Grover, and Cory Surprenant

While serving in the Marine Corps in 1986, I was a member of the Far East Rifle Pistol team.

Kathy Keefe (not pictured) MY ROUTE: Wolfeboro Express.

FUN FACT: A budding horticulturist, Kathy enjoys working in her garden. Each of her plants begins as a seed in a greenhouse before she transfers them to her vegetable garden. Kathy tries to grow new things each year and has found watermelons to be particularly stubborn.

Anthony Leslie (not pictured) MY ROUTE: Route 5 (morning) second bus to Newburyport.

FUN FACT: Anthony grew up in Alaska and enjoys adventuring with his family. Together they have traveled and lived all over the country. He and his youngest son are the “ace gamers” in the family.

Cory Surprenant MY ROUTE: Route 3, including stops in Hampton Falls, Hampton, Portsmouth, and Rye. FUN FACT: With a degree in recreation and leisure studies from the University of Southern Maine, Cory enjoys running community-organized camps and working for various town recreational departments. He coaches and referees elementary school soccer and basketball on the weekends at the Wells Town Recreation Department.

Ed Surprenant MY ROUTE: Route 4, including stops in Kennebunk, Kittery, Scarborough, Wells, and York.

FUN FACT: During the Christmas season, I once delivered a package addressed to ‘Cindy Lou Who’ when I owned a FedEx franchise.

Colleen Teren MY ROUTE: Route 5, including stops in Haverhill, Newburyport, and West Newbury.

FUN FACT: Colleen is a true Buffalo Bills Fan and a member of the original “Bills Backers of Boston.” Since the late 1980s, the group has grown to hundreds of members, many of whom catch the Bills on game days from The Harp in Boston.

Mike Tuscano (not pictured) MY ROUTE: Charter (Field Trips, Athletic Games, etc.)

FUN FACT: Mike “Mr. T” has been married to his sweetheart Judy, for going on 50 years.

They enjoy motorhoming all over the U.S. Mike enjoys all types of fishing, and his motto is “Born to fish, forced to work!”

THE DREAM TEAM

by Colleen Meader, Executive Assistant to the Head of School and Director of Financial Aid

From Left to Right: Jason Murray, Dan Bresnahan, Paul Calo, David Hamilton, and Rich Knowles

TREVOR STEMPIEN ’22 “I would like to thank Mr. Fletcher. In the first trimester, I was in his Big Leap class and it was amazing. I have never had a real interest in history, but somehow Mr. Fletcher made every single lesson a new and exciting adventure as we followed the migration of humankind.

On top of having a fantastic class, Mr. Fletcher greets me every day with a kind smile and by saying hello as I walk into assembly.”

to Berwick brick and mortar. There is not a crevice into which some member of the group has not crawled, a leak they haven’t stopped, a classroom wall or window they have not repainted or replaced, or a piece or grass or weed that has escaped their blades.

They simply do it all.

The hard work of this team begs the question: Is the summer sun and humidity worse than winter’s endless ice and snow?

No matter. The crew takes it all in stride.

When most of the community is snuggled at home on the couch enjoying a snow day, this facilities team is on campus well before dawn, clearing the paths and roads and thus ensuring the safety of Berwick students and employees. It is also true that during some of Maine’s most historic storms, this crew has been known to stagger its hours to cover a 24-hour period, just to maintain the 70+ acre campus.

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hanks to the dedication of the facilities team, Berwick Academy recently was voted the most beautiful independent school campus in the state by Architectural Digest Magazine. It is a result of the hard work and commitment of a very small in number, but mammoth in heart, group of tenured employees. Together, Director of Facilities Jason Murray and his team – Dan Bresnahan, Paul Calo, David Hamilton, and Assistant Director of Facilities Rich Knowles – have combined for more than 100 years on the Hilltop. As a result of this history, this group is continually sought after to answer “do you remember when…?” They are our very own ‘Google squad’ for anything related

Each member of this team is critical to the Hilltop. Unlike professional sports teams that carry subs to cover illness or emergencies, the facilities team is a finite number. They do not have the luxury of a sub; they simply up their game and take on the additional work to cover for a teammate. All in all, this is a thoughtful group of individuals who takes care of our world on the Hilltop; they make sure we are safe; they deliver our mail, serve as resident movers of all things not attached to floors or walls, protect us from unwanted guests – human or otherwise – all with a smile. We are grateful for their commitment to making Berwick a place of which we are all proud.

Card by Miles Boucher ’31 to Marti Limbocker, Academic Support Coordinator KARLY MEYER ’19 “I would like to thank Mr. Harding for sharing his passions for music and playing guitar. Although I decided to embark on a guitar ‘career’ my final year of high school, Mr. Harding has offered nothing but suppor t and encouragement, emphasizing how it is never too late.

He truly enjoys watching his students grow and improve with time and is always willing to meet for an extra lesson or even to record at a studio session. I always look forward to my lessons with Mr. Harding as they offer an escape from our busy schedules.”

TODAY

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H I L LTO P HA P P ENINGS

BERW The Girls Varsity Soccer team made history with a remarkable 16 wins for the second year in a row.

The season came to an end with a loss to KUA in the NEPSAC quarterfinals. Rayne Zimmermann ’20 became the first girls soccer player at Berwick to be named EIL Player of the Year. She was an integral part of a Berwick defensive unit that boasted 11 shutouts and the lowest goals against in the league.

GIRLS VARSITY SOCCER

Seventeen different players scored for the Bulldogs this year, with Aaliyah Farid ’20 tallying 13 goals and 11 assists to lead the team and the EIL in scoring. Captain Caroline Starr ’19 was a three-time EIL All-League Player and finished second on the team and third in the EIL in assists (10). Eighth grader Chili Dowd contributed nine goals and seven assists. Chili scored the lone goal against Pingree in the EIL finals, but Pingree was awarded a penalty kick for an unintentional hand ball to tie the game, eventually winning in overtime. Midfielder Brayden Reed ’21 earned an EIL All-League honorable mention. She scored the game-winning goal that sent the Bulldogs to their first-ever EIL championship game.

Berwick’s defense was strong and organized, critical to the team’s success. Goalie Sam Montagno ’19, who was named team MVP and EIL All-League, played 1,100 minutes and was instrumental in anchoring a stingy Berwick defense. Captain Eila Shea ’19 was another EIL honorable mention selection. She received the coach’s award for her work ethic and leadership. Delaney Foley ’22 shut down the league’s leading scorer in the EIL finals and was a versatile addition to the Bulldogs. Abby Reed ’20, Bella Peracchi ’21, and Sophia Whitney ’22 were other critical members of the Berwick defensive line.

Rayne Zimmermann ’20 was named the Eastern Independent League Player of the Year. She was an integral part of the Berwick defensive unit that claimed 11 shutouts and the lowest GAA in the league. Part of the criteria for the Player of the Year award is someone who most contributes to her team’s success and puts team goals ahead of self-recognition, and if you’ve been to a girls varsity soccer game you know that Rayne is integral to the team’s success on both sides of the ball. She has amazing ability to win the ball in the air, scores highlight-reel goals from a distance, sees the field well, and has one-on-one ability offensively and defensively. Rayne is the first Berwick Girls Varsity Soccer player to be named the Eastern Independent League Player of the Year, and her coaches and teammates couldn’t be more proud.

EIL PLAYER OF THE YEAR

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FA LL HIGHLIG HTS | ATH LETI C S

W I CK ATHLETICS The Boys Varsity Soccer team enjoyed a strong season, led by senior captains Tucker Smith, Sam Faasen, Jake Pike, and Alex Fitzgerald. In what continues to be a very competitive EIL, this year’s side compiled an impressive 12-4-3 record, finishing in the top three and earning the No. 5 seed in the coveted New England Tournament. Highlights included a pair of come-frombehind victories over longtime rival Beaver Country Day, an early-season tie against NEPSAC runner-up Pingree, and a decisive 6-0 win against NEPSAC class D champion LCA. Along the way, the boys were proud to meet one of their team goals – defending their home field – as they put together a strong record of 8-1-1 at Berwick. With a good deal of the team returning next fall, including seven who started games in 2018, the varsity team looks forward to continuing the momentum it has established over the past two seasons.

BOYS VARSITY SOCCER

The Bulldogs finished the regular season with a 4-6 record, earning them the third seed heading into the EIL tournament.

Captains Tyler Gaulin ’20 and Ross Spearman ’20 led the team with the lowest scoring averages of their careers.

GOLF

The EIL Championships were held at Carnegie Abbey in Portsmouth, RI. Led by Spearman, who fired a team low 79, the Bulldogs rolled in the tournament. Spencer Aubin ’21 shot an 84, while Gaulin (88), Ben Slama ’20 (89), Cole Hernon ’19 (91), and Chris Dowd ’20 (93) were other top performers. The Bulldogs edged Pingree by two strokes to take the championship plaque.

Gaulin and Spearman earned allleague selections. The Bulldogs lose only two of their top eight players for 2019.

Girls volleyball played its inaugural season this fall, compiling a 7-8 record, impressive for a squad that featured 25 players new to the sport. Maria Gaughan ’19, Quinn Houlahan ’19, and Amelia Whitcomb ’21 were among the team leaders. Only a week into their volleyball careers, the team earned a 3-0 victory over St. Thomas Aquinas. Over the course of the season, the visible improvement of skill and overall volleyball knowledge was augmented by the team’s spirit and support. The fledgling program brought a new excitement to campus, especially on game days, when the wood gym bleachers rocked with cheers from supportive students and parents. Looking forward to next fall, the Girls Volleyball team is excited to establish a varsity program, strengthen their skills, and continue to grow as a team and program.

GIRLS VOLLEYBALL

TODAY

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H I L LTO P HA P P ENINGS

VARSITY FIELD HOCKEY

After completing the regular season at 12-3-1, Berwick advanced to the EIL tournament, where the team lost to Winsor in the first round. Season highlights included victories over Newton Country Day School and Tilton School, and a 10-game winning streak. The defensive line of senior captain Sophie Beauchesne, sophomore Casey Houlahan, and juniors Annabelle Beaton and Tiffany Foster was anchored by goalie Brittany Foster ’20. The midfield of captain Andrea Caradonna ’19, Lilly Rennie ’20, and Ainsley Wescott ’21 provided depth and strong ball-carrying skills. Senior captain Chanel Bedard, Sydney Foster ’20, Delaney Kingsland ’20, Alex Kingsland ’22, Paige McCraven ’19, and Sophie Friend ’19 provided the offense. Andrea Caradonna, a four-year varsity starter, led the team with 11 goals and six assists.

Sydney Foster added nine goals and three assists.

In the very competit i v e Eastern Independent League, the Bulldogs placed sixth out of eight teams. But Berwick placed 10th in a field of 29 teams at the season-ending NEPSTA Championships.

The team’s 13 runners experienced steady improvement in their individual times. The program will miss the leadership of seniors Brady Altschiller, Zach Holmes, Colin MacDonald, and Evan O’Connor. Henry O’Shaughnessy ’20 and Nick Lamy ’21, who were consistently the team’s top finishers, will return, along with nine others.

BOYS CROSS COUNTRY

With early wins on the road and at home, the Berwick Girls Cross Country team was few but mighty this season, with a final record of 5 wins and 6 losses in the EIL. The team runners maintained a general trend of improvement in their times and fitness, even when confronted with varied terrain. Captains Olivia Beauchesne ’19 and Hope Robb ’20 led the team by example, knowing how to both push and pull their peers toward success.

The season was capped by a cold, wet, and snowy championship meet at Marianapolis, where the girls showed their true mental toughness to finish eighth out of 14 teams.

GIRLS CROSS COUNTRY

ATHLETE’S CREED After a fall meeting of EIL heads of school and athletic directors, Jim Hamilton and Rob Quinn were struck by incidents detailed by peer schools of poor sportsmanship in athletic contests. They spent the ride home contemplating ways for Berwick to continue to strengthen its own commitment to sportsmanship, while setting the standard for peer schools.

With the help of student-athletes nominated and identified as leaders by their coaches, and Upper School teacher Molly Gabarro, the Athlete’s Creed was imagined and written. Using as a starting point the concepts of the Servant Leader model, student-athletes based the Creed on values of integrity and respect. They developed the concept of “Leave Your Print” as a way of reminding Berwick athletes, coaches, and community members of the imprint each of us leaves in our interactions — on and off the athletic fields and beyond.

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FA LL HIGHLIG HTS | ATH LETI C S

Committed to Excellence Andrea Caradonna ’19 Sam Montagno ’19

Field hockey player Andrea Caradonna and soccer player Sam Montagno committed in the fall to continuing their athletic careers at the college level.

Caradonna will play field hockey at Stonehill College in Massachusetts, which she chose because of its beautiful campus, challenging academics, and competitive intercollegiate athletic program. Andrea came to Berwick as a freshman. She earned Eastern Independent League

All-League honors for field hockey in both 2016 and 2017 and was awarded the 2018 Coach’s Award for varsity softball.

She was selected captain of Berwick’s Varsity Field Hockey team for the 2018 season and for the softball team in both 2018 and 2019.

Montagno has committed to Wingate University in North Carolina, noting its small, beautiful campus, strong criminal justice program, and competitive soccer

program as factors in her decision. Sam joined Berwick in eighth grade and became the starting varsity goalkeeper at that time. She was named Berwick’s MVP as a senior and a 2018 EIL All-Star by both the Boston Globe and the Boston Herald. Sam is a member of the National Honor Society and is involved with NAMEPA, a club that focuses on educating people on marine environments and the maritime industry.

FACULTY HIGHLIGHT

On November 3, 2018, Upper School English teacher and Middle School and Upper School coach Meg Martinson was inducted into the Middlebury College Athletics Hall of Fame.

A three-sport athlete who graduated from Middlebury in 2003, Ms. Martinson scored more goals (53) and recorded more points (119) than any other soccer player in Middlebury history, a record that still stands today. In lacrosse, she earned four All-NESCAC selections and was named the league’s Rookie of the Year in 1999 and Player of the Year in 2000. During her tenure, Middlebury’s women’s lacrosse program amassed a remarkable 51-1 record, including two NCAA championships and three NESCAC titles.

Meg Martinson (center) with legendary former lacrosse coach Missy Foote and current Middlebury Director of Athletics Erin Quinn.

Ms. Martinson also earned All-America honors as an alpine skier in 2001.

TODAY

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H I L LTO P HA P P ENINGS

ARTS UPDATE

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This fall, Lower School art teacher Naomi Ellsworth introduced third grade students to Jackson Pollock, the famous American painter known for his unique style of drip painting. To give the lesson a hands-on element, third grade teacher Mr. Jarnot dressed up as Pollock for Halloween, and asked his students to help create his masterpiece of a costume.

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SENIOR STUDIO SEMINAR, PINNACLE CLASS CREATES COLLABORATIVE WORK FOR RE(CYCLE) EXHIBIT

MUSIC UPDATES

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tudents in the World Music class enjoyed learning to play the doumbeks and darbukas as part of their study of Middle Eastern music.

They participated in in-depth discussions, listened to music from various cultures, and tried Tuvan throat singing. They also enjoyed foods from around the world as part of the cultural heritage project, including homemade samosas, Irish soda bread, Pão Doce (a Portugese sweet bread), and Peppakakor (a Swedish gingersnap).

Self-discovery was a significant part of the project, as class members discovered that the 17 students represented 25 different countries, with some of their parents being first-generation American citizens.

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he Annual Student Art Exhibit in the Jackson Library yielded so much exciting work by student artists grades PK-12 in response to the Re(Cycle) theme. Our young artists brought work created in classes or independently, and showed their connections to the natural world through pieces such as the stick- and stringtied mobiles welcoming viewers to the gallery, or works that demonstrate their concern for the environment. Other artists used recycled materials in new and exciting ways. Senior Studio Seminar artists created a large collaborative installation piece, “Alley of Empowerment,” (pictured above) which uses repurposed wood, newspapers, vinyl records, and paint to promote body image acceptance and female empowerment through positive messaging. The seniors will present this installation in two phases. The second phase will be completed for the Senior Studio Seminar Art Exhibit in April.

SCHOLASTICS ART AND WRITING COMPETITION

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hloe Hauville ’19 was among a group of students invited to participate in the 2019 Maine Region Scholastics Exhibition, which took place at Maine College of Art from January 25 to February 9.

The 2018 Winter Concert Series came to a close on December 18, with performances by Berwick’s 5-12 choruses and Theater Arts class. Those were preceded by nights of strings and African music and of the 5-12 bands and Middle School guitar ensembles. The 2019 Spring Concert Series will round out performances for the year with choruses and Theater Arts on May 7, bands and guitar ensembles on May 9, and the strings and African music ensembles on May 14.

Lillian, oil on canvas,

by Chloe Hauville ’19

Hauville earned Silver Key Awards for her creative work at the Maine Regional Affiliate of the Scholastics Art and Writing Competition, the largest national competition for creative art and writing for high school students. Overall, ten Berwick students entered the competition. Lexi Simmons ’19, Emily Christie ’20, and Hope Robb ’20 received honorable mentions.

The five Berwick students who received honors did so in a pool that included 1,100 submitted works from students at 50 high schools.

TODAY

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H I L LTO P HA P P ENINGS

MAINE TEACHER DELEGATE TO AOMORI, JAPAN

by Raegan Russell, Visual Art Dept. Chair and US Art Teacher

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n November 2018, I was chosen by Maine’s Friends of Aomori Foundation to represent the state in a cultural exchange between sister-states Maine and Aomori, Japan.

As a guest of the Rotary Club and Friends of Aomori, Japan, I was given an insider’s view of Aomori and its culture, which celebrates the tradition of printmaking. My new friends took me through an itinerary, which included events surrounding the teaching of printmaking and 36 | WINTER 2019

leading up to the youth exhibition in March, as well as many traditional Japanese meals (yes, sushi, ramen, and tempura) with the Rotary Club members and cultural visits. My week began with a day-long, hands-on workshop at the Munakata Museum with Reiko Kudo in traditional Japanese Woodblock printmaking as it is taught in elementary schools in Aomori. On Tuesday, I visited nearly 20 classes in two schools, where students were engaged in printmaking, and later met with a number of people involved in the print exchange and the highly esteemed printmaking competition in March. Among these were Jiro Ono, director of the Munakata Shiko Memorial Museum of Art in Aomori, and the Mayor of Aomori, Akihiko Onodera. Jiro Ono described my role in the exchange as “building bridges” between our two states. I will specifically be involved in a print exchange from schools in Maine, drawing many of the prints from Berwick Academy’s Lower School, as well as those from other Maine schools. In the months of December and January, we were pleased to offer a Japanese Woodblock Printmaking workshop to students in grades 3-6, where students learned this beautiful art form and made prints that will be sent to Japan.

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MUSIC UPDATES DISTRICT I HONORS FESTIVAL

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rom January 18 to 19, four Berwick Academy Upper School students attended the Maine District I Honors Festival. The event was sponsored by the Maine Music Educators Association (MMEA).

Benjamin Di Camillo ’19 (Mixed Chorus), Sophia Estes ’20 (Mixed Chorus), Aowen Guan ’21 (Mixed Chorus) and Daisy Spear ’22 (Treble Chorus) represented Berwick, following a successful audition process in November, from which they were determined to have placed in the top percentage of the District vocalists.

District I includes students who attend schools in York County and Southern Cumberland County. The festival was held at the Performing Arts Center at York High School in York, Maine, and concluded with a concert of both ensembles. For more about the MMEA, visit www.mainemmea.org.

T I T I D E BAC C A R AT: VISITING ARTIST 2019

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iti de Baccarat, an artist originally from Gabon, Africa, currently living and working in Portland, Maine, was Berwick Academy’s Visiting Artist for 2019. Working with student artists from all three divisions to bring community through art and collaboration, Titi and students created a community sculpture that delivered the message or meaning: True Me in My Community. Titi spent a week on campus in January, working primarily with Lower School students, while facilitating discussions about inclusion, maintaining who you are, and perseverance.

OPHELIA BENTLEY ’23 “I’d like to thank Ms. McKay, who is always really supportive and a fantastic listener. As a social studies teacher, she made class engaging and interesting, and I could never wait until the next one.”

CATY GOULEMAS ’19 “Thank you to Mrs. Onken because she is always in a positive mood, supports me, and helps me when I am feeling low.”

FRANCES MCGOVERN ’25 “I would like to thank Ms. Warnick. She is my homeroom and humanities teacher and has made our classes fun.”

TYLER HALL ’22 “I would like to thank Mr. Downey for pushing me and my classmates to the limit and making us try our best.”

Card by Shayna Cavanaugh ’31 to Kate Dolan, SAGE Dining TODAY

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H I L LTO P HA P P ENINGS

Innovation Pursuits

Radar Technology MCKAYLA LEARY ’19

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adar technology is the topic of McKayla Leary’s Innovation Pursuit.

“There are two components to my project,” she says. “The first is to build a small functioning radar system and the second is to draft a curriculum about radar technology as if there was such elective offered at Berwick.”

The physical radar, McKayla explains, is composed of printed circuit board, capacitors, resisters, radio frequency components, and 3D printed parts.

“Ideally, the radar will be capable of three

different modes,” McKayla says, “including doppler – think police speed guns – and collecting data to produce a real-time graph on a PC.” The origins of McKayla’s project come from a summer camp she attended at MIT and, where she was exposed to the Lincoln Laboratory’s radar technology. During the two-week program, McKayla built a small radar, which made her want to explore the technology further. “I’m very excited to conduct my own labs with my radar,” she says, “but also to take what I’m learning and write a curriculum that others can comprehend.”

Berwick Through a Student’s Eyes MALLIKA SAKSENA ’21 Through the lens of her camera, Mallika Saksena ’21 aims to document a day in the life of a Berwick student.

Mallika’s Innovation Pursuit involves capturing a unique perspective in a series of images. She will share her photos with the community through a photography exhibit when the project is complete.

“I have always enjoyed taking pictures,” she says.

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“The idea for this project came when I was looking through a previous Berwick magazine and I saw photographs of events I had attended, but thinking, ‘That’s not what I saw.’ This led me to create a project where people could see what I see during the day, whether at special assemblies, games, or in algebra class.”

Mallika’s images will be on display in the library and will be put together as a booklet for prospective families to peruse in the Admissions Office.

SPEC IA L I N TER ES TS

Aerodynamics

BEN SLAMA ’20

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esigning and building discus launch gliders is the topic of junior Ben Slama’s Innovation Pursuit. The gliders are popular among people who appreciate radio-controlled planes.

“To get the glider to stay in the air, the pilot must rely on air currents rather than a motor,” Ben explains.

“[Dr. Drela] set a record on the fastest human-powered boat and has created human-powered planes,” says Ben. “His current research is on the development of computer algorithms for 2D and 3D airflow around aerodynamic bodies. My main questions revolve around the design factors that make the plane stay in the air the longest.”

The Berwick junior plans to build two of the planes. Among his goals is to connect with industry experts to learn more about the engineering behind airplanes. He communicated with Dr. Mark Drela, professor of fluid dynamics at MIT, to get information about his topic.

Dr. Drela told Ben that the altitude of the glider is proportional to flight time and that the flight time is inversely proportional to the sink rate of the glider. The surface area, as well as the weight of the glider, also affect its flight capabilities, he learned.

Headline to go here

Electrical Arc Furnace CALEB WEINSTEIN ’22

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here are not many high school students who would describe themselves as “passionate about the dark side of electrical engineering.” Caleb Weinstein ’22 is one of them, speaking of his interest in high voltage, high amperage, and large amounts of power.

In pursuit of those interests, Caleb built an electrical arc furnace (EAF) for his Innovation Pursuit this year. EAF is a basic system in which 120-volt, 15-amp wall power is fed into a primary induction coil from a microwave’s transformer. The voltage, explains Caleb, is stepped down to 21 volts, but the amperage is stepped up to 83 amps, drawing a large amount of power.

“To put this into perspective,” Caleb says, “the average house uses 7,200 kilowatt hours per year. If I were to use the system that I am building for one hour, it would use 6,480 kilowatt hours, or 6.48 megawatt hours.”

A welding mask and gloves were required for Caleb to avoid the potential for burns or vision problems during his experiment.

TODAY

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H I L LTO P HA P P ENINGS (Innovation Pursuits continued)

The Art of Sports Journalism ANDERSEN PICKARD ’23

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ndersen Pickard ’23 found a strong mentor in Logan Bement ’12. In working on his Innovation Pursuit, which focuses on sports journalism, Andersen connected with the Berwick alumnus, who works as a digital marketing analyst for Major League Baseball.

“The class of people who have succeeded in this industry is extremely small,” says Andersen, “perhaps even less than 10 percent, depending on who you ask. Through working with Logan, I hope to use his resources and relationships to talk with several of New England’s best sports reporters and journalists to expand my knowledge of the business.”

So far, Andersen has had the opportunity to attend the MLB Winter Meetings in Las Vegas as an extension of his IP. While there, he wrote articles for SB Nation, MLB Daily Dish, and Sports Illustrated Kids. He spoke with MLB Chief Baseball Officer Joe Torre, Boston Red Sox pitcher Nathan Eovaldi, Red Sox manager Alex Cora, and met with former MLB outfielder Sam Fuld, who attended Berwick as an eighth grader and now works as a player information coordinator for the Philadelphia Phillies.

In last year’s IP, Andersen created the website www.thebulldogunleashed.com.

Andersen with Joe Torre at the MLB Winter Meetings in Las Vegas, NV

And it’s no small operation.

From the drivers, to the mechanics, to the administrative coordination, it takes the combined effort of several committed individuals to ensure that we are able to provide all students with a safe, enjoyable, and convenient experience.

Hitting the Road BERWICK BUS PROGRAM

by Kellie Varano, Student Billing and Buses, and Jon Douglas, CFO

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or so many Berwick Academy students, the typical school day begins and ends on a yellow bus. Transporting nearly 300 students on 17 bus routes, spanning three states and logging over 1,000 miles every day, Berwick Academy’s ability to provide reliable daily bus service is a strategic imperative for the school.

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With last year marking the end of a 30-plus-year partnership with our transportation provider, Berwick made the bold move of bringing the busing program inhouse. But without buses or, much less, anyone to drive them, there was plenty of preparation ahead.

With a plan in place, the work began in March 2018. Thanks to the invaluable support of Board of Trustees Chair Jim Jalbert and his team at C&J Bus Lines, we began searching for buses. Our search took us to New Britain, Conn., where we located eight International RE Series 84-passenger school buses. Starting in early August, Berwick’s newly acquired buses rolled onto campus. The next four weeks was consumed by a flurry of activity, as we worked to “Berwick-ify” the buses, applying the familiar lettering and belltower, while outfitting each vehicle with WiFi, internal and external surveillance cameras, GPS and remote diagnostic equipment, and a driver communication platform. These upgrades allow the transportation team to monitor

SPEC IA L I N TER ES TS (Bus Program continued) the location, status, and mechanical performance of each bus and, in the event of emergency, communicate with drivers while in motion. When the eighth and final bus was prepped and ready just days before the start of school, we breathed a collective sigh of relief, knowing we were about to (literally) roll out a program that would truly enhance the overall student experience.

Knowing that equipment alone doesn’t make for a successful transportation program, the majority of our attention was focused on finding the finest drivers who demonstrate the skills to safely operate the vehicles and possess the good judgment and care to ensure that the students receive a safe and enjoyable experience on the bus. Berwick was fortunate to have attracted the best of drivers who had driven for us in prior years.

Longtime Berwick driver Les Grover, in addition to Abdeltif Farid, Ed Surprenant, and Cory Surprenant, made up the foundation of our team.

Longtime Berwick employee Kathy Keefe and newcomers Colleen Teren, John DeRoche, Anthony Leslie and Mike Tuscano rounded out our all-star team. Together, they extend Berwick’s reach to families from Portland, Maine, to the Lakes Region of New Hampshire to the North Shore of Massachusetts.

After months of configuring buses, scheduling routes, managing the Department of Transportation regulations, crunching budgets, and hiring drivers, we have been thrilled with the success of our program for Berwick.

The Congressional Award is the United States Congress’s honor for young Americans. The program is non-partisan, voluntary, and non-competitive. Participants earn Bronze, Silver, or Gold recognition. Each level involves setting goals in four program areas: voluntary public service, personal development, physical fitness, and expedition/exploration.

Congressional Medal of Honor

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n October, Eliana ”Eli” Fleischer ’19 was one of only a few students in the state of New Hampshire to receive the Bronze Congressional Medal of Honor for Youth from New Hampshire congresswoman Carol Shea-Porter. The award recognized Eli for her work in public service, personal development, physical fitness, and exploration/learning.

Eli completed her work by shadowing a nurse in a medical unit in Mongolia, starting a nonprofit, setting and meeting new goals for herself as a swimmer, and transposing music for the saxophone. For her Congressional Bronze Medal, Eli spent three years working toward meeting personal, physical, and volunteer goals. She co-founded a limited liability company and established the infrastructure to collect used braces and solicit brace donations from orthotics manufacturers.

“We refurbish used orthopedic braces and then redistribute them in developing countries so they can be reused by other patients,” she explains. “We also negotiated a cooperative agreement with an existing nonprofit that had the means and infrastructure to redistribute the braces in Mongolia.”

At Berwick, Eli is the captain of the Varsity Swim team and Varsity Crew, is a peer tutor, tour guide, Alliance club co-leader, and participates in Model UN and the debate team.

TODAY

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H I L LTO P HA P P ENINGS

Head of School Investiture At the kickoff of this year’s Blue & White Homecoming, Berwick held the Investiture for 54th Head of School James A. Hamilton on Friday, September 21, 2018. It was a wonderful celebration of the many qualities that make the Berwick community so great.

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FROM DIRECTOR OF THE UPPER SCHOOL TED SMITH:

W

e were outside on the main quad of campus, in front of historic Fogg Memorial building, with our iconic bell tower presiding over the festivities from above. In Fogg’s shadow and down the pathway, slightly removed but still prominent in her presence, the 1791 House watched closely like a proud matriarch, reminding us of our 227year history. To honor this important day, we hosted Berwick dignitaries, who shared terrific messages for the gathering, and the passing of a medal to signify the official beginning of Mr. Hamilton’s tenure as Head of School.

There were music and speeches and handshakes throughout the ceremony.

What struck me the most was the crowd Mr. Hamilton invited to share in his once-in-a-lifetime moment; every single student, from our three-yearolds to our 18-year-olds, witnessed this historic event. Members of the faculty and staff sat with students on the grass or stood proudly nearby. Rather than skirts and ties, blouses and blazers, we were decked out in every shade of blue and white, with faces painted in the same colors, as we culminated our spirit week. And when the time came, what had historically been a polite clapping at the end of the ceremony, was a rousing, standing ovation, with hoots and hollers mixed in from 800 students, faculty, staff, trustees, and friends who are so excited to welcome the Hamiltons into our family.

SPEC IA L I N TER ES TS

“What struck me the most was the crowd Mr. Hamilton invited to share in his once-in-a-lifetime moment; every single student, from our three-year-olds to our 18-year-olds, witnessed this historic event.�

TODAY

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SAVE THE DATE

BLUE & WHITE

HOMECOMING WEEKEND SEPTEMBER 27–28, 2019 ALUMNI ARE INVITED TO OUR SIGNATURE EVENTS THROUGHOUT THE WEEKEND

Lower School Field Day and Dog Days Family Fun Fair Alumni Tent and Food Truck Park Alumni Cocktail Reception Formal invitations will be mailed this summer. Start rallying your class!

Have an idea on how we can make the reunion even better?

Please contact Steph Fuller in the Alumni Office at 207-384-6309 or sfuller@berwickacademy.org 44 | WINTER 2019

2018 Blue & White Homecoming Weekend Recap An Alumni Art Exhibit, featuring Mary Goldthwaite-Gagne ’01 and Ryan Strobel ’01, kicked off our newly branded Blue & White Homecoming Weekend on September 21. Saturday featured Lower School Field Day, the Dog Days Family Fun Fair, the Hilltop Brunch, a food truck park, and athletic events. The Hilltop was buzzing with alumni, students, and families. The Alumni Reception at BRGR Bar in Portsmouth capped off the weekend, where alumni reconnected over burgers, milkshakes, and a musical performance by Two Tined Fork.

Alumni artists Ryan Strobel ’01 and Mary Goldthwaite-Gagne ’01

Food Truck Park

Kevin O’Malley, Julia Norcross ’08, and Jim Hamilton

Lower School Field Day

Rachel Hawes ’13 and Sandy Mait ’13

50th Reunion Class of 1968: Arthur Sanderson, Richard Aprans, Joel Gagnon, Rick Owens, David Calderwood TODAY

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A LU M N I B UL L E T IN (Blue and White Homecoming continued)

Shawn Beaupre, Heather Thomas Matlosz ’88, Brian Bliss ’90, Cam Wilson ’88, Moira McManus McKinnon ’88, and Jen Hill

Dennis Fink ’44 and Doris Keelty Cheney ’48

Two Tined Fork, featuring Ted Smith Two Tined Fork, featuring Ted Smith

IN MEMORIAM Mary R. Demers Ramsdell ’41

Robert M. Remington ’54

July 23, 2012

John D. Merrill ’57

Stanley Rines ’45 December 13, 2018

Barbara Nolan ’46 December 14, 2017

Patricia Hadden Cunningham ’47 October 18, 2018

Irma Simpson Rose ’50 May 6, 2018

Mary E. Benoit ’51 July 27, 2018

Ethan Hawes ’10, Peter Arakelian ’65, and Rob Quinn 46 | WINTER 2019

January 27, 2019 October 20, 2018

William H. Brennan, Jr. ’66 June 23, 2018

James C. Lichter ‘69 March 14, 2017

Laurence J. Ferrett ’74 January 20, 2019

Alexandra C. Manfull ’09 August 7, 2018

David L. Linney P ’84, ’87; GP ’17, ’18, ’21 December 23, 2018

Former Faculty Stories of Impact ZACK HARMON ’85 Arthur “Terry” D o g g e t t : “Mr. Doggett was director of the Middle School when I started as a seventh grader.

He taught me math, science, and some life lessons. When I was an Upper School student, he was still always there for guidance and encouragement. When I was a senior, he taught me oceanography. By that time, he had become a friend, one whose help was immeasurable. About a month before he died, I was lucky enough to see him at a BA event and give him a hug and thank him for all he did for me. Mr. Doggett epitomized BA faculty and how much they care about every one of us.”

Mrs. Dean never took that, and I did it.

Both Mr. and Mrs. Dean had a gift for making us believe in ourselves.”

Mr. and Mrs. Dean (James III and Dianne): “Mr. Dean taught me science, proctored my study halls, gave me stern – but caring – talks, and was my assistant coach in about every sport I played. He was never negative.

He always inspired others to do better by making us feel good about what we were doing – the heart of a truly great educator.

Mrs. Dean coached me in musical productions and was just amazing. Any time I said I couldn’t sing that song or hit that note,

Mr. Sullivan: (James DeWitt Sullivan): “Mr. Sullivan was the tough guy when he needed to be and the understanding gentleman always there for guidance when the heat wasn’t on. He filled all kinds of other roles, such as director of transportation and handing out/taking back athletic uniforms. Most of all, even though I never took any of his classes, he was always there to talk to, and you left feeling better.”

DEBY MARTINEZ ’87 “Hands down, the teacher who most influenced me was Frau Ursula Richter. I know she recently died, but she should never be forgotten. She was a true gem of a person, who took me under her wing. When I started at BA, it was because my mother was secretary to the headmaster and I had to stay

Robert M. Remington ’54 Robert (Bob) M. Remington, formerly of York, Maine and a resident of Concord, N.H. died Sunday, January 27, 2019, at Mass General Hospital. He was born on May 27, 1934, in Andover, Maine, son of the late Ralph and Ruth Remington. Robert was a member of Berwick Academy’s Class 1954. He is survived by his wife of 56 years, Barbara J. Remington, and children, Albert and wife Rebecca Wozmak, Cheryl and husband John Wysong, Kelly L. Remington, Kenneth and wife Jennifer Remington; grandchildren, Richard, Andrew, Janelle, Amanda, Chelsea, Samantha, Michael, Mathew, and David; and siblings, Charmaine, Arlene, and Harold. Robert was also blessed with five great-grandchildren.

Bob was an active Berwick community member, regularly attending our Veterans Day event, his class reunions, and monthly lunches.

after school until 5 p.m. daily. Ursula would take me to her home, where she and her husband, Bruno, ran a printing company. She let me design and print my own cards. She cooked amazing German food and taught me so many traditions from her country. In the winter she taught me how to figure skate on the BA tennis courts. When I was old enough, I took German. As I got older, she came to visit me when I had a child. She always sent me the most beautiful cards (until the year before she died), called on me for help when she had her hip replaced, and instilled a love for all things German in me (especially cars). I will always treasure that amazing woman.”

John T. Guy, Former Trustee John T. Guy, 80, died at Watson Fields on Saturday, January 26, 2019. A longtime resident of Dover, N.H., he worked as president of Seacoast Savings Bank, and then as an independent financial advisor.

John and Viki, his wife of 53 years, lived in Dover since 1972. He was deeply involved in the community, volunteering his time and expertise to a variety of causes. John was a Trustee at Berwick Academy (from which all four of his children graduated) from 1987–1996.

He is survived by his wife Virginia B. (Moss) Guy of Dover; children, Timothy D. Guy of Marblehead, Mass., Sarah G. Lord of Waterbury, Vt., Michael B. Guy of Brooklyn, N.Y., and J. Conor Guy of Germantown, N.Y.; six grandchildren; and his sisters, Sheila Roy of Salem, Mass., Sally McConnell of Marblehead, Mass., and Susan Morrison of Dover. He is predeceased by this brother, Kevin M. Guy, of Portsmouth, N.H.

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A LU M N I B UL L E T IN

ALUMNI WINTER GATHERING AND GAMES Berwick’s annual Alumni Winter Gathering was a smashing success. On December 21, more than 100 alumni came together at RiRa in Portsmouth, NH to reconnect with friends, fellow alumni, and faculty. Alumni spanning two decades, from 1997 to 2017, also hit the ice for BA’s alumni hockey games and the courts for the alumni basketball game.

en Labrie ’11,

rence ’08, Ow Keith Hope ’11, Matt Law Patrick Connolly

n ’11; rnot, Dave Hora sie ’13, Jeoff Ja as Gr n Jo : w 3, ’1 Ro t Back ke Bennet n Airoldi ’11, Lu Front Row: Kevi 5 Chris Michaud ’1

ONE DAY. ONE HILLTOP.

Caitlynn Ramse y ’03, Head of Sc hool Jim Hamilt Marrielle Van Ro on, ssum ’03, Jeff Re go ’03

Jenny Yuo dsnukis ’1 7, Una O’B Maeve Bri rien-Taub n ’17, Mo man ’17, rgan Mos chetto ’17

ONE BERWICK 05.08.19

Join us for our annual day of giving as we come together as a community to celebrate and support our school.

#ONEBERWICK 48 | WINTER 2019

ALUMNI LOYALTY AWARD Mrs. Carole Watkins Paul ’54

D

uring her time on the Hilltop, Carole Watkins Paul ’54 made friendships that have stood the test of time.

The Loyalty and Support of Berwick Award is presented to alumni – such as Carole – who have remained connected to the school and their classmates long after graduation.

A pillar of the Berwick community, Carole is the walking embodiment of the award.

Humble to the core, Carole is selfless in her leadership, insisting that what she does to organize her class’s connection to the school is for the good of the group. And she means it; frequently deflecting credit to include her classmates.

For the last 65 years, Carole has served as the lead in planning biannual summer reunions for her class. She also coordinates monthly class lunches that are always well attended. The Class of 1954 meets on the third Thursday of every month at Fogarty’s in Berwick. Carole encourages her class to stay connected. Class members operate much like a family, supporting and looking out for each other, year after year. What Carole and her class have created together is a model for all of Berwick’s graduating classes.

VETERANS DAY 2018

Berwick celebrated military veterans with a student assembly on November 12, 2018. The school hosted Bob Sheppard, son of a member of one of the first African-American fighter air crews in the U.S. military. Veterans, their guests, and Middle and Upper School students heard about the experiences as a Tuskegee Airman of Mr. Sheppard’s father. Veterans and guests attended a luncheon following the assembly, where they were treated to musical performances by the Middle School string ensemble, a song by Kindergarten and first grade students, and handmade cards crafted by Lower School students. The veterans shared stories of their time in the service.

Veterans in Attendance: Maurice Boucher, U.S. Navy Ray Brunelle ’53, U.S. Navy Jack Canty, U.S. Army Jack Fogarty ’53, U.S. Army Jonathan Foster ’65, U.S. Army Bob Gagne ’57, U.S. Coast Guard Kenny Goodwin ’44, U.S. Army

Alain Jousse, U.S. Navy Mal Kenney ’58, U.S. Marine Reserves and U.S. Air Force Bob Remington ’54, U.S. Air Force J.C. Ritchie ’75, U.S. Air Force Skip Warner, U.S. Army Toby Weir, U.S. Army and U.S. Air Force

TODAY

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YOUNG ALUMNI PROFILES

A LU M N I B UL L E T IN

ALUMN I WEEKEN D, SEPTEMBER XX – X X , 2 0 1 8

ALANNA BALBONI ’02

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n orthopedic surgeon in the U.S. Navy, Alanna Balboni ’02 is currently stationed in Naples, Italy, where she and her husband, Joshua, recently welcomed son Teague Elias.

Alanna earned her medical degree from the Uniformed Services University in Bethesda, Md., before being selected for an orthopedic surgery residency at Naval Medical Center Portsmouth in Portsmouth, Va. “I’ve known I wanted to be a doctor for my entire life,” she says. “It is the perfect combination of lifelong learning with a hands-on component. I love that I can teach patients, residents, medical students, and corpsmen to help them better understand orthopedics and, in turn, take a more active role in their health and the care of others. Medicine and, more specifically, orthopedics is constantly changing. It’s a field in which you must remain at the forefront of new technologies. As a result, I am constantly reading new articles, studying new techniques, and completing as much research as possible. Having played sports my entire life, I enjoy the hands-on aspect of surgery. You’re not just thinking or listening to a problem and prescribing medicine, you’re using your own skills to ‘fix or put patient’s back together’ – to return them to their previous level of functioning.”

When recalling her time at Berwick, Alanna talks about the small classes, the low student – teacher ratio, and the camaraderie of the soccer and basketball teams.

“Berwick allows students to challenge conventional learning

“Berwick instilled in me a strong sense of community by emphasizing building up friends and neighbors, giving back in meaningful ways, and working together.”

MAGGIE SUTHERLAND ’10 fter graduating from Berwick, I attended Colby College in Maine.

I really didn’t know what I wanted to do when I “grew up.” In college, I had my heart set on fashion marketing, so I pursued that in New York City through various internships. While in New York, I was authoring posts for a growing French fashion blog, which sparked my interest. It’s worth noting now that the first time I ever heard of a blog was in Mr. Skafidas’s math class, when part of our homework was to blog about the math problems on which we were working. After almost a year in New York City, I moved back to my favorite place on Earth – the Seacoast – to start my dream job. In May 2015, I created a lifestyle blog called Seacoast Lately that celebrates our beautiful area from The Kennebunks to Portsmouth to Dover to Exeter, and every town in between. Seacoast Lately caters to locals and visitors, who appreciate supporting locally owned boutiques, savoring farm-to-table food, taking in the stunning year-round scenery, and experiencing events unique to the Seacoast. I am most proud that I am following my dreams, pursuing the work I love.

the athletic fields. There was never a person, talent, or position that would shine over another, and I still hold these core values tightly.

Passing friends, classmates, and teachers multiple times per day with a wave on the quad in between classes, a “good morning” at assembly, or cheer at an after-school sporting event felt like we were all part of one big family. Nurturing a tightknit, caring community is a really special quality that Berwick genuinely cares about and that means a lot to me.

Berwick instilled in me a strong sense of community by emphasizing building up friends and neighbors, giving back in meaningful ways, and working together. Berwick celebrates individuals and their gifts equally, whether it be in the classroom, on stage, or on

Outside of the blog, I love traveling, spending time with my family, and celebrating all seasons in New England!

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“It is the mindset that one can accomplish so much more as a team than on one’s own.” in a safe environment while developing one’s self identity. You knew you could share your thoughts and opinions without judgement or repercussion. It was a great place for personal growth, learning and community engagement. It forced me to analyze every situation and strive for perfection. One of my most favorite memories is the camaraderie of the sports environment. From the soccer and softball field to the basketball court. I loved the team mentality.

Teamwork was an attribute that led me to play basketball at Colby College, join the United States Navy for my medical training, and elect orthopedic surgery,” she says. “It is the mindset that one can accomplish so much more as a team than on one’s own.”

Since Berwick, Alanna is most proud of graduating from orthopedic surgery residency and becoming a mother. Her current assignment in Italy makes traveling second nature. Alanna says that visiting so many countries and cultures has opened her eyes to the world at large and made her a more well-rounded individual and, as a result, she relates with and understands her patients better.

TELL WHITE ’10

B

asketball has remained central to Tell White’s ‘10 life since his graduation from Berwick Academy. After playing four years of collegiate basketball, Tell went on to coach a season with his college alma mater, Endicott College. That experience led to a player development job with the NBA’s Dallas Mavericks. In Dallas, Tell was tasked with assisting all on-court training for the players and also with charting statistics for internal use. After that year in Dallas, he took a position coaching a high school varsity basketball team in Ann Arbor, Mich., where he guided the squad to a stellar season that included finishing second in the Class A district finals.

Tell currently serves as the assistant coach for the men’s basketball team at Emmanuel College in Boston.

As of this writing, Emmanuel had a record of 12-4 (3-0 in league play) – the best start in school history since 2009.

“My life has taken me many different places, but I will always remember my time on the Hilltop.

Go Bulldogs!”

WINTER 2019 COLLEGE ALUMNI PANEL

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ver their winter breaks, four members of the Class of 2018 returned to the Hilltop to share their new undergraduate experiences with current seniors.

Elizabeth Cannon ’18 (Hobart and William Smith Colleges), Nolan Feeley ’18 (Tufts University), Ethan Littlefield ’18 (Yale University), and Jack Merekci ’18 (Villanova University), offered insights into the college application and acceptance process and navigating their first semesters as college freshmen. Resounding themes emerged from the panel, including urging the current Berwick students to get involved as much as possible; making new friends in college; and the advice to not sweat the small stuff.

Senior Caty Goulemas, “I was really glad that I chose to attend the alumni college panel. All of the alums who attended gave us some great advice. This helped diminish a lot of my stress about getting into the swing of college classes.”

T

he Chadbourne-Thompson Society recognizes donors who make planned estate gifts. Planned gifts are an essential part of Berwick’s long-term financial future and have helped shape the Berwick of today.

For more information, contact Director of Leadership Giving and Philanthropy Stephanie Caswell at 207-384-6396 or scaswell@berwickacademy.org.

CHADBOURNETHOMPSON SOCIETY MEMBERS Deborah K. Blouin ’59 James Cook ’63 and Paula Cook Bradley Damon ’63 Marie A. Donahue ’37 Aurora Dube ’25 Preston Eames ’65 C. Dennis Fink ’44 Nancy B. Fort, past parent Adolph Geyer ’31 Russell Grant ’45 and Marty Grant Doris Dixon Griffith ’39 Seth A. Hurd ’90 George E. Janetos, former advisor Alberta Morrill Johnson ’28 Kennett and Patricia Kendall, former trustee, parent Mary Jacobs Kennedy 1908 Stuart Kerr, son of former headmaster Lawrence A. Martineau ’64 and Karen Martineau Perley D. Monroe ’48 Olive Purington Moulton ’22 Victor Perreault ’33 and Helen Hasty Perreault Nancy Pindrus ’69 Wendy Pirsig Mary Byrd Platt Richard and Susan Ridgway, former headmaster, past parents Anna May Flynn Smith ’31 William R. Spaulding Owen Stevens ’48 and Margaret Stevens Ella Estelle Geyer Stonebraker ’29 Mark H. Tay, trustee, past parent Roger Thompson ’25 and Theresa Thompson Ms. Anne C. Willkomm ’83 TODAY

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BERWICK IN FLORIDA

Luncheon Attendees

THE BILL AND KATHRYN MATTHEWS MEMORIAL FUND

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n 2016, through a partnership with Whittier Falls, an entity of the Dover Housing Authority, Berwick created the Dover Community Scholar program.

Establishing a community that is home to a wide range of socioeconomic diversity is important in making sure the school community reflects the general population and creates diverse classrooms in which multiple perspectives emerge.

The 1964 boys varsity hockey team Dick Shafner ’65 and his wife, Jan Eustis, hosted Berwick Academy alumni and grandparents at their home in Naples, FL, on February 6.

Attendees heard from Head of School Jim Hamilton as he shared his first impressions of Berwick, including what a special place it has been for him and his family during their first year on the Hilltop.

Teammates Larry Martineau ’64 and Dick Shanfer ’65 with Coach David Morton

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Guests also heard from Dick on a project near and dear to his heart – the Bill and Kathryn Matthews Memorial Fund and Berwick’s partnership with Whittier Falls in Dover, NH. The event was a lovely way for alumni and grandparents to share stories and reconnect with one another and the school.

Over the past two years, Dick Shafner ’65 and his wife, Janet Eustis, have made gifts to support the full tuition of one Dover Community Scholar each academic year. Long-term financial sustainability of this program is a priority for Dick and Jan and for Berwick Academy. For the 2018-2019 academic year, the couple has pledged to match funds raised, dollar for dollar, up to $25,000, to establish The Bill and Kathryn Matthews Memorial Fund. The fund will bear the name of beloved faculty member Bill Matthews and his wife, Kathryn.

In fall 2018, Berwick admitted its third Scholar.

The school is excited to watch the progress of these students through their Berwick experiences and is thankful for the generous leadership provided by Dick and Jan. If you would like to contribute and be a part of this amazing program, please contact Stephanie Caswell, director of leadership giving and philanthropy, at 207-384-6396 or scaswell@ berwickacademy.org.

LANE JOSLIN ’23 “I would really like to thank Mr. Small and Mr. Summers. I have never learned more from a teacher in one year than I did from Mr. Small.

Mr. Summers was my first teacher at Berwick and no other teacher could’ve made me feel more welcome.”

DARLA MAHONEY ’23 “I would like to thank Mr. Belin. He is always so fun and flexible. He makes sure you do your best!”

STELLA RIDOLFI ’23 “I would like to thank Sasha Malone for always believing in me and pushing me to do my best.”

BEA VAN CAMPEN ’24 “I would thank Mr. Onken because he has really pushed me to do my best.”

NATE WEINSTEIN ’24 “I would like to thank Ms. Fitzgerald for mentoring me during the beginning of my Innovation Pursuit.”

CHLOE HAUVILLE ’19 “I would like to thank Ms. Bylicki. I have never enjoyed math class and am not sure I ever will but Ms. Bylicki made it fun for me even when I didn’t understand everything. She was always willing to take the extra step to get me the help I needed. She is my favorite math teacher of all time and I wish I still had her!”

AMELIA WHITCOMB ’21 “I would like to thank Mademoiselle Tommasino. She guided me last year through French and now I feel significantly more confident. She is someone who I can talk to about anything from a good movie to a rough day.

Thank you, Mademoiselle, for impacting me in such a positive way.”

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Berwick Academy 31 Academy Street South Berwick, ME 03908 www.berwickacademy.org For parents of alumni: If this issue of Berwick Today is addressed to your son or daughter who no longer maintains a permanent address at your home, kindly notify the Alumni Office with the correct mailing address at kdemers@ berwickacademy.org or 207.384.6303.

Grandparents and Special Friends Day Friday, May 3, 2019

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ach year, grandparents and special friends are invited to Berwick Academy to enjoy a day of performances and classes with their grandchildren. We look forward to welcoming you to the Hilltop.

Invitations will be mailed shortly. Please contact Stephanie Fuller with questions: sfuller@berwickacademy.org or 207.384.6309.

To update your contact information, please contact Kellie Demers at kdemers@berwickacademy.org or 207.384.6303.

1 | WINTER 2019