January 2010
Martin Luther King Day Assembly
1791 Letter ~ January 2010
During the month of January, I will be honored to attend two public events and witness how our Board of Trustees interacts with parents and faculty in compelling ways. The first will be during a series of New Parent Gatherings hosted by trustees and intended to give newcomers to Berwick a window into the history, governance, and financial model of the Academy. Each year, these events lead to great questions and great insights from new families, and I enjoy watching our trustees have a chance to interact with our families in this educational role. One of my favorite traditions at Berwick is our January Trustee Dinner for Faculty and Staff, where we all come together to celebrate the mission of the school by honoring teaching excellence. I have worked at a number of independent schools and served on a variety of boards, but I have never seen an event where trustees literally and metaphorically break bread with employees in celebration of our school and its mission. While reflecting upon these upcoming events, I was prompted to consider just how much our general population knows about the role of our Board of Trustees, or about nonprofit governance in general. I believe that the amount of time that a Head of School dedicates to working with his/ her Board of Trustees may often be underestimated by faculty members and others; additionally, many people are unaware of the rewards inherent in this particular working relationship. The reality is that the synergy between an effective Board of Trustees and an effective Head of School is far more complex and powerful than a typical employee/employer relationship.
Fundamentally, the key word when considering the nexus of Trustees and Head of School is partnership. No head of an independent school, no matter how talented or visionary, can effectively improve a school without a well-developed and symbiotic partnership with his or her Board of Trustees. For starters, trustees at Berwick Academy are all volunteers. This is astounding, when one considers both the time and responsibility associated with the position. When you look up the word trustee in a thesaurus, you will be presented with synonyms such as custodian, fiduciary, guardian, and keeper. People who choose to accept the role of trustee at Berwick Academy take on two primary responsibilities as stewards and guardians of Berwick Academy’s future: 1) To serve as custodians of the school’s mission 2) To serve as financial stewards of the institution. Financial stewardship is far more complex and substantial than merely supporting the school financially; it also refers to mobilizing the Academy’s resources in such a way that will best enact the mission of the Academy. Sometimes people are surprised to learn that the Board of Trustees in fact has only one employee: the Head of School. It is certainly the job of the trustees to hire and evaluate the Head of School, always using the mission and core values of the institution as their rudder. Currently, our Board of Trustees is comprised of 23 members including current parents, former parents, alumni, as well as an outside educator. Day schools typically have large numbers of current parents on 1791 Letter ~January 2010
their boards, but one aspect that is particularly noteworthy about Berwick Academy is the number of former parents who continue to serve on our board for extended periods of time after their children graduate. I think this speaks to the lasting impact of the Berwick experience on our families, and these trustees offer a unique perspective that blends both experience and distance from the daily operations of the Academy. Current parents still make exceptional trustees, but they have to become facile at managing the conflicts that are inherent within their roles as current parents (shortterm view) and trustees (long-term view). The president of our Alumni Council and the president of BAPA also serve as ex-officio members of the board during their respective terms. Berwick Academy’s board includes seven standing committees: Finance, Development, Buildings and Grounds, Academic Affairs, Audit, Long Range Planning, and the Committee on Trustees. Each year, our Committee on Trustees works hard at considering future talents and needs for our board so that we can continue to replenish our membership by adding skills and resources to move the Academy forward in critical ways. Sometimes, parents who are new to independent schools are more surprised at what trustees do not do at Berwick Academy. They are not involved in the daily operational decisions of the school, in setting curriculum, nor do they have any role in making decisions about personnel beyond the Head of School. There is a clear distinction between governance/policy (Board of Trustees) and operations (Head of School and Administration). One other
critical reality of being a trustee is that no individual trustee has any decisionmaking power on their own. The entire Board of Trustees votes on resolutions, and decisions and actions are taken by the board as a whole. This is why individual concerns from parents are not well-served in being presented to trustees for recourse and rather must be channeled through the administration for resolution. Why would someone choose to become a trustee at Berwick Academy? This was a question I asked each serving member when I arrived as the new Head of School less than three years ago. Without fail, our trustees choose to serve the institution out of a deep and unwavering love of this community and its mission. There is recognition that others came before us who created the experience that our children now enjoy, and we have a duty to protect it for many future generations. Often the lives of trustees have been shaped by Berwick Academy in transformational ways. Without fail, I believe that our trustees also serve because of their belief that they can contribute to the institution through a combination of their hard work, their wisdom, and their financial support of the mission. They find reward in the collective success of our students and the institution as a whole. As Head of School, I view our Board of Trustees as my single greatest strategic asset in leading Berwick Academy. The breadth of experience of this group offers me a mosaic of perspectives and talents that serve as a unique sounding board for problem solving. The collective wisdom of the board helps shape my evolving vision for the Academy, and my hope is that they each find a great sense of reward in watching the Academy continue to evolve and grow. In my opinion, our
trustees are leaving a legacy through their work at this institution that will impact thousands of young people and families in the future. I have often said that I find Berwick Academy to be a refreshingly authentic and humble place, and I believe that sense starts from the leadership of our board. I often worry that our faculty and parents don’t fully understand just what our trustees mean to the experience our students receive each and every day. And, while it is entirely appropriate for trustees to be slightly removed from the daily spotlight at a school such as Berwick, I hope this 1791 Letter offers our families some context as to the importance of the role played by our Board of Trustees for the future of Berwick Academy. Our trustees embody our core values of balance, engagement, excellence, and integrity. People often say that being a Head of School is an incredibly lonely profession, which is a bit ironic when you spend your days enmeshed in the lives of 560 students, their parents, 140 employees, and more than a few alumni along the way. And while you all know that there is a grain of truth to this sense of loneliness at the top, the one area in which I continue to find sustenance is through my evolving partnership with these extraordinary volunteers. Being a trustee is all about serving others, and Berwick’s future looks incredibly bright given the commitment and passion of our leaders.
the first week of February this year. Our Upper School process remains unchanged from prior years. Re-enrollment Just a reminder that reenrollment contracts for next year will be mailed out during the last week of January and will need to be returned during the last week of February. Given increased demand for admission places and financial aid, adherence to these deadlines will be particularly critical this year. Parent Forums I would encourage any interested parents to attend our BAPA Parent Forums in February. We have made one adjustment to the master calendar in that the Lower School Forum will take place on February 16, and the Upper School Forum will take place on February 23. More details will be forthcoming in the division weeklies. School Spirit on the Rise We are all excited about the new twists that are occuring as we work toward raising school spirit this year. We hope students enjoyed our new “Hockey Night at the Whit,” and will also appreciate the exciting changes to our K-12 MLK Assembly. We also have a new model for the pep-rally that will include an effort to draw a large number of Berwick students to attend at least half of the varsity basketball game on January 29.
Admissions Calendar Current families applying for additional admission places next year, should be advised that our process has been sped up considerably this year for applicants to grades K-8. We will be mailing our first round of new admission offers to prospective students during 1791 Letter ~ January 2010
Peter Saliba
One of my clearest memories growing up is when my high school grades and comments would arrive at home over the holiday break. Usually at that time of year, I was in full vacation mode which meant sleeping in late, and watching episodes of “MASH” and “CHiP’s” in the middle of the day. The mail would arrive through the front door with a thump, and I would rush to be the first one to go through the envelopes. Usually, the fateful day came three or four days before New Year’s Day which meant I would have to live with the realities of my grade report for about a week. Generally, I was a pretty good student during my high school years. Although I did have my share of academic mishaps, I believed that I was working hard and my efforts usually paid off. My experience was typical in that I struggled a bit for the first two years, and then hit my stride as I approached my senior year. In my freshmen and sophomore years, I remember distinctly hoping and wishing that perhaps, maybe once, the larger powers of the Universe would put me on the honor roll. Making the honor roll was something that I craved because I thought I deserved it after all my work. However, despite my efforts, I missed the list and always seemed to fall just short of the mark.
who was more surprised, my family or me. In any event, I felt like I scored the winning OT goal for the rest of vacation. Although there was no overt reward for attaining honor roll (those bumper stickers had not been invented yet), I beamed with pride. I imagine that the feeling for students these days is pretty similar when earning this academic honor. About 30% of our students make Honors, and approximately 12% make our Highest Honors. By making this list, students have distinguished themselves in their academic studies. They should feel proud because attainment of this goal is related to their own diligence, and other factors directly in their control. For the most part, the reward of honor roll is still intangible. Yes, you can get some discounts on your auto insurance, and for the skiers out there, you can get a season’s pass for $49 (seriously!) at Saddleback. However, the major reward is the satisfaction of a job well done. That is the best reward of all. And for those who haven’t quite made it yet, believe me, it will come with diligence and patience.
During my junior year, I knew I had done well, or at least better than the previous years. I connected with most of my teachers, and I had been pretty diligent with my studies. As I tore through the envelope, I hoped this would be my moment. Much to my surprise, I made it. I’m not sure
1791 Letter ~January 2010
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College seems a long distance away when one is the parent of a Middle School-aged student. There are, after all, those four years of secondary education ahead. However, the time will pass quickly, and the foundations laid today will support the college student in a future that is nearer than we may wish to think. I am not the only educator who thinks that it’s necessary to look further down the road and keep the destination in mind. Patrick Sullivan, a professor who wrote an article, “An Open Letter to Ninth Graders,” published in the magazine, Academe (a publication of the American Association of University Professors) last January, identified five areas of skills without which no student belongs in college. Take a moment and see if you think your child is on his way: Reading: Students who are ready for college like to read, have read lots of “important” books, and set time aside in their lives to read for the sheer fun of it. In the Middle School, the faculty works hard to select books that are “good for you” as well as those that inspire. Yes, many of us have been persuaded to read all of the Twilight series (I’ve completed three), and part of the joy is sharing what we think as adults with readers who are younger. “The Cay,” “A Swiss Family Robinson,” “To Kill a Mockingbird,” “Hatchet,” “The Wizard of Oz,” are all important books when one considers that part of our work as educators is to open doors for students who might pass these by. This fall, I accompanied eighth grade students and their parents to a performance of A Midsummer Night’s Dream at UNH after the students had
read the play. The connections drawn and the expressions on the faces in the audience led me to believe that the language of Shakespeare was indeed appreciated. Recently my book group discussed the Pulitzer Prize winner, Olive Kitteredge. We did not like the main character, and the discussion has migrated into the Middle School among teachers and staff. We’re still weighing in on Olive. Reading a book can be a powerful social tool; even when the reader does not like the book or its character! Writing: Sullivan tells the readers of this article that writers “should expect any piece of serious writing to require considerable effort.” Often, I have seen students look bewildered when a piece they tossed off quickly in one draught is returned with its margins covered in red ink and a low grade at the top. Writing that is undertaken with the idea that it will undergo several transformations makes the writer as well as the writing better. He remarks that the most troublesome students in college are ones who think they have nothing further to learn about writing. Sullivan recommends that students grow accustomed to asking readers for their input; parents, friends, even online readers. He also emphasizes that good writers carefully craft their thesis statements. As this third quarter of the academic year opens, please listen for the term, ’thesis.’ Our students will be using it often. Thinking: My favourite piece of advice from this article is “seek out classes and learning experiences that challenge you.” If we adults embrace the learning of new and challenging ideas, words, or skills, we can model 1791 Letter ~ January 2010
these for our children. Imagine where most of us might have landed if we had kept our minds closed and reigned in against new ideas! Listening: This is a skill for one’s life, and with it should grow increasing empathy and patience. Sullivan claims that listening is what many college courses require. Active listening is far from just hearing. It goes into the realm of processing, analyzing, synthesizing, and making new ideas or products out of the initial words heard. Good listeners know how to question, to attend, to offer support, and to share more than spoken words. Good listeners wait their turn, and that skill development starts long before school begins for a child. Grit: Many times I have spoken about the goal of resilience as central to our mission in the Middle School. Hockey players who pick themselves up off of the ice after being checked and race to the opposite goal are just plain plucky. The same can be said for soccer players who never give up during a game played in the rain, or riders who draw a stubborn horse in a competition. All of these athletes understand what ‘grit’ means. Our hope is that they take that and apply it to their academic challenges as well. “I’m bored,” is not spoken by a tenacious student, nor is, “This is stupid.” Those are the words of people in serious need of resilience and a transfusion of steel into their spines. Learning is scary business, and failures can become the fodder for great success. I hope you have seen signs of these characteristics developing in continued on pg. 16...
Without trust there is nothing. This versatile, oft-used phrase regularly came to mind as I reviewed the roughly one-hundred-twenty Lower School report cards at the close of the first semester. As stated in the cover letter that accompanied the report card mailings, the lengthy, in-depth narratives represent one of the most significant examples of trust between school and home. As a division director, I keenly monitor the ebb and flow of each school year. Certainly, there is the excitement of September’s opening day, the important goalsetting around fall parent-teacher conferences, the anticipation surrounding the Thanksgiving to December vacation stretch, not to mention many other series of events and programs in our division and throughout the Academy. However, the first semester report cards stand out as one of the most essential school-year markers in promoting reflection on student accomplishments from the past semester and goal-setting for the semester that lies ahead. The intent of the report card is to provide a common understanding of each student’s progress as a foundational base is developed for future growth. The reports are also meant to be a shared and supportive venture between school and home, highlighting each student’s learning path. In this process, accountability for student development is ultimately shared by teachers, parents and students.
student instruction and assessment. An important Lower School faculty and administrative goal is to avoid labels in describing student academic and social behavior. Instead, we are more interested in addressing relevant and specific behavior patterns that define the learning process. As a faculty, we thrive on the purposeful approach to working with our students on these academic and social goals in our supportive Lower School setting. And, as we begin the second semester, steady progress for all of our students is paramount in our daily instructional efforts. Therefore, I hope that our parent and student body view the report cards and their follow-up focus as an important entry point into the second semester.
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For all involved, the challenge is to make use of the written narratives in a manner that successfully moves the reports from mere words on paper to productive classroom and interpersonal interactions. Whether they represent an action plan for increased teamwork towards specific student achievement or a summary reinforcement of firstsemester efforts, I trust that the reports are written, read and acted upon in the good faith necessary for the ultimate progress of each Lower School student. In concluding, I would like to offer my best wishes to all for a productive second semester in the Lower School! Offering a selection of products from the school store including sweatshirts, hats, mugs, and more.
While trust is an inherent necessity in any group setting, it is especially important within the sensitive process of elementary
Berwick Academy
Visit www.berwickacademy.org and click on the Berwick Store link.
1791 Letter ~January 2010
Rob Quinn
Pep Rally January 29 at 3pm The time of this year’s Pep Rally has changed. In years past our winter Pep Rally, was traditionally held during the end of the academic day, but has been moved to right after school in hopes that after our display of spirit and excitement, our students will stay and watch a couple basketball games. The thought behind this shift was to capture this energy and have a game that all of our students, K-12, can attend together and enjoy the atmosphere. We are excited about this new time change which will include team introductions, dance performances, a faculty vs student basketball game and a pep band. Food will be served during this event. There will be no early bus for the students because of the Pep rally schedule, but there will be a late bus leaving at 5:15 p.m. Boys Varsity Hockey Picks up a BIG Assist The Boys Varsity Hockey team earned a big “Thank You” from New Hampshire Catholic Charities over the holidays for donating gifts to a family suffering from the current economic downturn. Each player was involved in shopping then delivering the gifts. Coach Lathrop donated gifts to the parents. The staff at the Rochester office of NH Catholic Charities were so very grateful. They said “When the parents picked up their gifts, they were speechless. They struggled to fit all the gifts into their vehicle. Hopefully your generosity allows them to get through this difficult time in their lives.” This was a proud moment for our studentathletes and we congratulate the team for their efforts. BA Hockey Night at the Whit We had a great turnout by the
Berwick Community at the Whittemore Center on the campus of the University of New Hampshire on Thursday, January 7. It was a great experience for all who attended the games and a big thrill for our student-athletes who competed on the Olympic sheet of ice. We hope to make this an annual tradition for our teams. C & J Trailways Many thanks go out to C&J Trailways for providing coach bus transportation for our longer varsity and junior trips. Our coaches, athletes, and parents are very appreciative. Coaches can plan, prepare and talk to players; players can use the travel time to study, and are much more ready to play after a long bus ride. We are all grateful. Game Day Information The Portal is the place to find your daily game schedule. Each team has their own sports page with details regarding team activities which include rosters, schedules, announcements, departure and return times. If you are unable to use the Internet or are traveling and need game cancellation information, please call Berwick Academy and dial x1500 for the general athletic department hotline at x1500 or you can dial the Athletic Director at x2800 for recorded information about weather-related cancellations. Blue and White Week January 25 is the beginning of a week of school spirit activities. This week will culminate with an allschool pep rally on Friday, January 29 with a full schedule of home games immediately following the pep rally. 1791 Letter ~ January 2010
We will have a Varsity Basketball double header on Saturday, January 30 with the girls team tip-off at noon vs Bancroft and the boys playing Chapel Hill Chauncey Hall at 2 p.m. The Varsity Boys Hockey team has a big tilt vs Belmont Hill School in the Dover Arena at 3pm. Eye on Spring Spring sports are only six weeks away, beginning March 3. Coaches should be getting important information to players by the beginning of February. • Boys’ Lacrosse Helmets: The varsity team is wearing black helmets with blue visors. These are not mandatory for all levels. If you are buying a new helmet you should consider buying one with these colors. AD Rob Quinn will be placing orders for helmets by the first of February. There are several models of Cascade helmets we can purchase at competitive pricing. • Girls’ Lacrosse Goggles: There are many styles and makes. There will be a limited number available in the bookstore. When you buy goggles, make sure they are ATSM certified for lacrosse. • Baseball bat standards are regulated in our leagues. The varsity teams use wood bats in all league games. Middle School may use composite bats that meet certain standards. Bats that are 30 inches or longer must have a length-to-weight differential no greater than 3. For example; a bat that is 31 inches long, cannot weigh less than 28 ounces. Bats that are 30 inches or less cannot have a differential of more than 5. continued on pg. 16...
The Berwick Academy Upper School presents The
King
and
I
Friday, February 26 at 7 p.m. Saturday, February 27 at 7 p.m. kbuster tein’s bloc ged rs e m m a a nd H will be st Rodgers a ing and I, K and e 6 h 2 T ry l, ebrua F musica , y a rd tu le Arts d Sa in Whipp Friday an w ld a B ia Whistle Patric demy. “I a 27 in the c A k ic You,” Berw g to Know ng in Center at tt e “G ,” , You Tune l,” “Hello hall u a Happy rf e d n o gW d “S “Somethin ave Dreamed,” an H e musi“I th ,” f o Lovers of few t u b re a lassic of e,” beloved c We Danc is th m o ers fr cal stage. cal numb can Musi the Ameri
The cast features Jo Fletcher a Leonowen sA s, F King, Crist rederick Diengott nna , as the ina Salvad or Tyler Mc Farland a as Lady Thiang, s Elizabeth the Krala Hopkins home, as Tuptim Haley as , Connor Lun Tha , Henry as Princ e Chulu Young lo n Fishbaugh , as Louis gkorn, Austin Le Winters a s Sir Edw onowens, Nate ard Ramsa Merrow a y, Jane s Eliza, an dB as Captain reandàn Haley Orton.
Led by artistic director Liz-Anne Platt, music director Brenda LaForce, and assistant music director Seth Hurd ’90, more than 90 members of the BA community are at work on stage, behind the scenes, and in the orchestra to prepare this classic tale of East meets West. Faculty members Raegan Russell, Polly Davie, Sasha Randall and Brad Fletcher have assembled a large technical staff to meet the challenges of designing and constructing the elaborate scenery, lighting and costumes required for this production. Sasha Randall is also joined by her colleague Christine Bessette, as they choreograph the many dances, including the “Small House of Uncle Thomas Ballet,” inspired by the original Broadway staging, but with a unique and fresh BA interpretation.
Order your tickets today!
1791 Letter ~January 2010
The Berwick Academy Upper School presents
The King and I Friday February 26 and Saturday February 27 at 7:00 p.m. Patricia Baldwin Whipple Arts Center
Ticket Order Form •
Reservations required – seats are assigned on a first-come basis.
•
Tickets must be pre-paid - please include cash or check payable to Berwick Academy.
•
Tickets are NOT mailed. Tickets will be held at the theatre and may be picked up one hour prior to the performance.
Friday, February 26, 2010
Name:______________________________
Number of student tickets at $4.00 each Number of adult tickets at $7.00 each Total number of tickets
_____ Cost ______ _____ Cost ______ _____ Total _____
Saturday, February 27, 2010
Name:_______________________________
Number of student tickets at $4.00 each Number of adult tickets at $7.00 each Total number of tickets
_____ Cost ______ _____ Cost ______ _____ Total _____
Please return to:
Louise Rouleau, Registrar Berwick Academy 31 Academy Street South Berwick, ME 03908
Please call Ms. Rouleau at 207-384-2164 ext. 2500 with any questions.
1791 Letter ~ January 2010
you gotta have Arts
Winterfest 2010 Berwick’s annual Winterfest will be held on Friday, January 22, at 7:00 p.m. in the Patricia Baldwin Whipple Arts Center. The performance is dedicated to our most advanced student performers who were selected through a rigorous audition process. This year, 55 auditions were scheduled over three days to accommodate 74 students in grades one through twelve requesting auditions. These students auditioned as soloists, in duets, and as trios or in small ensembles, exhibiting enthusiasm, excitement, commitment and a dedication to their chosen performing art. Berwick’s performing arts students continue to raise the standards. This level of dedication and responsibility makes the final selection of the performers for the annual concert extremely challenging. Again this year, selected work from visual art students will be presented in the annual Winterfest Art Exhibit hung in the arts center lobby. Please mark this date on your calendar; it is a wonderful event devoted to the arts. The admission is free and seating is on a first-come-first-served basis. The snow date is planned for Sunday, January 25 at 2:30 p.m. Dance The dance program is buzzing with anticipation as we prepare for the 2010 spring performance of “Images and Words.” Volunteers are needed to make this recital run as seamlessly as possible; if you are interested please contact Sasha Randall at srandall@ berwickacademy.org. All help is welcome, both as we work toward the 10
show and during the rehearsals and performances. Please be on the lookout for upcoming mailings and portal updates regarding the spring shows. January is another wonderful performance month for the Berwick dancers. The annual Winterfest performance on January 22 at 7:00 p.m. in the Whipple Arts Center never fails to entertain and astound. On January 23, Senior Chelsea Johnson and eighth grade student Madison Johnson will represent Berwick at a performance at Scarborough High School. Chelsea and Madison will be presenting their own choreography for this showcase of high school dance companies. Finally, to close the month of January, the dancers will help bring spirit to the AllSchool Pep Rally with a set of exciting dances. We hope you can attend one or more of these events!
participating have sacrificed the fun and engagement of the annual Middle School Ski Trip to perform with musicians from York County, devoting two days to the large ensemble experience. We know that Noah Landis, Chloe Schmir, MacKenzie Levy, Eimile Bowden, Cora Ordway and Suzanna Borg will have a wonderful experience and we thank them for their commitment to their music and the program. Visual Art Scholastic Art Competition— The Alliance for Young Artists & Writers invited students from across the nation to participate in The Scholastic Art & Writing Awards of 2010, the nation’s longest running, largest, most prestigious recognition program for creative teenagers in the visual and literary arts.
Music Festival Invitations—Music students, parents, faculty and administrators are invited to attend the Maine District 1 High School Honors Music Festival Concert at 3:00 on January 23 at Noble High School. Attendance at this concert not only supports our student musicians, Mary DePascale, Asher Siegel, Skyler Stern, and Justin Koppstein, who have been accepted by audition, but also provides insight into the opportunities for large ensemble experience that exist for Upper School music students. We also extend an invitation to attend the Concert of the York County Junior High Honors Festival at 4:30 on Feb 6 at Kennebunk Middle School. Again this year, the students 1791 Letter ~January 2010
Each visual work submitted is reviewed by a panel of arts professionals for the following criteria: originality, technical skill, and emergence of personal vision or voice as the piece is considered in conjunction with the following regional awards: GOLD KEY: Work demonstrating the highest levels of originality, technique, and personal vision. Gold Key artwork is forwarded to New York City for national adjudication. Students are recognized with Gold Key lapel pins and certificates. SILVER KEY: Work demonstrating achievement worthy of recognition on the regional level. Students are recognized with Silver Key lapel pins continued on pg 16...
President’s Notes Welcome back everyone! I hope you had a fun and relaxing break. We are starting the year by hitting the ground running. We are preparing for this year’s benefit auction scheduled for April 24, 2010. Our theme this year is Community. We want this auction to celebrate the community that is Berwick Academy and also celebrate the communities that help us every year by supporting us in this wonderful event. The annual auction is BAPA’s sole source of funding for over fifty student enrichment and social activities. BAPA also provides support to communitybuilding with contributions to faculty and staff appreciation, parent socials, campus historical preservation and financial aid. This benefit is our biggest BAPA event of the year, since the entire parent body is able to gather together as a whole community. This year is also the first year we have taken the event off campus; so, be a part of this terrific party with great company, fine food and a warm and fun atmosphere. There will be items of every description on which to bid including a “green” section with all kinds of environmentally friendly offerings. In addition to the live event, BAPA will host an online auction which will open for bidding during the last week of March. Check it out at www. bapaauction.cmarket.com, tell your friends and family and place it on your favorites list! Thanks so much for your support! Don’t forget to Vote! As in past years, after funding the BAPA budget, the 2010 BAPA
benefit auction proceeds will be split evenly among the three divisions. Who decides where these funds go? You do! Look for an e-mail from the school with a link to Survey Monkey—it will only take you a few seconds to complete the online ballot. You can also download a ballot from the portal and send it in to the BAPA office. Voting closes February 5, 2010. BAPA Board Openings for 2010-2011 The BAPA Board is looking ahead to next year! If you are interested in becoming involved in the BAPA leadership, and would like to be considered for a position, please submit your name along with the position or positions you are interested in, to my attention, via e-mail or letter (mail to the Academy, attention BAPA), by February 1, 2010. The openings for next year are: one Middle School Coordinator, one Upper School Coordinator, and Auction Chair(s). Like to learn more? Check out the job descriptions in the Downloads section of the portal or contact me and I’ll put you in touch with the person currently holding position in which you are interested. Jean Jarvis Jean.jarvis1@myfairpoint.net President BAPA Treasurer’s Report November 30, 2009
(Upper School Prom) – More income and expenses has yet to be booked. BAPA Expenses: Upper School $154.82 - Clubs/Extracurricular – snacks for December finals $174.78 - Clubs/Extracurricular – freshman exam packages $23.98 - Socials and Dances – cups and Gatorade packets Total US
$353.58
Total BAPA Expenses 12/31/09 $353.58
12/1/09–
Net BAPA Income 12/1/09 – 12/31/09 $6611.67 Nancy Noyes nnoyes@comcast.net Schools Treasurer Upper School News The Upper School Winter Semiformal was a success with 225 R.S.V.P’s from our students. I heard that the DJ was good, the food was delicious and there were no mishaps. The parents would like to thank Jen Onken, her work crew and the faculty who attended. Thank you to Janice Murray for shopping for the Lindt chocolates that were provided on every table. Just so that you are aware, BAPA sponsored the DJ, invitations, chocolates, security and decorations.
Income: $5104.76 - Net LS Book Fair and Bake Sale credit card receipts – More income and expenses have yet to be booked. $1852.24 - Net US Magazine Sale 1791 Letter ~ January 2010
The literary magazine, “The Vernacular” is out, and if you haven’t seen it check out some amazing student works. The Lassiter Buddy Care continued... 11
packages were sent out in December. Financial help was provided by BAPA for both of these projects. I sincerely want to thank all the parents who took the time to email me with comments, concerns and suggestions for the class representative and coordinator meeting with Peter Saliba that was held January 12. It was a very positive and productive meeting. Please save the date of February 23 at 7 p.m. and come to the US Forum 3rd floor Fogg to hear the results. Thanks to Kathy Voss who has been tabulating the results of the Magazine Drive for months now; her job began in September and is just winding down. She has found and fixed mistakes and worked through the QSP rep quitting in the middle of the process. It is with great vivacity that she announced $2417.44 was earned for the Junior/ Senior Prom. The quick Christmas card sale brought in $193.80 and our Upper School budget traditionally gives $1500 towards the prom. Therefore, a check of $4111.24 will be written and delivered. Mary Pat and Wendy Harrington sent out the survey for the spring volunteer opportunities. Please respond before January 21. An event that is quickly approaching is Language Day, Monday January 25 and we are looking for 7-10 volunteers to help. The next dance will be the Valentine’s Dance on Thursday February 11. BAPA will again financially support this event. Emails are always appreciated! Suzanne McFarland suzannerye@comcast.net Mary Pat Dolan Marypat.dolan@comcast.net Middle School News Welcome back to school! We hope you all had a relaxing and 12
enjoyable vacation and were able to spend some much needed time with family and friends. As we embark upon the second semester, the Middle School is in full swing with a variety of events and social opportunities. January 8 was a busy day for our Middle Schoolers. The fifth and sixth grades had a fun afternoon of bowling and arcades at the Dover Bowl and the seventh and eighth grade students had a dance with a DJ on campus. Both events were sponsored by BAPA.! Another BAPA sponsored event will be the upcoming annual MS Ski Trip to Gunstock on Friday, February 5. Students can Alpine ski, cross country ski, snow shoe or go tubing. On January 12 we had our annual Head of School Luncheon in the Commons Lounge. This lunch was attended by Division Directors, Student Deans and the many parents who have volunteered their time at school. It was a nice way to show our appreciation for all that they’ve done. Dr. Zurawel hosts several coffees during the year in the Commons Lounge. Our last coffee was held on January 14. If you haven’t attended a MS coffee, you should mark your calendar for the next one on April 9. It’s a great way to find out what is happening in the Middle School and to get to know other parents. Mark your calendars for February 9. Rosemary Zurawel will host a Wine & Cheese Gathering in the Commons from 5:00 p.m. to 7:00 p.m. before the Middle School Parent Forum that will begin at 7:00 p.m. that evening. Lastly, we are in need of volunteers to coordinate class gifts for the auction. The Middle School gifts have been purchased but need some creative and artistic flair. Won’t you consider helping out for this worthy 1791 Letter ~January 2010
and fun event? Class gifts always seem to be a big hit at the auction. If you are interested in coordinating this project please contact Andrea Bristol (malted92@comcast.net ) or Joanne Meyer (jomeyer777@aol.com). Joanne Meyer MS Coordinator Lower School News The Lower School Pizza Bingo Night will be held Friday, January 22, in the Commons. This is a great night for Lower School families, featuring delicious pizza and fun bingo games! The night is hosted by Joel Hawes with pizza and prizes provided by BAPA. Kindergarten and second grade families will be asked to bring water, first and third grade families will be asked to bring dessert, and fourth grade families will be asked to bring salads. An RSVP flier with this information will be coming home in your LS student’s backpack next week. A look ahead: the Lower School Parent Forum has been moved to February 16. Topics generated from the January 12 class rep meeting with Joel Hawes will be included on the agenda. Stay tuned for details on the annual LS Skating Party as well! And finally, we have many upcoming volunteer opportunities; please contact Beth or Pamela if you’d like to help with costumes for the LS Production, the fourth Grade Memory Book, or the class gifts for the auction. Thank you! Pamela Oberg Pamela@theobergs.net Beth Tykodi bptykodi@comcast.net Lower School Coordinators New Families Happy New Year!
Thank you to everyone who
took the time to give us feedback on their Berwick Academy new family experience. There are 69 new families who joined us on the Hilltop this year. From that group, 32 people filled out the BAPA New Families Survey online, and another 6 people came to our December 1 holiday meeting and filled the survey out in person. Overall, the results were very complimentary. Many of you said you were really enjoying your Berwick Academy experience, and you were pleased with the way the first semester was going. Many of you had already volunteered and attended multiple events on campus which was very exciting to learn! Even more of you were looking forward to volunteering some time soon. There were two areas that came up again and again in which you made very helpful suggestions and shared many opinions. 1. Volunteering and Meeting Other Parents • Many of you said you would attend more BAPA meetings, and you would volunteer more often, if at least some meetings were held in the evenings.
• New parents want more social events throughout the year, allowing you to meet other parents in your child(ren)’s class(es). • Some parents enjoy division specific events more than events which cross all divisions. This is especially true of Upper School parents. • New Parents would appreciate it if social events could be held closer to where they live. 2. Communication • You almost unanimously agree that the portal is an important source of communication. • Many of you provided suggestions to make the portal more consistent, more complete, and easier to navigate. • You prefer being e-mailed to being phoned.
In addition, BAPA is meeting with Jedd Whitlock, our new Director of Advancement, to share and review your comments and suggestions. We look forward to reporting on the progress of this as the year goes on. Until then, please enjoy the start of the new semester. As always, if I can answer any questions, please feel free to e-mail or call me. Katie Clark BAPA New Families Coordinator Kclark_uk@hotmail.com (207) 698-0080 BAPA Communications If you need assistance navigating the portal or have feedback, please contact Sarah Hebert hebertsh@comcast.net or 207-384-3366.
This is great feedback and gives us much food for thought. As I write this, the BAPA Board is combing the school calendar to find ways to schedule BAPA meetings on nights which bring parents to the school already. You can expect evening meetings to be announced each quarter, starting with this one! We look forward to you joining us at a BAPA evening meeting soon when we swap the morning coffee for the evening wine and cheese!
Portal Problems? So you’re having trouble with the portal... Please contact Tracey Kelly by phone or email for assistance. A quick tutorial in person or on the phone will help you to better understand how the portal works and where to find that important information you are looking for! 207-384-2164 x 2308 or tkelly@berwickacademy.org
1791 Letter ~ January 2010
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Fostering Resilience in Our Children Last Tuesday night, I watched the final segment of “This Emotional Life” on MPBN. One of the most astounding stories of the show was that of a physician, who, as a young boy, had sustained both physical and sexual abuse, and had been in and out of juvenile detention centers 24 times. Clearly, this man was determined to “change his life course,” and was fortunate enough to meet and work for an older gentleman who took a special interest in him. Because of this man’s resiliency and the protective factor of a meaningful relationship, he was able to change. This story made me immediately think of a 1791 article that I had written a few years ago on resilience. As you will see, I have always had a special interest in this subject. You may be surprised to hear that resilience comes up frequently in my work at Berwick Academy. I am constantly humbled by students’ stories of personal or family difficulties, and admire their ability to manage, not only their personal pain, but also everything else we ask of them. I am continually asking myself “How is this kid keeping it all together?” “What can I do as a counselor to assist him/her in moving forward while managing all of this stress?” “What can Berwick Academy do as an institution to foster resilience not only for this individual, but all of its students?”The MPBN series confirmed the initial findings of my 1791 article. Children and adolescents are resilient by nature. They have an incredible ability to bounce back after difficult challenges. The series also confirmed that there are certain things that we can do as parents and caring adults, as well as an educational institution,to foster this resiliency. Just like the older gentleman who happened to take a special interest in the juvenile delinquent/turned successful physician, we must assist our children with their bouncingback power. For those of you who have not read this article, I hope you enjoy it. For those of you who have, try to get your hands on the 14
PBS series, “This Emotional Life.” Its worth watching. I read a great book over the holiday break entitled, The Glass Castle by Jeannette Walls. I’m sure many of you have also read this incredible memoir of a severely deprived childhood in the heart of Appalachia. The Walls family included four children, an eccentric mother, and an intellectually curious father who also struggled with alcoholism. Walls began her life on the west coast moving various times depending on her father’s grandiose whims and desires. The family eventually moved to Welch County, West Virginia, her father’s hometown. It is at this point that the reader gets a first-hand look at the poverty, deprivation and dysfunction that the author experienced while growing up. What is so remarkable about this story is that Jeannette Walls survived and maybe even thrived as a result of her environment, and now works as a successful columnist at MSNBC. Psychologists would describe Walls’ story as a perfect case study in resilience. In spite of suffering neglect, physical, emotional and sexual abuse, Walls went on to become a positive and productive member of our society. Resilience has been generally defined by psychologists as the ability to “bounce back” from adversity. The concept of resilience has always interested me both professionally and personally. Professionally, I believe that resilience is a key ingredient of every successful therapeutic intervention. Personally, resilience came to the forefront of my life several years ago when my oldest son sustained a traumatic injury. I, as his 1791 Letter ~January 2010
mother, tried to do everything I could to assure that he would “bounce back” from this life-changing event. When I think about resilience, many questions come to mind such as, “Is resilience the result of nature or nurture, or a combination of both?” “What role do social factors play in the development of resiliency?” “What can parents do to foster resilience?” and “What can a school do to foster resilience?” According to clinical research, resilience is an interactive and systemic phenomenon, the product of a complex relationship of inner strengths and outer help throughout a person’s lifespan. As far as the nature/ nurture question, we are all born with the innate capacity for resilience. This innate capacity enables us to develop social competence, problem-solving skills, critical consciousness, autonomy, and a sense of purpose. The nurture or social components of resilience have been coined as “protective factors” or “protective processes.” These protective factors have been found to assist individuals in overcoming or circumventing life stressors, and ultimately “bouncing back” from an adverse experience. Three major categories of protective factors are caring and supportive relationships; positive and high expectations; and opportunities for meaningful participation. In The Glass Castle all three of these protective factors assisted Jeannette Walls in “bouncing back” or staying afloat in the chaos of her family. Her parents were egocentric, neglectful and at times physically abusive, but also deeply cared for her and showed her continued on pg 17...
Rachel Saliba
WINTER CARNIVAL 1957 - 2004 Winter Carnival was a BIG deal at Berwick Academy. For a few days every February, all of the students would participate in outdoor activities including ski events, snow sculpting, silly games, ice skating on The Muck (aka, the Bog), bonfires, hockey and broom ball games and a Coronation Ball. Like all traditions, the Winter Carnival morphed over the years and eventually ended with the last Upper School ski trip in 2004. The following is a photo summary of the tradition of Winter Carnival at Berwick Academy.
The boy on the right won the pie eating contest in 1960.
Winter Carnival was started in 1957 by the newly-formed Outdoor Club whose purpose was to “enjoy life in nature’s wonderland.” The first carnival included various ski events and a gala dance.
The 1961 Winter Carnival Court The Third Floor of Fogg served as the location for the Coronation Balls before the Commons was built in 1966. Because only boys were allowed to board at the school, approximately 60 girls would visit campus each Winter Carnival weekend. The boys had to give up their dorms for the girls and sleep on mattresses in the newly built gymnasium.
Outdoor Club members ready to ski Powder House - 1957 The height of the Winter Carnival tradition occurred during the boarding years at Berwick Academy (1957-1977). The Carnival was held over an entire weekend and included multiple events and activities for the students.
1966 Snow sculpting entry
After BA became a country day school in 1977, Winter Carnival included division-specific activities including Winter Carnival Dances in the Middle and Upper Schools. The Lower School held skating parties and even had a ski trip (only once that I can tell).
By 1985, Winter Carnival had 1791 Letter ~ January 2010
turned into an all-day ski trip. Each division took a day from school and traveled by bus to the ski areas and were given discounted tickets and ski rentals. The newly formed parents association sponsored dinners for the kids following their day of skiing. Winter Carnival was canceled between 1986 and 1993, but was re-introduced in 1993 as a name for ski trips for each division, but few people referred to it as such. Winter Carnival had become the BA Ski Trip. While the trips were a lot of fun, the last Upper School ski trip was in 2004, when the trip moved continued on pg. 17...
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Middle School News...cont. from pg 5
your own children. If so, then we are doing our jobs well to prepare them for the day you drive to some ivy-covered stone edifice and kiss them good-bye. I can’t offer you much advice about steeling yourself for the moment of separation, but I can assure you that the foundation stones are solid. Athletics News...cont. from pg. 7
Off the Hilltop On January 9, 2010, the American Saddlebred Association of Maine (ASAM) held its annual banquet. Melissa Beckett, Senior, received the following year-end awards: Captain Lord Mansion Challenge Trophy, Lullaby’s Red Dawn Challenge Trophy, and the Mariways Challenge Trophy. She was awarded Blue Ribbons High Score in Open Divisions on the Maine Horse Association Circuit, Saddlebreds Earning High Score Awards on the New England Horsemen’s Council Circuit and Saddlebreds Pinning First at Out of State Non-circuit shows. She was awarded a Champion Plaque from the American Saddlebred Association and finally, the Board of Directors of ASAM awarded her the ASAM Outstanding Junior Member for 2009. Congratulations! ARTS News...cont. from pg 10
and certificates. HONORABLE MENTION: Work demonstrating artistic potential. Honorable Mention certificates are presented in some regions. We have been working closely with this year’s State of Maine Regional Affiliate, Heartwood College of Art in Kennebunk, since November, assisting Berwick’s artists in the presentation of their individual work and portfolios. 16
This year, the following students have been selected to receive an award. Derek Lavigne (12): Gold Key Award for his sculpture “Hockey: A Lifestyle;” Whitney Pasternak (11): Silver Key Award for her painting “Monthes;” and, Olivia Waterhouse (12): Silver Key Award for her cut paper design “Herman’s Great Day;” as well as Honorable Mention for her sculpture “Alabaster Bones.” Regional Affiliates will hold ceremonies to honor award recipients in their communities where they will be presented with certificates and Scholastic Awards pins. Many local winners receive additional recognition including scholarships, public presentations of their work, and letters of commendation from public officials. The work of all Gold and Silver Key winners, along with Honorable Mentions will be on exhibit at Heartwood College of Art from March 8 - 17 with an Awards Ceremony scheduled to take place on Saturday, March 13 from 11:00 – 1:00 p.m., with a reception to follow at the Coastal House in Wells. Please join with us in congratulating our award winners and stay tuned for more information as we await the results of the Gold Key work that will be submitted for National adjudication along with the final results from the portfolio submissions. Off the Hilltop Art teachers Raegan Russell, Lynn Wildnauer and Deloris White are participating in the 2010 Maine Art Educators Annual Exhibition, “Practicing What We Preach” at the Saco Museum in Saco, Maine. The exhibit will open on January 16 and run through March 19, 2010. The opening reception will be on Saturday, January 23, from 1:00 – 3:00. We hope you can stop by to see the exhibit by art teachers across the state. Art critic Edgar Beem 1791 Letter ~January 2010
has written a wonderful article about this show for Yankee Magazine. http:// www.yankeemagazine.com/blogs/art/ maea Wellness News...cont. from pg 14
support. They also had positive and high academic expectations for her. They believed, and frequently boasted about her superior reading ability. Lastly, Jeannette found meaningful participation in her high school newspaper, and care and support in her relationship with an English teacher. Most children are fortunate enough not to experience the horrific life that Jeannette Walls did while growing up in Welch, West Virginia. But all children need the inner strength to deal competently with the daily stressors and demands that they encounter. This inner strength and feeling of competency are called “resilience.” So, what role do parents play in fostering resilience? The following strategies, from Raising Resilient Children, by Robert Brooks, Ph.D., and Sam Goldstein, Ph.D., are ways in which parents can foster resilience in their children: • Be empathetic and validate of their experiences. • Communicate effectively and listen actively. • Change your negative scripts, such as persistent nagging. • Love your children in ways that help them feel special and appreciated. • Accept your children for who they are and help them set realistic goals for themselves. • Help your children experience success by identifying and reinforcing their competences, as opposed to highlighting their weaknesses. • Help your children recognize that mistakes are “learning opportunities” not failures. • Develop responsibility,
compassion and a social conscience by providing opportunities for your children to contribute. • Teach your children how to problem-solve and make decisions. • Discipline your children in ways that promote self-discipline and self-worth. Resilient children are able to “bounce back” from adversity because their parents have provided them with a constancy of love, encouragement and support. Parents of resilient children also allow them to learn from their mistakes, as opposed to fixing them. They encourage their children to problem-solve and make decisions on their own. Schools are also instrumental in fostering resilience in children. As mentioned previously, there are three major categories of “protective factors” or “protective processes.” These are: Caring and supportive relationships; positive and high expectations; and, opportunities for meaningful participation. I believe, like other good schools, Berwick Academy has these three “protective factors” actively in place. The Lower, Middle and Upper Schools at Berwick Academy are designed to assist our students in building individual resiliency. One of the most pronounced “protective factors” at Berwick Academy is the caring and supportive relationships that occur between faculty and students. Let me digress a moment to share a “parent moment” that confirms this statement. My sixteen-year-old son has gotten to know quite a few kids outside of Berwick Academy because of his “heavy metal” musical passion. After spending a day over break with some of these kids, he returned home and proclaimed how lucky he was to be a student at Berwick Academy. When I asked why, he stated that “I have teachers who really care about me.” A second protective factor that is clearly visible at Berwick Academy is “positive
and high expectations.” I believe that both parents and faculty regard this protective factor as a primary tenet of our school community. In all three divisions, students are expected to be positive about academic achievement. Parents and teachers expect them to do their best. The third and final protective factor is the “opportunity for meaningful participation.” Again, I feel Berwick does an excellent job of providing students numerous opportunities to participate at the school in ways that they find both meaningful and comfortable. Resilience or the ability to “bounce back” from difficult experiences is a fascinating concept in human development. While reading The Glass Castle, I couldn’t stop thinking about resiliency as I watched Jeannette Walls and her three siblings move from childhood into adolescence, to eventually become contributing adults in our society. Fortunately, over the past two decades, the concept of resilience has expanded from something that only the most destitute, deprived individuals possess, to a trait that each of us is born with. Parents and schools play a major role in nurturing resilience. If a child is fortunate enough to have parents who know how to foster resilience, and fortunate enough to be a part of an environment where all the protective factors are in place, they should be able to “bounce back” from almost anything. -Reprinted from Spring 2009 Cindy Briggs
1791 Letter ~ January 2010
Archives News...cont. from pg 15
to the weekend and too few skiers participated to justify the cost and organization. The Middle School still enjoys the tradition of Winter Carnival with their upcoming Ski Day on the 5th of February and the Lower School still holds a skating party in March.
The 1983 Winter Carnival With over 50 years of tradition, it might be fun to bring back some of the quirky games and competitions on campus that used to be a part of the Berwick Academy Winter Carnival tradition. Don’t ski races to Powder House and broom ball on the Muck sound like great ways to get through the next few months of winter?
1996 Upper School Ski Trip to Loon Mountain
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Dear Berwick Community, Happy New Year from the 1791 House! December proved to be an extremely busy time for the Development Office as we received a welcome surge of Annual Fund gifts. I am encouraged to report that 42% of our current parents have made a gift or pledge to the 2009 – 2010 Annual Fund, which is up 12% from this same time last year. In terms of total dollars, I am equally encouraged to report that we have raised almost $470,000 (as of 1/13/2010) in gifts and pledges towards our goal of $575,000. I have been blown away by the generous support of the Berwick community – thank you! We are certainly headed in the right direction, and I am optimistic, albeit cautiously, that we will be able to reach our goal by June 30, 2010. However, we do have a great deal of work yet to do to reach our overall fundraising goal and our parent participation goal of 65%. This cannot be done without your support and participation. Parents new to Berwick will receive their first official Annual Fund appeal in early February. I have had the pleasure of meeting numerous new families at the various New Parent Receptions in January. Please do not hesitate to contact me if you have any questions about the importance of the Annual Fund and how it affects our students and faculty everyday here on the Hilltop. To learn more about the Annual Fund, please visit www.berwickacademy.org/annualfund. Lastly, the Class of 2010 Senior Gift Campaign will kick off in early February. In lieu of an Annual Fund gift, senior parents are asked to make a gift to the Class of 2010 Endowment Fund in honor of the graduating seniors. I would like to express my sincere gratitude for all your support, consideration, and generosity. It is a point of pride that so many in our community join together to keep our program strong and vibrant. If you have not yet made a gift to this year’s Annual Fund, I invite you to do so online at www.berwickacademy.org/giving. Thanks again. Best,
Jedd Whitlock Director of Advancement jwhitlock@berwickacademy.org
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1791 Letter ~January 2010