Inly Magazine | Fall 2023 by Inly School

T H E M A G A Z I N E O F I N LY S C H O O L

FALL 2023

Big ideas Empowering students to solve real-world problems

T H E M A G A Z I N E O F I N LY S C H O O L

FALL 2023

HEAD OF SCHOOL Donna Milani Luther DESIGN & PRODUCTION Joyce Whitman, Director of Marketing & Communications PHOTOGRAPHY Heidi Harting and so many parents and caregivers, faculty and staff Inly School 46 Watch Hill Drive Scituate, MA 02066 781-545-5544

MISSION

At Inly, our dynamic Montessori+™ practices inspire our inclusive community of learners to explore and shape ourselves and the world with joyful curiosity, courage and compassion.

BOARD OF TRUSTEES 2023–24 President Stacey Best P’22 Vice President Elizabeth Feeherry (Fish) P’26, ’29 Treasurer Charles Haley P’23, ’27, ’30 Clerk Conor Cooper P’27, ’27, ’29 Paul Antico P’11, ’14, ’16, ’21, ’24 Conor Cooper P’27, ’27, ’29 Davenport Crocker, Jr. P’19, ’20 Alvin Delgado P’28, ’30 Rick Housley ’08 Moira Kelly Sandy Kronitis-Sipols P’08 Jonathan Mariano P’31, ’33, ’35 Brijal Padia P’24, ’29 Ryan Peña P’23 Mia Antonia Santoscoy-Dougherty P’23 Dr. Ingrid Tucker Lisa Tyrrell P’19, ’22

www.inlyschool.org

contents

fall 2023

DEPARTMENTS 02 A MESSAGE FROM DONNA 04 AROUND CAMPUS 24 OUR COMMUNITY 42 ALUMNI 48 A MONTESSORI MOMENT

FEATURES

Big ideas 10 Empowering Students to 24 A Look Back With Retiring Solve Real-World Problems Inly Community Members

32 Inly at 50 Gala

42 Former Inly Students Return as Parents

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a message from Donna

On To The Next 50 Years As Inly launches into its next half century, we are celebrating our new school year with some exciting programs that will enhance the student experience.

Global Programs

Inly is excited to announce the return of Global Programs for 6th, 7th and 8th graders. Partnering with EF Education First, students will have the opportunity to embark on an Experiential Learning Adventure Program in Costa Rica in March 2024. Our students will engage in new ways to understand people, places and cultures, discover more about themselves, expand their knowledge of the world, and so much more.

Inly Adventures

Our new adventure programming, run by Cody Maurer, Director of Inly Adventure, will present team-building and problem-solving activities for our students. As Inly looks toward the future, the adventure program is another way of furthering our innovative teaching practices on campus.

Learning Services

We have enhanced our Learning Services department to better meet the needs of our students. A sensory motor room and writing center have been added, and an intern from Endicott College will be joining the staff for the 2023-24 school year. At the core of these new additions is the Inly community and our commitment to Montessori and Montessori+. We look forward to a wonderful, growth-filled year for all of our students. Warmly,

Donna Milani Luther Head of School

INLY SCHOOL

The Inly Logo Has a New Look To mark the next 50 years of our journey, we chose to update the Inly logo and give “Monty” a fresh new look. Like it’s predecessor, the new mark represents our four levels of education—Toddler House, Children’s House, Elementary and Middle School. The symbol’s symmetry emphasizes our Montessori+ approach that is at the center of all learning. The logo carries the values of our student-centered, innovative approach and expresses a joy of learning that is at the heart of the School’s ambition.

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around campus

FALL 1. Back to the 70s parent gathering in honor of Inly’s founding in 1973. 2. FiftyFest celebration, held on the upper field, to kick off Inly’s 50th anniversary year. 3. Halloween costume parade with traditional performance of “Skeleton Bones,” and Donna’s reveal of the Inly Players production. 4. Grandfriends’ Day brought many grandparents and special friends to enjoy breakfast and explore Inly classrooms.

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around campus

WINTER 1. Gingerbread Cookie Decorating was a fun family event to kick off the holiday season. 2. The Lego League Competition is the culmination of the LEGO Robotics program that brings together Inly students in grades 5-8. 3. Winter Concerts filled the Artsbarn with festive music once again, after being outdoors in 2021 and canceled in 2020.

4. Family Math Night encouraged students and their families to explore and have fun with “all things math.” 5. Learning Fair showcased kindergarten through 8th-grade projects on “Innovations: Past, Present and Future.”

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around campus

SPRING 1. Earth Day Celebration brings students and their families together to participate in outdoor activities and to learn how to protect our Earth. 2. The 40-ft Climbing Tower, Inly’s newest addition, was generously donated by long-time Inly parents Mike and Maureen Sheehan and will be a central component of new offerings in our after-school and summer programs. 3. Flying Up, one of our greatest traditions, celebrates students soaring to the next level of their Inly education. 4. Field Day is full of fun and games while students dawn their best “Wacky Wednesday” attire.

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around campus

ATHLETICS Inly continues to participate in soccer, flag football, basketball, cross country, and track and field in the MAC (Montessori Athletic Conference) and NEPSAC (New England Preparatory School Athletic Conference) for students in grades 4–8. This year, Inly students were able to compete against other schools in exhibition volleyball games.

1. Flag Football 2. Volleyball 3. Basketball 4. Soccer 5. Cross Country

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around campus

PLAYS Students in K–8 step out of their comfort zones, build confidence, and strive for their personal best when participating in their annual level musical listed below. The Inly Players Production also brings forward that confidence for parents, caregivers, faculty, staff and alumni. 1. Kindergarten Stone Soup 2. Lower Elementary “Bones” 3. Upper Elementary “Finding Nemo” 4. Middle School “School of Rock” 5. Inly Players “Beauty and the Beast”

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around campus

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Big ideas Empowering students to solve real-world problems 10

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“We’re a thinking school, not a memorizing school.” DONNA MILANI LUTHER, HEAD OF SCHOOL

rom thought-provoking quotations written on hallway walls, to squishy ‘walk on me’ color-changing tiles on hallway floors, to Destination Exploration stations (where kids can take a quick break from classroom work and engage their imaginations); from curriculum-inspired, student artwork prominently displayed gallery style, to the provision of sophisticated tools and technologies in the da Vinci Studio, there’s no hiding that – from the ground up – Inly seeks to inspire, engage and educate. “Daily, our kids are not only rigorously engaging with traditional academic subjects, but they are also being exposed to ideas, experiences and points of view designed to help them shape their understanding of who they are as a person,” Donna explains. “They are learning about the concentric circles of who they are – in themselves, in their families, in their classroom, in the school, in the wider community, in the world. The idea that they live in relation to, and with, others and can impact those circles is foundational.” “We want our kids to be filled up with ideas and possibilities,” explains Jen McGonagle, Inly’s Director of Upper School. “We want them to ask questions and understand and appreciate that

the world out there is worth signing up for. That it’s worth it to find an area of passion and pursue it in their own time, outside of these four walls.” The intentional nature of this motivational approach is apparent in the creation of both big and small opportunities to engage with a broad range of topics and perspectives; to work with others in pairs, small groups, larger teams; in encouraging the pursuit of balance between independence and responsibility; in the chance to stretch and try new things in a supportive environment; in making the time and space for reflection. “We are working to build confidence and self-knowledge, which then empowers kids to employ their agency in the choices they make, in how they move through the world,” says Donna. And, it’s working. Level by level, Inly students are using their agency to engage with the wider world, to identify gaps and problem solve into them, to advocate for and make changes where they see the need. “This is really the springboard for life. Ultimately, we want our kids to think: this is where I was yesterday; here I am today; where do I want to be tomorrow and what do I need to do to get there?” Donna concludes. Read on for some examples of Inly students putting their agency into action.

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TODDLER HOUSE

Gardens for All

hange brings opportunity and for Ellyn Einhorn, Inly’s Science and Outdoor Classroom Specialist, the Toddler House (TH) move to Inly’s newest building brought the opportunity to design and create a new, dedicated TH garden space. “Even at this age, we want to start teaching our kids about caring for, and about, something outside of themselves. We want them to start learning about connecting to nature, about connecting to each other,” Ellyn explains. “We want to have them feel that going outside is normal and comfortable and we use these outdoor opportunities to teach language (“watering can,” “handle,” “spout”), how to use tools like spades and shovels, and about life cycles and how living things grow and change.” In partnership with TH teachers, a space was identified, and Ellyn set about raising funding for and developing the garden. But she didn’t do it alone. Inly Middle School (MS) students jumped at the chance to build and fill the new garden beds, partially driven by their own memories of their time in TH. “It really was community work, and it was particularly heartwarming to hear some of our 8th graders harken back to early TH memories of outdoor experiences at Inly,” says Ellyn. “The toddlers are very excited to now be able to plant the seeds they grew in the EcoLab outdoors in their own garden bed.” But it wasn’t only MS kids who chose to get involved with Inly’s Outdoor Classroom work. Early in the 20222023 school year, an Upper Elementary classroom ‘adopted’ a Kindergarten class and worked with them throughout the year – planting tulips together in the

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“Even at this age, we want to start teaching our kids about caring for, and about, something outside of themselves.” ELLYN EINHORN

fall, teaching kindergarteners about the parts of the bulb, taking time to water the Children’s House (CH) gardens together as well as making and painting flower boxes to help brighten up the CH outdoor spaces. “I really see that Inly students – from toddlers to 8th graders – feel a true sense of accomplishment from contributing to their community,” Ellyn concludes.

CHILDREN’S HOUSE

Adding a New Chain

t the Children’s House (CH) level, math is a tactile experience. Students hold representational materials in their hands (tiles, beads, rods) and manipulate them to learn about counting, place value and basic mathematical operations – adding, subtracting, multiplying, and dividing. A popular material with which to practice skip counting is the bead chain. “It’s almost a rite of passage when kids complete the 10-cubing chain on their own,” explains Nancy St. John, former CH2 Lead Teacher. “This particular day, a group of friends – some older kids, some younger kids – were spread out in the hallway admiring the recent 10-cubing-chain accomplishment of three other friends [a kindergartener and two second graders],” Nancy recalls. “This led the group of three to start talking about what they were going to tackle next, and one friend asked: ‘But why isn’t there an 11-bead chain?’ There isn’t really a good reason, so I said: ‘I wonder what we could do about that?’, and one of the group said, ‘We can make one!’ And off they went. Each bead chain has its own designated color, so the students decided their 11-bead chain (the shorter squaring chain) should be orange to distinguish it and reduce any potential confusion. The team of three made construction paper rings to mimic beads and attached them in groups of 11 (using smaller black rings of paper to separate each section), eventually making 11 groups of 11 in total. “It was a process full of collaboration and cooperation. They took their chain into the hallway to lay it out and check for and correct any mistakes. They were

“When we say ‘follow the child,’ we really mean it. We have the lovely freedom to further and deepen their learning.” NANCY ST. JOHN

amazed by how long it was,” says Nancy. With one child counting and one child writing, they began to work. 22, 33, 44… “At this point, the kindergartener interrupted and said, ‘I’m gonna guess the next one is 55.’ He had already recognized the pattern,” Nancy remembers. And it didn’t stop there. Once the chain was complete and correct, these intrepid CH students shared their work

by giving an 11-chain lesson to a group of older Lower Elementary kids. “When we say, ‘follow the child,’ we really mean it. We have the lovely freedom to help them further and deepen their learning and tap into their agency when they have questions or see the need. We are helping them to lay a foundation they will carry forward into their later lives,” concludes Nancy.

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LOWER ELEMENTARY

A Campaign for Social Justice

main tenant of Lower Elementary’s curriculum for the 2022-2023 school year was an exploration of social justice issues as they relate to the indigenous peoples of North and South America. For example, how sea level rises continue to disproportionally punish the Guna people of Panama and threaten cultural extinction; how the Cree people of Canada are facing language erasure; and how the Navajo people of the southwestern United States are dealing with land rights and cultural appropriation issues as they battle a proposal to dam the Little Colorado River. “This work ties directly into the Montessori curriculum focused on the fundamental needs of humans, both material (food, water, shelter) and spiritual (relating to intellect and soul),” explains Emily Doherty, LE3 Teacher. “Not surprisingly, our class research led us to an exploration into whose land we’re on (where we live, where we go to school) and how we can honor and acknowledge the Wampanoag people who were here before us and are still here today.” This work for LE3 students began with a review of Inly’s land acknowledgment, which was collaboratively amended and adjusted into a classroom-specific land acknowledgment. “Originally, we (teachers) suggested it should be read every Monday at morning circle, but the students quickly insisted we read it every day. We’re teaching them that it’s important to tie actions back to words, so that’s what we do now,” Emily says. And it didn’t stop with a land acknowledgment. “As a class, we recognized we’re caretakers and have a responsibility to the land and to

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Art by Natasha Frye

LAND ACKNOWLEDGEMENT The Wampanoag People, known as People of the First Light, are important and deserve respect. We recognize that this land originally belonged to them. They took beautiful care of this land, and we will do the same.

the people who came before, so we brainstormed on how we can fulfill that responsibility,” explains Emily. Led by LE3 second and third graders, students undertook a program of activities to raise awareness and demonstrate their support for indigenous peoples. One action entailed writing “persuasive and compelling” letters to several people: • Parents & Caregivers Group asking for a presentation slot at an upcoming meeting • Inly’s Head of School asking if students could fundraise to buy

a piece of work created by an indigenous artist for the school • Inly librarians Shelley and Mary asking them to purchase books from an indigenous-owned bookshop in Minnesota • A Wampanoag chef in Rhode Island asking her if she would cater for an Inly event. Students also created a list of class commitments they all agreed to adhere too and ran a pre-Winter Concert bake sale that raised over $2,000, which was used to purchase and frame a painting from Wampanoag artist Natasha Frye. “Our work here also ties into the Montessori philosophy of Cosmic Education*,” Emily says.

“We’re exploring that with these kids. We want to help them grow their toolkit, to help them think more critically, to help them decide how they want to represent their message to the world.” She continues, “We follow the child in Montessori and honor each individual. Maybe making a poster is your thing. Maybe it’s finger knitting. Maybe it’s giving a presentation to a large group. We want kids to know there are so many ways to show up for what’s important to them, in their lives and in the world.” *At its simplest level, Cosmic Education puts forward the idea that all things in this world are interconnected and that every living thing has a specific place and purpose.

CLASS COMMITMENTS We will conserve paper. We will not step on flowers on purpose. We will humanely remove insects from indoors. We will walk away from scary insects. We will compost as a class. We will support Indigenous artists and businesses.

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UPPER ELEMENTARY

Caring for the Earth

he plight of the monarch butterfly captured the attention and imagination of UE3 students this year. “First there was interest. Then research. Then passion,” recounts UE3 Teacher Stephanie Nichols. After learning more about why pollinators are so important to life on Earth more generally, and then learning more about the monarch life cycle in particular, UE students decided they needed to do something to help. Like the many spokes on a wheel, “Project Monarch” branched out to encompass a variety of undertakings. From a presentation at Morning Share to raise awareness and understanding in the wider Inly community about the status and critical nature of pollinators, to obtaining a grant to help build a new butterfly garden (specifically focused on growing milkweed — a monarch’s favorite food), UE3 students took their mission seriously. For Inly’s annual Earth Day celebration, they also created a range of awareness-raising activities. These included a game (pin the butterfly on the milkweed), a giveaway (packets of milkweed seeds with full planting instructions attached) and a puppet show focused on the monarch’s life cycle. “The kids built the props, wrote the script, and made a score. It was wonderful to watch; especially seeing how rapt the Children’s House friends were while watching it,” Stephanie recalls. “Our next step is to plant our own milkweed seeds in our new butterfly garden,” Stephanie adds. “It’s wonderful to have the space and freedom to allow ideas and passions to grow organically.”

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MIDDLE SCHOOL

Innovating Local Change

s a coastal town, Scituate, MA, is particularly susceptible to climate change challenges like shifting weather patterns and rising sea levels. In a 2018 report undertaken by the town and produced by the Metropolitan Area Planning Council (a regional planning agency focused on promoting smart growth and regional collaboration for the 101 cities and towns of Metropolitan Boston) climate risks were identified, the town’s vulnerabilities evaluated, and several action steps proposed with the aim of ensuring “greater resilience and community vibrancy in an uncertain future.” This report, entitled “Building a Resilient Scituate; Climate Vulnerability Assessment and Action Plan” formed the basis for the research and development projects created by Middle School (MS) students for this year’s Learning Fair. “We didn’t have a Learning Fair in 2020, and 2021’s version was very scaled back – posters hanging in the Artsbarn – so, for this year, we wanted to make it really different. Bigger and bolder,” explains Matt Hollenback, Inly’s Upper Elementary and Middle School Innovation Teacher. Held in March (almost) every year, the Learning Fair serves as a showcase for student thinking. Using Inly’s own I4 process (Inquire, Imagine, Invent, and Implement) in conjunction with the findings in the Resilient Scituate Action Plan, Middle Schoolers were asked to imagine inventions that could help with upcoming challenges in the next 50 years. As a first step, students heard from Corey Miles, Scituate’s Coastal Resource Officer and member of the Coastal Advisory Commission and the Coastal

Management and Flood Hazard Mitigation group about the findings in the report. Several of the facts and findings Corey presented immediately grabbed the interest and attention of students, including threats to drinking water and the erosion of Scituate marshes, which provide “critical shoreline protection.” “Essentially, the report explained that we’re looking at longer periods of extreme temperatures - both hot and cold, record snowfalls and flooding, an uptick in vector-borne diseases (as a result of more ticks and mosquitoes), and a 6- to 10-foot sea level rise in the next 50 years,” says Matt. “That was enough to inspire our students to work towards solutions.” And so, they did. Problem-solving for marsh protection ranged from research into the efficacy of adding mulch and dirt to raise marsh levels in advance of sea level rises, to

creating a plan for planting initiatives to replace eroding coastal grasses, to the creation of a ‘marsh shield’ designed to divert water away from sensitive areas. The problem of current freshwater sources being inundated with salt water during record flooding was also considered. Students designed sophisticated in-home water filtration systems and rainwater collection systems as well as created a mockup of an offshore desalinization plant that would also serve as a saltwater reactor/power station. Another energy generation idea was to create an offshore ‘bubbler/ocean current turbine’ that would use the ocean’s natural movement to generate massive amounts of clean power. In addition, a group of MS students also noticed that most of the storm response assistance information easily available was appropriate for town

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residents, but that information to support businesses (insurance information, relocation information, post-flood support information) was difficult to find. So, they built a website to house and centralize resources and information specifically for the town’s small businesses. “Our students are taught to identify the gap and problem solve the solution,” explains Jen McGonagle, Director of Upper School. “That’s a critical thinking lift; a much higher level of thinking than simply ‘this is broken, I should fix it.’” “The solutions our kids came up with were creative, innovative and forwardthinking,” says Matt. “Giving them the opportunity to identify key needs and propose solutions makes them feel connected and that they are able to help make positive change in the world. “And,” he continues, “the feedback from our partners in this has been great. They were very impressed with the thinking and are interested in working together in the future. We’re now looking at a longerterm social venture project we can really dig into.”

Blueberry Bonanza Inly neighbor Tree-Berry Farm needed help. Owner and operator Beverly Westerveld reached out to her community looking for support after several years of uncooperative weather and low blueberry yields. Inly students were quick to jump on board. “Our Middle School Garden Committee was very interested in finding out how they could help Beverly,” recalls Mary Alice Koon, former Middle School (MS) Lead Teacher. “We organized a tour of the farm for early in 2023 so we could learn more.” “We took the time to talk to Beverly, to learn about her farm (her family has a long history with the geography and used to own so much of the land around here) and the challenges she’s been facing recently,” explains Ana Sullivan (’23). “Blueberry plants are expensive, and Beverly told us that funds (rather than

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volunteer time) would be the most helpful for her.” So, the Garden Committee brainstormed ideas and pulled together a to-do list. “We decided on a bake sale,” Siena Oliver (’23) says. “We thought Inly’s Earth Day celebration would be the right venue, especially since some of Beverly’s challenges relate back to climate change.” Ana and Siena announced their plan at an MS morning meeting and were overwhelmed with the support they received from their peers. “We told everyone the baked goods had to be blueberry-themed, individually packaged and nut free,” explains Ana. On the day, “the entire kitchen peninsula in the MS building was filled with boxes and bags of all the baked goods,” Siena recalls. Students (and their families) prepared

blueberry muffins, blueberry shortcakes, blueberry scones, blueberry turnovers, cupcakes with blueberry frosting, blueberry bars and more. “They really ran with the theme,” says Mary Alice. The bake sale was a raging success. “We sold out completely in a couple of hours,” Ana says. “Every single baked good. Some people even gave donations without buying anything.” “In total, we made $434.25,” Siena adds. Inly students lent their support to Tree-Berry Farm on Earth Day in other ways, too. Davenport Crocker III volunteered to paint his face blue, dress up as a blueberry, and offer festival attendees the opportunity to ‘take your photo with a blueberry.’ And other Inly students painted tree ‘cookies’ to be used in a fundraiser scavenger hunt on the farm. Support for Beverly is ongoing, with a portion of the profits from the sale of the Garden Committee’s Community Cookbook going to the farm. “The bake sale was kind of stressful but great and so satisfying,” says Ana. “It was nice doing something to support Beverly, and I learned so much about blueberries and Christmas trees.” “In the beginning, we weren’t sure how it would go, but it worked out, and it was fun,” adds Siena. And the benefits have gone both ways, with Inly’s Cross Country team now using the farm for practice. “[Inly’s Athletics Director] Thomas [Mbungo] reached out to the farm to see if Beverly would be willing to have us – to stretch out some of our runs and give us a few less hills,” explains Inly’s Cross Country Coach and Math Integrationist Elizabeth Joyce. “Beverly is a former track runner and was happy to have us. It’s been such a nice change up for the team.” Overall, “the Middle School students really enjoyed talking with Beverly and building a relationship and sense of community. This has been a great opportunity for them to feel like they’re part of her solution.”

BEYOND INLY

Speaking Up Model UN

cknowledging agency, the belief that you are in charge of your choices and actions and can work to make positive change in your life and in the world only begins at Inly. With luck, that feeling continues into the rest of life. Meet Eleanor Snyder (’20). After graduating from Inly in 2020, Eleanor attended Dublin School, a boarding and day school in southwestern New Hampshire. Eleanor chose Dublin because she knew she wanted both an academic and an athletic school, as well as one that was small and supportive. The one thing that was missing? A Model United Nations (UN) team. “Dublin actually had a Model UN team before I started, but it was disrupted by Covid. Conferences, in general, were too difficult to organize and the conferences Dublin did attend were very small,” Eleanor explains. Eleanor knew she wanted to change that. “Model UN was very important to me at Inly because it not only taught me about the UN and sparked my interest in foreign affairs and politics but also taught me about proper speech preparation and delivery. It was extremely rewarding and was unlike any other club or class I had participated in.” So, she set about pulling together a team and reinvigorating the program. With help from Ms. Doenmez, Dublin’s former Model UN team’s faculty advisor, she polled her fellow students to ascertain interest. “After talking to people my hopes went so high. So many people wanted to be part of the team.” Eleanor hosted the first meeting of Dublin’s new Model UN team in September. While attendance was high (17 people), experience was low. “I was

a little panicked because none of [my teammates] had done Model UN before and I hadn’t done it since middle school.” But she persisted. “I found a great online resource from the UN on how to teach Model UN and create a team. That was the initial stepping stone that would lead us to apply to conferences and really start the team.” And apply they did. After being accepted into both the Harvard conference in Boston and the NHSMUN (National High School Model United Nations) conference at the UN in New York City, schedule conflicts meant they could only attend the latter.

“This was completely okay for us because it meant we could put all of our efforts into preparing for one big conference, which is actually the biggest high school conference in the world. I reached out to NHSMUN staff for resources and hosted meetings every Thursday, which usually ran from 5-7.” The team even raised money for the trip with a one-day bake sale, at which they made over $1,000. “The conference was amazing, and I can’t wait to work with the team again next year,” concludes Eleanor.

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around campus

student art gallery

With the guidance of Kindergarten Art Teacher, Kate Simpson, Inly Kindergarteners drew and decorated their own cows. Inspiration was taken from Dutch artist, Peter Diem.

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around campus

Lower Elementary projects are “out of this world!”

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around campus

student art gallery

Upper Elementary students used favorite colors, objects, words and their imaginations to create unique “Weaving Me” projects.

Seventh-grade students expressed themselves by decorating their own styrofoam heads.

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After learning about the Holocaust, MS history and innovation students designed and built their own memorials for a specific group affected by the Holocaust.

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our community

moments in time

BY LEAH DERING-RIDLEY

A look back and a look ahead with retiring Inly community members. Many threads and much time are needed to weave an intricate tapestry. So too with a vibrant, dynamic, and ever-evolving community tapestry like Inly. Instead of wool, cotton, or linen though, Inly’s warp and weft are people. People’s lives, people’s gifts, people’s actions and energy, and people’s stories, all woven deep into the fabric of this special place and its unique culture. As we look ahead to the 2023-2024 school year with anticipation – eager for new beginnings, new relationships, the exciting changes and opportunities on the horizon, it’s also important to look back; to revel in memories of where we’ve come from and to give space and acknowledgment to people who have added so much detail and color. In this roundtable article, long-time Inly community members Meri-Lee Mafera (18 years at Inly), Shelley Sommer (23 years), Sarah Halkiotis (24 years), Nancy St. John (15 years), and Annemarie Whilton (17 years) reflect upon their tenure at Inly and share some hopes and dreams as they look forward to the next phase in their lives.

M ERI-L E

What was your path to Inly?

FER A

“Believe it or not, my journey to Inly actually began in 1972 when I met Donna for the first time. I was a junior in high school and she was a junior at Bridgewater State University (BSU). The school had advertised for a pianist to play their shows and I was interviewed and hired on the spot. (Interestingly, that was the year Donna was Belle and Chick (her husband) was the Beast/Prince in BSU’s production.) “We knew each other on and off again after that; I would run into her at a show, or I’d play one of her shows. We really reconnected again in 2004.” After graduating from The Julliard School (where she studied voice and piano), earning her Masters in Conducting from Boston University, attending Guildhall School of Music & Drama in London, working on Broadway for five years (eight shows a week), and finally taking a break in London with an office job in Human Resources, Meri-Lee found herself back in Boston as part of Godspell’s touring show. “And I just stayed,” she says. Soon after, Meri-Lee had her son Benjamin and began working as a freelance musician, performing in jazz trios, for

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church services and functions, and at private events in Boston and around the South Shore. She also directed local musicals at venues like Turtle Lane, the Curtain Call Theatre, and with the Duxbury Bay Players. It was at this point, that Inly came into focus for her. “I got a call from Donna telling me that they had an opening for a music director and asking me if I wanted the job. Right away I said, ‘No, I don’t know how to teach.’ ‘Well, then,’ Donna asked me, ‘could we hire you to play the Lower Elementary show in the spring?’ ‘Ok, I can do that,’ I replied. “I was really overwhelmed with the confidence and charisma of the kids,” Meri-Lee recalls. They were so engaged, articulate, so open. One kid came over to me – totally unprompted – and said, ‘you play so well, thank you.’ I’d never seen children behaving like that. It was amazing. I really loved the physicality, the space, Donna’s vision, the children. It was such a wonderful vibe and I realized it was a very cool place to help children develop. Donna asked me, “So, what do you think?’ ‘I’ll help you for a year,’ I agreed. 18 years later…”

our community

SA R A H

K IO T I S

“There’s not been a day I haven’t loved my job,” says Sarah, who began teaching at 17 and never looked back. When her twin girls (Amber and Julia) turned eight, Sarah, who was running a family daycare at the time (and had been running a kindergarten in Wellfleet, Mass. before then) was facing a move to Weymouth to accommodate her husband’s new job. “I was looking around to teach in a job that could accommodate the girls’ school hours,” she recalls. And she found Inly. Sarah started teaching in Toddler House in 1999 with 25 kids in her classroom and four other teachers. Eventually, she became the director of Toddler House, at which point the classroom structure changed to what we recognize today, a lead teacher and an assistant. “What I especially love about Inly is that the teachers really love to teach,” she says.

Before Inly, Annemarie spent 17 years as a substitute art teacher in Hingham and Cohasset. “I have always been a working artist – printmaking and painting,” Annemarie explains.

A N NEM

W HI L T

R IE

NC Y S NA T. Nancy’s close friend, Liz Knox (Director of Marketing and Communications) told her about the school’s opening for an afterschool director. “Liz thought I might be a good fit because of my management and business background. So, I applied.” After running the program for five years, Inly’s Assistant Head of School at the time, Julie Kelly-Detwiler, approached Nancy and asked her when she was going to pursue her Early Childhood Montessori training. “Who, me?!” Nancy said. “I wanted to do it, but I was scared. I absolutely loved the training though.” “After that, I moved into Children’s House (CH) and assisted Dee Slavin [now Director of Lower School].” Nancy then became the lead teacher in CH2 and ended up teaching in CH for 10 years.

H JO

Before Inly, Nancy was running a small business making flags, selling to both corporate and commercial clients, and handling flagpole installation contracts with cities and the state. “I wanted to do something different,” says Nancy. “Something more stable. I had been thinking about what I wanted to be, what I wanted to do.” She had been introduced to Maria Montessori through Godly Play, the faith-based non-profit foundation of which she is a part. “I was intrigued by her philosophy, and I wondered, how can I do more of that? Being in this environment really called to me.”

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E L LE Y S SH children’s and young adult literature] regularly for a while. I had heard that Simmons College had a graduate program in children’s literature [at the Center for the Study of Children’s Literature] as part of the English department. I kept the brochure by my nightstand. I knew – deep down – this was something I wanted to do, but the JFK Library job was demanding, and I also knew I couldn’t keep the job and go to grad school. “At some point, Donna heard me talking in the hall – I didn’t know her at the time – and somehow, organically, it all came together. In 2005, I finished my masters while working here; I’d spend four days at Inly and one day at Simmons,” says Shelley.

“I was a parent at Inly before I was a librarian.” Shelley’s son Bob, who is now in graduate school at the University of Miami working through a five-year PhD in psychology, started at Inly in Toddler House and worked his way through the whole program. “I had been looking for a school with a community; I really appreciated the multi-age classrooms and the Montessori pedagogy, so Inly was a great fit for our family,” Shelley recalls. “At the time, I was working for the John F. Kennedy Library Foundation. I spent 15 years there in total, first as the Director of Public Relations and then as the Director of the Profile in Courage Award. “I am a reader most of all; that’s who I am. And, I had been reading The Horn Book [a bimonthly publication focused on

“My son was 15 months old when I started at Inly. He was in the Toddler House program. The art teacher at the time, Pam Golden, wanted to go part-time, so that worked out for both of us, and I’ve been at Inly ever since.”

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our community What is your favorite Inly memory? “It’s hard for me to find just one memory to talk about; there’s a standout every year,” explains Annemarie. “For this year (2023) it has be making Joseph Cornell boxes with Middle School students. [Joseph Cornell was a mid-20th Century American Surrealist artist known for his assemblage art.] One student painted their box black on the outside, but filled to bursting with colorful flowers on the inside. When I asked about it, this student told me, ‘This is how people see me, but this is what’s inside of me.’ I am constantly impressed with the self-awareness and self-expression of Inly students. Being part of that selfexpression is priceless.

“Of course, the feedback over the years has been wonderful too. How could I ever get tired of hearing ‘you’re my favorite art teacher’?”

“There are so many sweet memories,” says Sarah. In addition to enjoying overseeing releasing the butterflies at every Inly graduation ceremony, here are two of her favorites: “Charlie Lodemore (’22) and I had a unique relationship; eventually, I became Charlie's afternoon ride home and his childcare provider. We had a special friendship that spread to our families. Being that I enjoyed Charlie so much, when I would see him on campus I’d give him a very enthusiastic wave and a loud

INLY SCHOOL

a red flag, that the author is really talking about growth. (In 2nd Grade, a garden is just a garden, but by 8th Grade, it’s something else.) Weeks later, one of the students was giving a parent presentation about her literature book and she said, ‘A garden is never just a garden; it always means something.’ It was fantastic being able to see her take that piece of knowledge and make it her own. Now, it’s hers. These ‘click’ moments are the best part of my day.” shout out, "Hi, Charlie!” One day, on the way home, Charlie informed me that I was no longer allowed to call across from the playground to him. He didn't want me to feel bad though, so he said, ‘Let’s just have a little wave or a nod of the head, ok?’ At his graduation, he shared this story and at the end he said, ‘If I saw Sarah now, I would enthusiastically wave and shout a loud ‘hello Sarah.’” “While holding my hand, Hunter Gudas (’34) said, ‘You have really big hands Sarah.’ I explained that people come in all shapes and sizes and his response was, ‘Well, I think they are so big because you help so many people.’”

“When I first started as afterschool director, part of my job every day was to take attendance. I ran around school finding kids and checking off names. This particular day, while I was still fairly new to Inly, I had to go down to the Middle School. When I got there, Rob Bishop (Inly’s MS band teacher at the time) was in the middle of a Garage Band practice. I didn’t want to interrupt, so I sort of lingered, unsure, in the doorway. Rob saw me and stopped practice. He asked me to ‘C’mon inside.’

“The best part of my job is teaching kids to put good words into their heads. I get to help open windows and doors to new knowledge. Once, we were reading a book with the Middle Schoolers and I was explaining how, in a book, a garden is an over-the-top symbol, He then introduced me to everyone and asked them to introduce themselves to me and to tell me what they were doing. It was pure grace and courtesy. He was saying: ‘You’re important, they’re important. We’re all busy, we all have so much to do, but we can still stop and acknowledge each other.’ It was a truly beautiful thing and a lesson for me that day. I will never forget it. It stopped me in my tracks.”

our community

It’s no surprise that Inly Players holds many fond memories for Meri-Lee. “The thing I love the most is directing musicals. I remember Donna said, ‘Now that you’re here, we should do something.’ So, we did.” Meri-Lee explains that each year, she enjoys the whole experience overall but that, more specifically, she really appreciates seeing how the program brings people together. “The learning, growing, overcoming challenges. The show brings everyone together: the Head of School, students, parents, faculty, Board members, and other community members. I love watching the mentoring of others – the 8th graders helping the 3rd graders, and parents helping their kids. All of the different groups working together; it really is one of my favorite things.”

And one of her funniest memories? “I was teaching a CH class; we were all sitting in a circle, singing songs. I was going through my lessons and there’s a boy sitting right beside me. He’s looking at me during the songs, really looking. Then, he raises his hand.

‘Yes?’ ‘You look really different today,’ he says. ‘And it’s not good.’ ‘Oh,’ I said, ‘Okay.’ We carry on with the lesson (I think it was Itsy Bitsy Spider.) This boy raises his hand again and says, ‘Something is definitely different.’ ‘Oh,’ I said (again), ‘maybe it’s my clothes?’ We continue singing. ‘No,’ he jumps in. ‘It’s your face.’ ‘Ooooh, yes, that’s right. I was running late this morning and your class is so important to me I rushed to get here and didn’t get the chance to put on my usual makeup.’ We carried on with the lesson. His hand went up again. ‘Yes?’ I ask. ‘Next time,’ he says, ‘you could be late.’”

What are you excited about/for in this next phase? It should come as no surprise that all our interviewees have exciting things planned as they move into the next chapters of their lives. “My home library is growing at the same pace as Inly’s,” laughs Shelley. I’m very excited about having more time to read.” She continues, “I can’t quite leave Inly, so I’m keeping limited hours working as a writing coach. I’ll be helping MS students with one-to-one work and I’m also going to be a freelance writing tutor.” Annemarie is looking forward to doing some traveling. “My husband is retiring, so we’ll be planning a few trips.” “Honestly though,” she continues, “I’m excited about so many things. Having more time to paint. Having time to finish ‘that book’ I want to write (I’m 150 pages in). But, most especially, I’m excited to have more time to dedicate to my role as Co-Chair of Safe Harbor [a grant-funded, 501(c)(3) nonprofit organization focused

on reducing and preventing underage substance use and addiction through collaborative programming and events.]” Nancy agrees that she’s looking

with my grandbabies. I’m also planning to offer in-home infant childcare to support working mothers. Children do not interrupt my work, they are my work,” she says.

forward to having more time for fun and creative things. She also plans to dedicate more time as a teacher and trainer with Godly Play, the organization she has been involved with since before her time at Inly. “It’s all about telling stories,” Nancy explains. “Wondering about stories. Trying not to lead but to provide tools to help with existential questions. It’s very Montessori in a way.” For Sarah, “Now that I’m four times a grandmother (5, 3, 2 and 9 months), I’m so excited to have more time to spend

Family is also important to Meri-Lee. “I’m so excited to have more time to spend in New Hampshire with my son and his family.” Having recently graduated from Boston College with her PhD in theology and music, Meri-Lee says that she’s excited to be “able to consolidate my love of music and faith to make a difference in my community. I plan to do hospice and hospital work, to bring song and prayer to people in need and hopefully comfort and healing to patients, staff, families.”

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our community What is one piece of advice, a thought, a perspective, a wish you would give to the school, the students, the parents?

“I say to any and every student – explore, discover, stay curious – there’s so much to learn about, to see, to do.” – Shelley

“Keep grace and courtesy at the center of what you do. We need to take the time to see and recognize each other.” – Nancy

“Trust yourself, take a risk, and, please, keep music as part of your life somehow.” – Meri-Lee

“Continue making great memories, be true to yourself and to Montessori.” – Sarah

“I’d love for people to broaden their definition of an ‘artful life.’ If you study the clouds for shapes or start dancing when you hear a song you love, that’s art, too. I’d love to ask everyone to break out of their comfort zones. Look for a dark place and bring some art there. If you see a place that needs art, just go and do it. Oh, and don’t be afraid to share your mistakes. They can be beautiful.” – Annemarie

INLY SCHOOL

WE’LL MISS YOU!

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our community

new faculty & staff

Kendall Pitts TH2 Assistant Teacher

Taylor Cifrino TH4 Assistant Teacher

Gisselle Ozuna CH2 Assistant Teacher

Kendall worked in Toddler House PM Club last year and occasionally as a substitute teacher throughout the School. She will be joining Gillian Wasner in TH2 as the Assistant Teacher. Kendall just graduated from the University of Maine this past Spring with a bachelor’s degree in Early Childhood Studies.

After working in Toddler House PM Club this past year, Taylor will now join Sarah Dolan as the TH4 Assistant Teacher in the fall. Taylor has experience working with children both in an after school setting and for the Hingham Congregational Church Youth Group. She is very much looking forward to continuing at Inly and working with our youngest students!

Not only is Gisselle a passionate and experienced Montessori educator, she is bilingual in English and Spanish and is so excited to join the Inly community! Previously, she was a Classroom Assistant at the Breakthrough Montessori and a Program Assistant at Shining Stars Montessori Academy both in Washington D.C. Gisselle is currently attending The Center for Guided Montessori Studies.

Shore. Taylor is passionate about helping young learners express themselves, engage with others, and cultivate a curiosity for learning. In addition to teaching, Taylor is an avid reader, enjoys volunteering for local organizations, going on nature walks, finding new creative outlets, and indulging in the occasional round of golf. She and her husband recently relocated to the area, and she is excited to become a part of the Inly School community and contribute to the Children’s House program.

Alex Canning LE3 Teacher

Alexie Marrocco TH3 Assistant Teacher Alexie is working toward her teaching certificate and has had several years of experience as a nanny to preschool and elementary school-aged children. She is a former Division I Lacrosse player and has worked with elementary and high school students coaching and mentoring in lacrosse.

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Casey Highfield CH2 Lead Teacher Casey has taught in a Montessori school in Atlanta, and at Kingsley Montessori School in the Back Bay. In addition, Casey is on the faculty of the Montessori Teacher Training Center in Atlanta, where she prepares young teachers in the art of Montessori teaching.

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Taylor Hill CH3 Assistant Teacher

As the daughter of a Principal, education was a constant for Taylor growing up, and that emphasis was furthered through a B.A. in Elementary and Special Education from Elon University and a M.A. in Early Education from Boston College. Taylor taught for six years at Boston College Children’s Center before moving to the South

Alex graduated from Inly in 2001 and has been teaching in the Lower Elementary program at Kingsley Montessori in the Back Bay for the past nine years. Alex has run the Boston Marathon three times and loves summers on the South Shore. We are delighted to have Alex return to Inly as a teacher in our LE program.

our community

Darlene Goetz UE2 Teacher

Erika Hoddinott Head Librarian

Darlene will be joining Inly as the co-teacher of Upper Elementary Two. Darlene has over five years of experience in education, most recently as an Educational Support Personnel for Cohasset Middle and High School. Previously, she was a Paraprofessional at Farley Elementary School in Hudson, MA and Hastings Elementary School in Westborough.

In addition to being a Library expert, Erika is also a trained Innovation teacher and has been working on blending the work of Library and Innovation at t the Fessenden School since 2014. When not reading, Erika enjoys skiing, yoga, baking, mountain biking, and whitewater rafting.

Cody Maurer Director of Inly Adventure

Cody is joining Inly as our new Director of Inly Adventure. Current Inly rising 6th and 7th grade students have worked with Cody before as he was previously the Assistant Ropes Course Manager at the Hulbert Outdoor Center, one of our UE experiential learning field trips! Including his time at Hulbert, Cody has over 10 years of adventure experience as the Challenge Course Director at Hawk Mountain Scout Reservation, Assistant Adventure Course Manager at Echo Hill Outdoor School, and Swim Instructor/Lifeguard at Muhlenberg High School Aquatics Program.

John Wood, RN School Nurse John has over 20 years of nursing experience and is thrilled to be joining the Inly team on a more permanent basis. You may recognize John as he has been one of our substitute nurses since November 2022. John is currently a registered nurse at Carney Hospital Emergency Room in Dorchester, Pembroke Hospital in the Adolescent and Adult Psycholgy department and as an Electroconvulsive Therapy Technician, and with Able Home Health. In his free time, John enjoys camping.

elcome! Joe Karpman Middle School

Joe’s background is in Middle School Humanities education; his most recent work has been at the Pingree School in New Jersey and Saint Mary’s Hall School in San Antonio, Texas. Joe brings a wealth of experience and a tremendous enthusiasm for teaching Middle School students. In his spare time, he is an avid sports enthusiast especially of rugby, swimming and diving, football, and lacrosse.

Alicia Mathewson K–8 Music Teacher

Alicia has over 20 years of experience teaching music to elementary students all over the world, including the United States, Egypt, and Lebanon. She has been a composer, playwright, and producer on multiple projects and has five CD’s of original songs that have been released. Alicia also has extensive experience with drama and theater and enjoys teaching yoga and meditation to children in her spare time.

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our community

A Night to Rememb ! Inly’s 50th Anniversary Gala

O PHOTOS BY KEITH CONFORTI

n May 13th, more than 300 members of the Inly community—including founders Charles Terranova and Steve Callender, former Board Members, alumni parents, current parents, alumni, faculty, staff, grandparents and friends—joined together for a festive evening to celebrate the 50th anniversary of the founding of Inly. We are so very grateful for the extraordinary volunteers who worked tirelessly to make Inly’s 50th celebration a memorable one. Special thanks to Muffy Antico and Maureen Sheehan for co chairing the year long community celebration and to our Gala Co Chairs, Danielle Flam, Kim Haley and Kelly Russo and the committee for making this special evening possible. With your tremendous generosity, more than $300,000 was raised to support Inly’s incredible students and faculty.

Watch the Video Celebrating the History of Inly/TMCS VIDEO BY JASON CONFORTI

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1 Gala Co Chairs Kelly Russo P’27, ’28, ’30, ’30, Danielle Flam P’29, ’32, Kim Haley P’23, ’27, ’30 2 Founder Steve Callender (right) with his son 3 A lighted “50” illuminates the Artsbarn patio

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4 Chrissi Poland P’33 and Ari Hest P’33 5 Shelley Sommer P’09, Tucker Meehan ’11, Julie Kelly-Detwiler P’03, ’07, Sally Meehan ’04 6 Barrett and Jennifer King P’33, Greg and Christine Fletcher P’33 7 The Booty Vortex Band 8 Doug Dziedzic P’23, ’26, Mark Sullivan P’23, ’27, Adam Russo P’27, ’28, ’30, ’30, Holly McElroy P’31, ’33, Britt Peña P’23, Maria Monaco P’26, ’26, P’30, Anna Nicholas P’18, ’20, ’24, Kim Menzel ’30, ’31. Donna Milani Luther, and (in front) Suzanne MacKay P’24, Jen McGonagle P’23, ’26 9 Gillian Wasner, Conor Doherty P’30, ’33, Sarah Dolan P’28, ’30, Ben Flam P’29, ’32, Emily Doherty P’30, ’33, Andy Dolan P’28, ’30 and Matt Joiner 10 Brijal Padia P’24, ’29, Anna Nicholas P’18, ’20, ’24, LaTia Padia P’24, ’29.

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our community

board of trustees

he past year provided a unique opportunity to reflect on Inly’s mission, as our community came together to celebrate the school’s 50th anniversary. In 1973, a small group of Montessori-trained educators took a leap of faith to open “the little school on the hill” atop Watch Hill Drive, with a goal of nurturing confident, empathetic learners in an environment rich with innovation. While our campus has expanded tremendously, Inly has remained consistent in its mission to support “joyful curiosity, courage, and compassion” and stoke a passion for lifelong learning. Inly Trustees serve as stewards of the School, making sure that Inly’s mission is always top of mind, while overseeing the strategic planning process and protecting the School’s financial health and stability. The 2022-2023 school year was a busy one for the Board and included the following accomplishments: •

Partnering with longstanding Head of School Donna Milani Luther to renew her headship through 2025;

•

Recruiting four new Trustees, including Inly’s first alumnus Trustee, who bring a diversity of life experiences, culture, and perspectives and reflect the Board’s commitment to the school’s DEIJ values;

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Working closely with Inly’s interim Director of Finance and Operations Linda Deasy to offer historically high levels of tuition assistance in support of Inly’s goals of accessibility and affordability;

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Approving construction of a Climbing Tower which will support Inly’s Auxiliary Programs, and serve as a differentiator for Inly’s robust Athletics program;

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Launching the inaugural Inly Insight Circle, which connects former Inly Trustees to ongoing initiatives in an advisory capacity;

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Serving on the Equity Advisory Council alongside parents and caregivers, faculty members, and the Director of Inclusion and Instruction to discuss opportunities to expand Diversity, Equity, Inclusion and Justice curriculum and center Inly’s commitment to DEIJ practices.

Looking ahead to the new school year, the Board continues to explore opportunities to expand Inly’s campus and innovative programming. The Mission and Vision Committee is taking stock of strategic goals and preparing to begin work on a new strategic plan to carry Inly forward. Under the exemplary leadership of our Head of School, Donna Milani Luther, and our extraordinary faculty, Inly continues to deliver on its mission to create joyful, curious, and creative learners. We know our “little school on the hill” has a bright future. Onward to the next fifty years!

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STACEY BEST P’22 PRESIDENT

ELIZABETH FEEHERRY (FISH) P’26, ’29 VICE PRESIDENT

CHARLES HALEY P’23, ’27, ’30 TRE ASURER

CONOR COOPER P’27, ’27, ’29 CLERK

PAUL ANTICO P’11, ’14, ’16, ’21, ’24

DAVENPORT CROCKER, JR. P’19, ’20

ALVIN DELGADO P’28, ’30

MOIRA KELLY

SANDY KRONITISSIPOLS P’08

RYAN PEÑA P’23

DR. INGRID TUCKER

LISA TYRRELL P’19, ’22

our community

Four new members were elected to the Inly Board of Trustees and began serving in the 2022-2023 academic year.

Rick Housley ’08

Jon Mariano P’31, ’33, ’35

Brijal Padia P’24, ’29

Rick Housley is the Director of Embedded Vulnerability Research at Two Six Technologies. He resides in Norwell, Massachusetts, alongside his wife, Amanda, their daughter, Grace, and their loyal Newfoundland companion, Abe. With a passion for exploration founded at Inly and a knack for hacking embedded systems, Rick spends his days immersed in research opportunities at Two Six. Having fond memories as an Inly alumnus, Rick is excited to return to his alma mater and contribute to the community that played a pivotal role in shaping his journey. In his spare time, Rick envisions nurturing a small farm on their property and honing his woodworking skills with his family.

Jon grew up in Norwell and attended high school at Thayer Academy in Braintree. He received his undergraduate degree from the Boston College Carroll School of Management with concentrations in Finance and Computer Science. After college, he worked for Brown Brothers Harriman, a private bank and financial services firm. In 2013, he left Brown Brothers Harriman to set out on his own and pursue a career as an independent securities trader. More recently, he has also turned a coffee roasting hobby into a small business selling locally and online. In his spare time, Jon can usually be found on a tennis court or golfing, hiking, skiing, biking and spending quality time with his family vacationing in Maine. Jon and his wife, Abby, have 3 children at the school – Madeline in Lower Elementary, Evelyn in Children’s House and Cody in Toddler House.

Brijal is Senior Vice President for DraftKings Inc. which he joined in 2016. Prior to this role, Padia worked at Capital One Financial Corporation as Head of Business Analysis for Capital One Financial Advisors. Brijal earned his B.S. in economics and computer science from Duke University. Brijal and his wife, Tia, live in Hingham with their children Nikhil in Lower Elementary and Nathan in Middle School.

Mia Antonia SantoscoyDougherty P’23 Mia is the co-founder and CFO of JLC-Tech LLC, a commercial lighting company headquartered in Pembroke. She founded her first company at 27 years old, in Italy where she worked internationally as owner and president of Tuscania Events. Mia earned a B.S. in Design and Applied Arts from University of California, Davis. Mia and her husband, Silvio, live in Duxbury with their children Jade, Luna and Cassia ’23. Mia is also a member of the South Shore Conservatory Board of Trustees and enjoys playing tennis and reading in her free time.

RETIRING TRUSTEE Sincere thanks to Adam Russo P’27, ’28, ’30, ’30 for serving on Inly’s Board of Trustees and volunteering his time, energy, and insight.

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Fionnbharr Brisbane

Connor Cigna

Emelia Dziedzic

Noah Ferguson

CLASS OF 2023

Mae Geddes

Ava Goicoechea

David Goicoechea

Austin Haley

Zoe Hawes

Below are excerpts from a few speeches given at gradution. Connor Cigna “In less than two years, I went from a classically trained piano player who only listened to the music on the radio to a rock-loving member of a band that plays at gigs and events consistently. I saw my first concert, Maneskin, and a few weekends ago, I actually went to the Blink-182 reunion tour in Boston. This entire journey did more than just teach me about music. It boosted my confidence, gave me something to relate to, and most importantly, it connected me to my friends, both inside and outside of Inly.”

Ava Goicoechea “Inly taught me family and community. How to be a part of this one, and how to be a part of others. I learned from every big transition and every big step, how to be grateful for the past, but be excited for the future.”

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Noah Ferguson “While Inly has blessed me with some amazing friendships and wonderful teachers and I am very grateful for that, sitting on the floor has never been my favorite thing. As you may imagine it is a little tough having 20 nearly full sized people in a small room crowded in a circle on the floor because it “brings us closer together.” While I am glad to not have to crowd on the uncomfortable floor again, I will miss the great community and kind people.”

Whether it was rowing in Hull, camping on Peddock’s Island, studying Boston neighborhood culture, working on a farm, or speaking at Montessori Model UN in the Big Apple, our 8th-grade students bonded over many shared experiences.

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Maeve Murdock

Siena Oliver

Axel Peña

Cassia Porciatti

Michael Sheehan

Katherine Silvers

Michael Sheehan

Ana Sullivan

Tenley Van Patten

“I've learned that it's OK not to be OK. It's natural, and everyone in this room has not been OK at one point in their lives. But it's essential to learn how to improve yourself. For anyone out there who is struggling at a low point, you need to realize that you are exactly what you need to be.”

“During my many years at Inly, my confidence has grown immensely. Whether it was help from my parents, friends, or teachers or it was just from me challenging myself, I am now prepared for high school.”

Ana Sullivan “I really was reluctant to write this speech about Inly, because this speech was my last chance to show people that Inly and Ana aren’t the same. I wanted to show people the things I’ve done, the life I’ve built for myself. I wanted it to be personal, and I thought for it to be personal I had to leave Inly out of it. But you know what? This speech is personal. Because yeah I’ve spent a lot of time at Inly and yeah maybe that time has helped to make me who I am today. And maybe that’s cheesy but it’s true. There’s a saying that a fish doesn’t know it’s wet. I didn’t know how wet I’ve been.”

Katherine Silvers “During my time at Inly, I have been shown that every individual is different. All students have different strong points, weak points, special abilities, and flaws. If everyone uses the skills unique to them, they can become leaders in their classrooms and help those around them. Change is quickly approaching my classmates and me. Soon we will transition to high school, and I’m still working towards being the best leader I can be, but these past years at Inly have helped me recognize the type of leader I want to become.”

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(FRONT ROW) Tenley Van Patten, Ana Sullivan, Katherine Silvers, Cassia Porciatti, Mae Geddes, Siena Oliver, Maeve Murdock and Zoe Hawes. (BACK ROW) Michael Sheehan, Fionnbharr Brisbane, Connor Cigna, Emelia Dziedzic, Noah Ferguson, Ava Goicoechea, Axel Peña, David Goicoechea and Austin Haley.

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INLY SCHOOL

IN LY S PE A K E R

S ERIE S

presents

Jaime Casap FORMER CHIEF EDUCATION EVANGELIST, GOOGLE

The Problem-Solving Generation Why we must teach students to solve big problems

aime Casap, a Montessori parent, served as the Education Evangelist at Google for 15 years, and was the second member of the Google for Education team. In that time, Casap launched Google’s GSuite tools into higher education and K12. He also launched Chromebooks into education and was the creator of the Google for Education Transformation Framework, a holistic approach to education transformation. Currently, Jaime collaborates with school systems, educational organizations, and leaders focused on building innovation and iteration into our education policies and practices to elevate education. He speaks on education, technology, innovation, and Generation Z, at events around the world. Jaime is invested in the evolution of Montessori education for the world our children exist in now and in the future. He is currently leading the American Montessori Society Innovation Fellowship Think Tank and offers thought provoking advice for Montessori teachers, parents and caregivers, “Don’t ask kids what they want to be when they grow up. Ask them what problems they want to solve.” In addition to his role at Google, Jaime is also an author and serves on a number of boards for organizations focused on education, innovation, equity, and the future of work. He is the coauthor of “Our First Talk About Poverty,” as a way to talk to children about poverty. He is currently working on his next book.

SAVE THE DATE Wednesday October 18, 2023 7:00 PM Inly School Meehan Family Artsbarn

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alumni

Keeping it in the

Family BY LEAH DERING-RIDLEY

Margot Koehler, parent of Henry Koehler ’32 The only girl in a class of 10, Margot Koehler (P ’32) spent her pre-K and Kindergarten years at Inly’s first iteration, The Montessori Community School (TMCS). Despite her young age, Margot remembers her time at Inly with fondness recalling not only how her classroom dynamic “set a good foundation to be a strong-willed girl with three brothers,” but also how safe and loved she felt. “Inly was, and is, such a safe space. A space where you can express yourself and feel loved and supported by the people around you. It’s foundational.” She credits Inly with encouraging her love of learning and remembers being given the opportunity to explore her passions. “Learning wasn’t a chore, it wasn’t forced. I have carried that love of learning – that growth mindset – into my adulthood and I’ve been driven to find things to be interested in and passionate about no matter what else I’ve been doing in my life.” When it came time to choose a school for her first child, she and her husband James (who had also attended a Montessori school growing up), felt like Inly was a “nobrainer.” “We knew this is what we wanted for our kids, how we wanted our kids to learn. And I have been so grateful to Inly for the experience our family has had. Being here has changed our son’s life.” Margot highlights the care and compassion Inly teachers

INLY SCHOOL

Former Inly students, now parents, reflect on why they’ve chosen to send their own children to Inly.

“[Teachers] look for a kid’s strengths and passions and really nurture those.” have for all of their students. “I am amazed by how much Inly teachers invest in a child. They really care deeply. They look for a kid’s strengths and passions and really nurture those. And, they push. They push to grow, to foster independence, to create well-rounded kids.” While Margot acknowledges that “the school was more rustic back then,” she is impressed with how Inly has grown, but has managed to maintain its culture, “that sense of safety and inclusion and fostering a love of learning.” She also appreciates how Inly is “constantly looking for ways to innovate. To keep kids in today’s world, but still grounded in Montessori.” In conclusion, she says, “We are excited for our second child to start at Inly in the fall and we are expecting our third, so it really is a family affair. Even my mom has commented on the good job Inly does of building community, building relationships and investing in bringing people together. It’s really fun to be back.”

alumni

Gigi Dow, parent of Ophelia Heidenreiter ’35

Alexandra (Ali) Anderson, parent of Ronan Tangerini ’35 Ali Anderson’s (P ’35) brightest memory of her time at Inly was starring as Alice in the 1999 Upper Elementary production of Alice in Wonderland. She was 10. “Acting, music and performing have been a passion of mine all my life,” she says. “Inly helped me find that. You get to decide what to pursue, what drives you, what makes you happy.” Ali started at Inly in Children’s House (CH), when the school was still TMCS, and she has very fond memories of her first teacher, Ruth Rizzi. “I remember her calming and loving presence. She made everyone feel so special and so loved. Like my second mom. And, she taught me cool things too, like arts and crafts.” Not only did Ali attend the school, but her family were also active in the community. Her Dad was serving on the board when Donna Milani Luther (current Head of School) was hired. It was a tough decision for her family, but Ali ended up leaving Inly in 1999. Inly never left her, though. “I am still friends with most of the people I went to Inly with. And my Mom is still friends with her Inly friends too. These are life-long friendships. The school has always been in and out of my life and I think that’s a role Inly plays for a lot of people. It’s like an extension of family.” Ali first returned to Inly pre-pandemic to help teach after-school drama. “I was amazed at how much the school had changed; it is a lot bigger and the demographic has really changed as well.” In conclusion, Ali says, “I feel so blessed to be able to send my child here and I hope he can stay through 8th grade. There’s always someone there to extend a hand, or a hug. Inly feels like home.”

Even though Gigi Dow (P ’35) spent only September to January of her sixth grade year at Inly, her time at the school made a lasting impression. “I remember loving it. I remember feeling really loved by the teachers, feeling like they really knew who I was. I thrived. It was only a short time, but I have stayed in touch with, and still talk to, some of the kids from my class.” When Gigi and her family decided to return to New England from the Midwest to “put down roots”, Inly School felt like a clear choice for their daughter, Ophelia. “I felt like cattle in public school. I have always loved the way Montessori celebrates your quirks, your differences. I knew she would thrive at Inly, too.” Gigi acknowledges that the campus has changed immensely since her time at Inly (for the better), but appreciates how the culture has largely remained the same. “The teachers love what they do. They connect with and support each kid. They don’t teach every kid in the same way, because every kid is not the same. Ophelia’s teachers know her and celebrate and acknowledge her. And they know us, her family, too.” Ophelia was born during the pandemic, when child care was scarce. “Without skipping a beat, Inly said, ‘of course we have a place for you.’ It is such an accepting and welcoming place. I urge families to give it a try.”

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alumni

Chelsea (Tall arico) Foster, parent of Vincent Foster ’34 For Chelsea Foster (P ’34), Inly was a “home away from home” from first through eighth grade. “My father is a musician, so growing up we would travel for weeks at a time and I would be in and out of school. I remember my teachers putting together work packets for me so I could keep up. Even though there was a lack of consistency sometimes, I still felt comfortable, integrated and socially connected.” Not only does Chelsea recall Inly’s willingness to accommodate her family’s situation and needs, but she also remembers fondly the culture of openness, understanding and respect that marked her time.

As an example, she recounts the story of Tree-o-saurus. Prior to the school’s name change in 2004, Inly was known as The Montessori Community School (TMCS), which was represented by a maple leaf. In the middle of the campus grew a giant maple tree. “We thought of it as the heart of the school,” Chelsea explains. “For some reason, it needed to be taken down and we students protested heartily. We were clearly very upset.” But what Chelsea really took to heart was that, in acknowledgement of the students’ grievances, the giant maple was given a new life in the form of a play structure, endearingly named Tree-o-saurus. “I have always appreciated that Donna heard us and went out of her way to legitimize our perspective, give it due consideration and we were, what, no more than 10…? To me, this is the perfect example of the school in action.”

INLY SCHOOL

“We feel so safe sending our son here, and knowing Inly’s ins and outs on a personal level is so special. We are so grateful to be here.” In addition to respect, openness and understanding, Chelsea chose Inly for her son because of the school’s mission of inclusion, acceptance and supporting each individual. “Montessori is beautiful like that. The focus on each child being a unique individual; the goal of cultivating the things that are specific to each person, to finding what’s special in each kid.” And for the open communication she receives. “Vincent’s teachers send me photos. I feel like I know exactly what’s going on inside the classroom. Starting school with your first kid, for the first time, it’s intense and emotional and scary. Communicating with your child’s teachers in a real way matters so much.” Chelsea is also impressed with how the campus has transformed since her time at Inly, 20 years ago. “I was part of the first play ever held in the Artsbarn, Fiddler on the Roof, and am blown away by the school’s progress, particularly the Da Vinci Studio. It’s amazing to be able to give kids a free space to cultivate interests and explore and it’s incredible that kids are getting access to these technologies at such young ages. I also love the outdoor element – being outside, taking nature walks. All of it is so important.” “We feel so safe sending our son here, and knowing Inly’s ins and outs on a personal level is so special. We are so grateful to be here.”

(left to right) Top row: Benjamin Best ’22, Harrison Coyne ’19, Michael Sheehan ’23 Middle row: Emelia Dziedzic ’23, Emma Kahn ’15, Ava Knight ’19, Cat Sheehan ’20, Chloe Cella ’19 Front row: Ana Sullivan ’23, Gabi Munn ’16, and Phoebe Simpson ’19 (at left) Tenley Van Patten ’23 Marty Morris ’15

Summer Fun with Inly Alumni This summer we welcomed back 13 Inly alumni as Summer At Inly camp counselors. It was wonderful to see so many familiar faces back on campus interacting with the next generations of Inly students! We wish them all the best in their fall endeavors at high school, college and within their careers.

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alumni

alumni news Inly alumni and alumni parents enjoyed a festive night in December at the holiday social at Cheever’s Tavern in Norwell. Save the date for this year’s gathering on Monday, December 18.

STAY CONNECTED! FACEBOOK facebook.com/InlySchool

Drew Sullivan ’19, Chase Tyrrell ’19, Tess DiGregorio ’19, Phoebe Simpson ’19 and Ella Grealish.

Jackson Frost ’19 and Science teacher Ellyn Einhorn.

INSTAGRAM @InlySchool LINKED IN InlySchool YOU TUBE @InlySchool EMAIL alumni@inlyschool.org MAIL Alumni News Inly School 46 Watch Hill Drive Scituate, MA 02066

Bruce Frost P’19 and Board President Stacey Best P ’22.

Lizzie Power ’21 and Josh Power ’17. Former Inly Librarian Shelley Sommer P’09 and Board Member Rick Housley ’08.

WE WANT TO HEAR FROM YOU!

Send us an update (and photos) alumni@inlyschool.org.

Calvin Cigna ’20, Sasha DeCosta ’20, Conor Flaherty ’20 and Cat Sheehan ’20.

INLY SCHOOL

alumni We asked recent high school and college grads what their plans are for Fall 2023; here’s what they said...

Inly Class of 2019

Katy Sullivan P’22, ’22, ’28, former Asistant Head of School Julie Kelly-Detwiler P’03, ’07, Reyna Eastwood P’20, and Board President Stacey Best P’22.

Catherine Brisbane is heading to The College of William and Mary, Virginia, where she plans to study international relations with a minor in public health. After falling in love with Model UN at Inly, she looks forward to joining the Model UN club and perusing her interests in order to become a diplomat.

Otto Slade will be attending Penn State, majoring in computer science.

Mark Dickinson P’10, Drew Sullivan ’19, Jaime Sullivan P’19, ’21 and Head of School Donna Milani Luther.

Lu Martell will be attending Sarah Lawrence College in New York as a psychology major.

Inly Class of 2015 Alec Pérez-Albuerne graduated from Bowdoin College and will be working as a Clinical Research Coordinator at Dana-Farber Cancer Institute in Boston.

Maureen Sheehan P’20, ’23, Harrison Coyne ’19, and Becky Coyne P’19.

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a montessori moment

“The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” MARIA MONTESSORI

INLY SCHOOL

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At Inly, we acknowledge that we are located on the traditional land of the Wampanoag people, past and present, and are committed to deepening our learning of, and connection with, the other nations and people who share a history with this land.

INLY ALUMNI & FRIENDS: SAVE THE DATES! n Grandfriends’ Day | Wed. November 22

n Inly Players Auditions | Sun. December 10

n Winter Concert | Fri. December 15

n Alumni Holiday Social | Mon. December 18 n Coffee House | Fri. January 26 & May 17