Quill Magazine Fall 2015 by Pike School

The Pike School 34 Sunset Rock Road Andover, Massachusetts 01810-4898

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VOLUME 22 NO. 1

FEATURE STORY At Pike, every child is an important part of our community. So is every gift.

Positively Mind-Growing

Discover how investing in our teachers leads to great student outcomes.

Page 4

2014-2015 Annual Report Thank you, Donors!

Page 16 A vibrant Annual Fund reflects our unity and strength as a learning community because the money we raise, together, supports every child, every day. Please consider making a gift to the Annual Fund via the enclosed envelope or by visiting www.pikeschool.org/mygift.

FALL 2015

MESSAGE FROM MUDDY

IN THIS ISSUE

Message from Muddy

elcome to another edition of The Quill magazine! The Pike School mission statement reads, “The Pike School seeks to develop within its community a lifelong love of learning, respect for others, the joy of physical activity, and a creative spirit.” The last major change in The Pike School mission statement involved changing the word “students” to “community.” We made the change because we wanted to acknowledge that being a lifelong learner does not stop just because formal schooling does. We are blessed at Pike to have a faculty that has always been interested in learning more about their craft. In fact, on the employment tab of our website, we say that we are looking for candidates who have “demonstrated a commitment to collaboration and lifelong learning.” Given the way technology, brain science, and socio-emotional understandings have impacted teaching, we need teachers who are flexible and willing to jettison some techniques they may have used to make room for new methodologies based on new discoveries about the ways in which we learn. In this issue of The Quill, there are stories about the important work our faculty is doing. There are also inspiring stories of alumni who attribute their success today to the strong educational foundation they received at Pike. Our alumni continue to live Pike’s mission and are truly lifelong learners and responsible citizens long after they graduate. It gives me great pride and confidence to know that many of the exciting initiatives at Pike are the result of the faculty’s passion to become more effective educators. We are always looking for ways to give our teachers more resources with which to grow and evolve because we have seen what they have already accomplished through professional development, whether it is about technology, counseling, diversity, math, writing, or a host of other topics. It is just this type of commitment that forms the foundation of the excellent work that takes place every day at The Pike School. And it is this foundation of excellence that allows our alumni to stand out among their peers. I look forward to continuing the journey will all of you this year.

John “Muddy” Waters Head of School The Pike School

In This Issue VOLUME 22 NO. 1

FALL 2015

The Quill is a publication of The Pike School’s Offices of Communications and Advancement.

Discover how investing in our teachers leads to great student outcomes.

Office of Advancement Rod Boyer, Director Christen Hazel, Associate Director Donna Richards, Coordinator Office of Communications Kate K. Moran, Director Jonna Doucette, Associate Our Mission The Pike School seeks to develop within its community a life-long love of learning, respect for others, the joy of physical activity and a creative spirit. A Pike education is a journey that prepares students to be independent learners and responsible citizens. The Pike School 34 Sunset Rock Road Andover, MA 01810 Tel: 978-475-1197 Fax: 978-475-3014 comm@pikeschool.org www.pikeschool.org

Design/Layout:

Nicole Pollack

Photography: Christen Hazel Tom Kates Photography Kate K. Moran Katherine Taylor On the cover: Reading with Friends (Photo: Tom Kates Photography) 2015-2016 Board of Trustees Lucy Abisalih Claudia Bach, Secretary Marcy Barker, Treasurer Firdaus Bhathena, Chair Robert Borek David Brooks Lynne Capozzi Elizabeth Cieri ’05 Heather Clark Bobbie Crump-Burbank Tasneem (Dahod) Dohadwala ’96 Scott Ginsberg Monique Johnson Meerie Joung, Vice Chair Eliana (Castro) Martinez ’00 Brian Lawlor Mark Nichols ’78 Kim Packard Len Pierce Sean Riley Leslie Rosas Carrie Smotrich ’78 Richard Vieira

PIKE NEWS Find out what’s been happening at 34 Sunset Rock Road

PIKE POINTS

Q&A with Rod Boyer, Pike’s Director of Advancement

CAMPUS NEWS

FACULTY & STAFF NEWS

Writers: Rod Boyer Jonna Doucette Christen Hazel Kate K. Moran Muddy Waters

FEATURE: POSITIVELY MIND-GROWING

ANNUAL REPORT Thank you to our 2014-2015 donors, who contributed to the most successful Annual Fund in the history of The Pike School.

LETTER OF APPRECIATION 2014-2015 DONOR RECOGNITION

ALUMNI NEWS Hear the latest news from classmates and fellow alumni

2015 GRADUATION

Congratulations and welcome to our newest alumni.

CLASSNOTES PROFILES

Vijay Umapathy ’03, Caroline Leed ’06, Sarah Wooten ’00

EVENTS

All-School Visiting Day Alumni BBQ Parents of Alumni Reception Annual Fund Kickoff Event

GIVING BACK

Trustees Emeriti Gary Campbell ’69 Shamim Dahod Timothy P. Horne ’51

@PIKESCHOOL

THE PIKE SCHOOL FALL 2015 THE QUILL

FEATURE: POSITIVELY MIND-GROWING

positively mind-growing

The Power of Professional Development

or many years, Pike’s team of talented, enthusiastic educators has shaped our community into a place where learning is celebrated and embraced by students, staff and faculty. That commitment to learning extends to ongoing professional development that keeps our teachers up-to-date on evolving technology, emerging research, and curriculum resources. Time and again, research indicates that quality instruction greatly impacts student achievement -- and at Pike, we believe it is critical for our teachers to be given access to innovative, experiential and collaborative professional development. Across the country, administrators and teachers are not given full access to the kind of professional development needed to help address the numerous challenges associated with teaching today’s students.

At Pike, however, we know that each and every grade level and division benefits from this dedication to funding teacher growth. For instance, in our Lower School, the entire staff has embraced the Responsive Classroom approach through extensive training. Our Middle School is seeing the benefits of Yoga 4 Classrooms, a mindfulness and yoga training. And our Upper Schoolers are applying independent problem-solving to realworld problems through the Project Lead the Way initiative. “We know that great teachers help create great students,” said Head of School John “Muddy” Waters. “We’ve built a community of teachers who believe at their core that extraordinary teaching inspires student innovation and learning. At Pike, we believe that professional development is the single most important investment we can make to help students learn.”

WE KNOW THAT GREAT TEACHERS HELP CREATE GREAT STUDENTS...

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FEATURE: POSITIVELY MIND-GROWING

and I are prepared to encourage students to apply their STEM knowledge and to reinforce that it is okay to take risks and make mistakes,” said Smith. “In fact, mistakes are crucial in developing curious thinkers. We strive to develop students who show persistence in their problem-solving.”

RESPONSIVE, INCLUSIVE AND FUN-LOVING CLASSROOMS Over the past five years, nearly every Lower School faculty member has been trained in the Responsive Classroom approach. This professional development program has revolutionized the way our teachers use language and plan classroom activities to foster an inclusive, positive learning culture.

dynamic, engaging learning

ROBOTS TAKE OVER THE SIXTH GRADE After the 2011 earthquake and tsunami in Japan, specially designed remotecontrolled robots were used to enter areas where high levels of radiation were present to perform tasks too dangerous for humans. These robots represent human innovation at its best -- combining engineering, mathematics, biotechnology and computer science to enhance the health and safety of communities. It is this real-world problem that sets the stage for a dynamic, engaging learning scenario for sixth grade students in the classroom of Rob Smith, Pike’s Science Department Head in the Upper School. Groups of students are asked to design, model, and test a robot that can remove materials from a disaster site. In order to give the students the skills they need to successfully meet this challenge, Smith leads the students through three skill-building activities. The students

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For instance, in a Responsive Classroom setting, every morning meeting begins each day in an engaging way designed to set children up for success. First, students and teachers greet one another by name. Then, students share with each other updates about their personal

are taught to use their iPads as effective tools, understand inputs and outputs, and finally build a robot chassis using the Vex IQ platform to demonstrate independent, critical thinking. The work being done in Smith’s class is impressive and cutting-edge. It puts Pike at the forefront of education and it came about because of Pike’s history of supporting and offering compelling professional development to its teachers. Smith is currently participating in a professional development program called Project Lead the Way (PLTW) that focuses on helping students develop skills in engineering, design, and critical thinking. Smith is a leader in his field and recently became one of only 40 people in the nation certified as a PLTW trainer. This past summer, he trained teachers across the nation, as well as fellow Pike teachers. “Equipped with this professional development, my fellow faculty members

lives. Next, everyone participates in a brief activity that fosters communication and community and helps our youngest students practice their social skills. And finally, students read and interact with a short morning message written by their teacher. The message is crafted to help students focus on the work they’ll do in school that day. First grade teacher Carolyn Tobey has received extensive Responsive Classroom professional development, and now leads in-school training sessions for faculty and staff members. “My first grade morning meeting sets the tone for the day,” said Tobey. “It’s a wonderful way for each and every child to start their day on a positive note. Responsive Classroom training, above all, has made me a better communicator. The integration of positive teacher language is the most transformative piece of the training. Responsive Classroom language has increased my effectiveness at instruction and classroom management.”

ESSENTIAL QUESTIONS IN THE PURSUIT OF PROFESSIONAL DEVELOPMENT • How do we educate children for a future that has yet to be defined? • How inclusive is our curriculum? Are students recognizing themselves in their learning? • What are the tools and strategies that encourage innovative thinking by our students?

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FEATURE: POSITIVELY MIND-GROWING

THE PIKE SCHOOL SEEKS TO DEVELOP WITHIN ITS COMMUNITY A LIFELONG LOVE OF LEARNING, RESPECT FOR OTHERS, THE JOY OF PHYSICAL ACTIVITY AND A CREATIVE SPIRIT. A PIKE EDUCATION IS A JOURNEY THAT PREPARES STUDENTS TO BE INDEPENDENT LEARNERS AND RESPONSIBLE CITIZENS. – THE PIKE SCHOOL MISSION STATEMENT

POSITIVE ENERGY CREATES ENDLESS POSSIBILITIES

dedication to student learning, but it

Every day, Pike teachers work to create rich learning environments that are welcoming and challenging. Over the years, our teachers have proven to be talented, hard-working, and creative. They are also very experienced. Our teachers, on average, have been teaching at Pike for over 13 years.

dedication to cultivating a lifelong love

also makes mention of the institution’s of learning,” said Waters. “The heart and soul of that learning resides with our talented teaching staff.” At Pike, we know that extraordinary teaching inspires remarkable learning, and professional development is the key

Pike’s investment in Responsive Classroom training in the Lower School has been paying off. Teachers and parents alike know that Responsive Classroom training will impact academic achievement, improve teacher-student interactions and lead to higher quality instruction across all subjects.

TAKING A BREATHER Don’t be alarmed to see students sitting cross-legged with their eyes closed on Sharon Libront’s classroom floor. Since 2012, Libront has been working to integrate Yoga 4 Classrooms practices into the daily routine of her fourth grade students as well as training other teachers across the Lower and Middle Schools to use yoga. “We expect great things out of our students, and as a result, they feel pressure to succeed,’’ said Libront. “When we’re in the midst of testing or working

on a big project, it is great to turn to yoga to help them focus and calm their nerves.” Yoga 4 Classrooms allow teachers to use yoga on an as-needed basis. For example, perhaps students just need to rest their minds for three breaths or, perhaps on a snowy, cold February day, the students need to be led through a six-minute sequence that gets blood flowing and bodies moving before they tackle a difficult subject. “So many of our students report that they’ve used some mindful breathing outside of the classroom to reduce anxiety,” said Libront. “There are real tangible outcomes in the classroom connected with yoga, but sharing a useable life skill with them is what really gets me excited.”

Despite Pike’s teaching staff ’s enviable tenure, it is critical for veteran and novice teachers alike to have opportunities to learn about emerging technology tools for the classroom, new curriculum resources and current education theory. “Our mission statement reflects our

to unlocking a teacher’s potential. We can’t wait to see what our students and teachers will accomplish with hard work, exceptional training, rich experience, and a whole lot of positive energy.

PIKE’S COMMITMENT TO PROFESSIONAL DEVELOPMENT is

demonstrated in its summer grant program. Every year, The Pike School makes funds available for teachers or teams of teachers to pursue professional development over the course of the summer. Over 40 faculty members benefited from a total of 34 summer grants awarded in 2015. Here’s a sampling of those projects: • MakerSpace Curriculum Connections • Incorporating STEAM in Art and Music • Diversity in Our Library

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PIKEPOINTS POINTS PIKE

PIKE POINTS

Q& A

WITH ROD BOYER

Pike’s Director of the Office of Advancement

Q W hat does raising philanthropy beyond the Annual Fund look like?

Q How can philanthropy impact admissions?

A In the key areas of professional development and

A Teaching for the future is one expensive challenge.

enrollment management, the Board and Administrative Team are taking a serious look at the school’s evolving needs and how those needs fit into the capacity of the Annual Fund. Because these areas directly affect student outcomes and admissions, it’s imperative that we address them as proactively and strongly as possible. A major gift initiative or an endowment campaign is required if we’re going to meet the future squarely. So, there’s been discussion about continuing to grow our Annual Fund and seeking gifts beyond the Annual Fund to support Pike’s endowment. Our endowment is currently valued at about $7.7 million, a figure that is quite low compared to many of our peer schools, and that affects how much we can achieve. It’s something we’re working on, and are excited about, especially as we have begun already to receive some of those gifts from generous donors who get it.

Q How are student outcomes linked to philanthropy? A Every parent wants his or her child to be prepared

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Q W hy is philanthropy so important to The Pike School?

Q W hat is the role of The Pike School’s Annual Fund?

A Philanthropy makes Pike exceptional. Every area of the school is made better because of our donors. Every child’s experience, every opportunity a teacher has to explore the art of teaching, every building in which learning happens, they are all supported by philanthropy. The Annual Fund and our endowment make up about 10 percent of our operating budget, and that doesn’t take into account that the current footprint of every Pike learning space was made possible from additional philanthropic gifts.

A Think about what Pike is at this moment

While we measure the fiscal impact of philanthropy, we also take into account that the quality of our community can be measured by our philanthropy. It’s a reason we focus on participation rates in the Annual Fund, and we should all want every community member to jump in as they are able. We are proud, for example, that every teacher at Pike has made an Annual Fund gift, and that we annually see THE PIKE SCHOOL 100 percent participation among trustees.

– the field trips, the distinctive students, the teachers, the nature trail and the Art Show etc. – that’s what the Annual Fund makes real. Dollars from the Fund are vital to the quality of education at Pike. Often, parents and alumni talk about the value inherent in a Pike education, whether it be strong teaching, small classrooms, or a sense of safety and community. What they are really saying is that they like the impact of the Annual Fund. But the Annual Fund, like tuition, has limits to what it can accomplish. If we want to start a new program, create new experiences for students, develop technology-based curricula, broaden access to communities, build a new classroom or remodel an old one, where does that money come from? Realistically, there are two answers: raising tuition or raising philanthropy beyond the Annual Fund.

for what comes next, whether in secondary school and college or professional and adult life. That future is unclear. We do know there will be essential skills required, what have become known as 21st Century skills, such as collaboration, creativity, cultural competency, innovative thinking, and information literacy. If we want our children to develop these skills, we need the classroom experience to be designed in a way that fosters those skills. That starts with ensuring our teachers have the training, mindset, proficiencies, and time to do this crucial and, frankly, difficult work. Because quality, effective teacher training is expensive, we need philanthropy. Don’t forget teaching is an evolving art. Changes in a teacher’s day with regard to expectations over the past five to 10 years are astounding. What we know about how the brain works in children, for example, has been emerging quickly. Rapidly evolving technology, changing expectations for learning, new research, expanding responsibilities beyond classroom walls, increasing demands from parents, secondary schools, and colleges prove teaching isn’t for the faint of heart! As one board member recently put it, you wouldn’t want your doctor to stop learning, to rely on a knowledge base from when he or she was in medical school. Do you really want your child’s teacher to be operating in that way?

The second biggest expensive challenge is admissions, but maybe not in the way people imagine. Yes, it’s crucial to get kids in the seats because we’re tuition-driven to the tune of 87 percent of our budget. An empty seat is a missed opportunity on many fronts. But another reason admissions are a challenge is because we’re not just filling seats, we’re intentionally gathering classrooms and a school community. Intentionality is key. As I mentioned, the classroom experience needs to be designed in a way that fosters a child’s essential skills. Studies show that a child’s peer group is extremely influential on their learning and growth, and by extension their acquisition of those 21st Century skills. Financial aid is extremely useful for intentionally building that peer group, and our classrooms and school, because sometimes the student who fits best at Pike comes from a family who can afford tuition and sometimes they are from a family who can’t. At the core of our mission, we want a Pike diploma to indicate a child was given the strongest foundation for success regardless of where his or her path goes from here. To truly accomplish that, Pike needs the selectivity that financial aid affords. It’s the selectivity to enroll and retain the strongest set of students within each classroom, grade, and division, students who challenge their peers, provide unique perspectives, and contribute to the classroom and school mix in ways that benefit every other student. And Pike is not alone. Every other independent elementary school, secondary school, and college designates substantial pieces of their budget for financial aid and also engages in the very real work of seeking philanthropic support for that need. It’s crucial work, especially at Pike where we’re charged with developing the foundation for these kids’ future learning. That process, which is essentially the Pike experience, is fed by dynamic classrooms where innovative, dedicated teachers meet students who bring varied skills, ideas, and experiences and encourage them to grow into their own unique selves. It’s a great mission, and one which, in the end, you can’t separate from philanthropy, and our collective power (and, I would add, responsibility) as a community -- to make the biggest impact.

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CAMPUS NEWS

Pike Hosts Conference to Celebrate Identity and Culture This past January The Pike School was selected to host the Association of Independent Schools in New England (AISNE) Students of Color Middle School Conference. This year’s theme was “I AM Culture: Creating Space for Our Unique Selves.” After a school-wide invitation was extended, eighth graders Julianne Meyers ’15 and Naimah McDonald ’15 volunteered to play an important role in designing the theme and planning the details of the conference. Eighth grader Tristan Latham ’15 designed the conference logo. This conference seeks to raise self-awareness, build community, and cultivate leadership among students of color, according to AISNE. Students from all over New England gathered to watch 15 presenters talk about diversity in academics. The event comprised numerous workshops including Vanessa Roberts’ “Power of Performance” and Wade Sandoval’s “Music, Voice, Message, Movement.” These workshops were created to challenge and engage participants and encourage students to explore their identity and culture, as well as the identity and culture of others. We had the pleasure of witnessing our own Pike alums hold workshops, as well. Amazing work was done by Jessica Horton ’08, Eliana (Castro) Martinez ’00, Rebecca Cordero ’07, and Rosa Valentin ’05.

CAMPUS NEWS

Pike’s Composting Program Have you been to a recent Pike event? If so, you may have noticed that Pike events feature all compostable items such as cups, coffee cups, napkins, and utensils. In its seventh year under the stewardship of Tina Morris, Upper School science and English teacher and the chair of the Sustainability Committee, The Pike School’s composting program comes as second nature to our socially-conscious faculty, staff and students. Over the years, the process and methods have changed due to an increase in available compostable products. Pike now even uses compostable utensils and plates. Of what are all these compostable items made, you may wonder? All of the items used at events and at lunch are made from sustainable corn and sugar cane. During Upper School lunches, you can see a few kids standing by our compostable bins. These sixth grade monitors are in charge of making sure that anything that can be composted is. Each week, two new monitors take part in the action. A few teachers monitor the Lower School compost bins for now -until those students get the hang of things. The compostable items from Pike are sent to Brick Ends Farm in South Hamilton, Mass., where they are broken down into organic compost. This enriched compost and soil mixture is then sold in bulk to stores such as Whole Foods to give their customers’ gardens a natural boost. “The best part of this program is what the kids take away from it,” said Pike parent Amanda Shipley. “Our students learn about composting in school and tell their parents how to implement it at home. It’s great to know we’re creating awareness about protecting our earth with the new generation.”

Pike is currently working on implementing a small composting system of its own so that students can see all of their compost being used to fertilize plants in our Pike garden. Pike also hopes to start taking field trips to Brick Ends Farm so that students can see the rewards of all their hard work.

The conference was a great success and we hope to host another one in the near future.

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FACULTY & STAFF NEWS

FACULTY & STAFF UPDATES Kindergarten teacher Mimi Addesa hiked Mt. Adams with her college roommates. Every few years they get together and hike parts of the Presidential Range in New Hampshire’s White Mountains. Four years ago, they traversed the complete Southern Range and are now working on the Northern Range. As they climb, they reminisce about their time together at Amherst College, share stories about their children and their jobs, and plan their next hike. Next year, they plan to tackle Mt. Jefferson and Mt. Madison. Lower School reading and writing specialist Tiz Benson attended a two-day Literacy for All conference in Providence, R.I.; attended the Massachusetts Reading Association annual conference; and spent four days at the Responsive Classroom training sessions this summer.

Upper School history teacher Betsy DeVries mastered the art of grilling this summer. Devries also travelled to the Beaumont-Hamel Newfoundland Memorial in France.

Physical education Teacher Lori Goldenberg hiked on the Kalalau Trail

along the Na Pali coast in Kauai, Hawaii. She also took a training class at the Kripalu Center for Yoga and Health in Stockbridge, MA . Upper School theater teacher and counselor Trisha Gordon attended the Stanley H. King Counseling Institute at Brooks School this summer. This institute teaches how to better listen and counsel students in order to build stronger relationships between faculty and students.

Director of Advancement Rod Boyer, Director of Admissions Angela Brown, and Head of Lower School Jenn Elkin attended a two-day workshop in Washington, D.C., on “Fierce Conversations,” sponsored by Folio, a not-for-profit provider of faculty evaluation and professional growth systems to independent schools. The workshop explored techniques for peer coaching, structuring meetings, and engaging in difficult conversations within the workplace. Director of Admissions Angela Brown received her M.Ed. in Organizational Leadership this May from Vanderbilt University Peabody College of Education and Human Development.

Betsy DeVries

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Math coach Becky Miller attended numerous conferences this year including: • White Privilege Conference 16 • Singapore Math Users’ Meeting • Math in Focus Community Institute • National Council of Teachers of Mathematics Annual Meeting and Exposition • Responsive Classroom Level 1 • Association for Supervision and Curriculum Development’s Building Teachers’ Capacity for Success Kindergarten teacher Kavita Mundra attended a week-long Responsive Classroom training workshop in July. She also attended a Lucy Calkins method of writing workshop given by Sharon Libront in June. This past March she attended the White Privilege Conference in Louisville, KY, with Becky Miller, Trisha Gordon, Michael Eatman and Upper School English teacher Julie Ogden got a boat this summer. She went tubing for the first time ever on Lake Champlain and waterskiing for the first time in 25 years. Lower School/Middle School art teacher

Emily Sandagata continues to exhibit

her artwork in New England. Below are highlights from 2015:

Mimi Addesa

Director of Technology Aaron Hovel was awarded the opportunity by EdTechTeacher to attend a one-day Google workshop in Boston. The workshop focused on the qualities that firms such as Google are looking for in their employees as well as ways teachers can effectively use video in their classrooms.

Head of Upper School Colleen Welsh became a grandmother for the first time this year to an adorable baby named Julian.

to hold public workshops and help bring wonderful mindfulness programs to classrooms in New England.

Rebecca Cordero ’07.

Fourth grade teacher Sharon Libront completed a week-long, advanced training in writing workshop at the Reading and Writing Project at Columbia University. She studied with the famous author and expert on conferring with students, Carl Anderson. Also, she is now a Licensed Yoga 4 Classrooms Trainer and is able

Emily Sandagata

Exhibitions • You’re Living All Over Me, Ayer Lofts Art Gallery, Lowell, MA • 80th Regional Exhibition of Art and Craft, Fitchburg Art Museum, Fitchburg, MA • Spirited, Two-Person Exhibition, Moira Fitzsimmons Arons Gallery, Hamden, CT

Angela Brown

•R ED, Sprinkler Factory, Worcester, MA •A rtist Traveling Road Show, The Parish Center for the Arts, Westford, MA •C ultural Immigrants, Chelmsford Public Library, Chelmsford, MA •M assachusetts Artists 2015, Brush Gallery, Lowell, MA •S ixteenth ArtsWorcester Biennial, Aurora Gallery, Worcester, MA Guest Speaker •V isiting Artist at Hamden Hall Country Day School, CT Award •T hird Place, Massachusetts Artists 2015, Brush Gallery, Lowell, MA New Upper School Spanish teacher Peter McGovern spent his summer in Spain where he graduated with a Master of Education degree in International Education Administration. New Upper School math teacher Corina Palmer attended Michael Eatman’s Cultural Learning Institute this summer. She also attended a three-day training session to learn Worcester State Singapore Math with Upper School math teacher Lori Lindsay.

Second grade teacher Zoe Vasconcellos Hastings was voted Vice President at the Neighbors in Need meeting in March for the 2015-2016 term. Neighbors in Need is a non-profit organization that provides healthy food and other goods to people in the Greater Lawrence area in a way that is respectful and culturally sensitive. Vasconcellos Hastings and Upper School music teacher Christopher Desjardins participated in Voices of Hope Boston’s production of Godspell. Desjardins was the music director and played John the Baptist. Vaconcellos Hastings had a main acting role in the play. Voices of Hope is a volunteer organization of singers, dancers, and actors who raise money to fight cancer. All show proceeds after cost went to the Termeer Center for Targeted Therapies at Massachusetts General Hospital. New Upper School French teacher Ben Vernarsky taught French to international students in Lugano, Switzerland. Lower and Middle School music teacher Emeric Viani completed his Kodály Level 1 certification in July from the Kodály Music Institute at Anna Maria College. Emeric and his wife also celebrated their first wedding anniversary this summer. Head of School John “Muddy” Waters and Director of Community Life Michael Eatman spent a week at Stirfry Seminars attending a workshop in Cross-Cultural Facilitation Skills led by Lee Mun Wah. Technology Integrationist Jennifer Zacharis attended an e-textiles workshop to learn how to make wearable electronics in the new makerspace.

Linda Spence

Upper School science teacher Rob Smith taught two three-day courses as a Project Lead the Way Master Teacher this summer. These courses were held at University of Kentucky and Eastern Michigan University. He taught 38 teachers from four different states how to implement a project- and problem-based learning curriculum at the elementary (K-5) level. This training provides opportunities for students to engage in engineering, computer science, and biomedical science topics. Smith was also one of six teachers awarded the 2014 Massachusetts Association of Science Teachers (MAST) Science Educator of the Year for Essex County. At the annual MAST Science Conference he presented on Augmented Reality in the Science Classroom. Librarian Linda Spence has had many new additions to her family: Her grandchildren have doubled with the arrival of Gevevieve, born November 17, 2014, and Finn, born July 21, 2015. Her other two grandchildren are Lucy (5) and Charlotte (2).

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2015 GRADUATION

Congratulations and Welcome to Our Newest Alumni

YOU ALL HAVE DIFFERENT STRENGTHS AND TALENTS AND WE HOPE YOU USE THEM TO MAKE OUR WORLD A BETTER PLACE. I AM CONFIDENT YOU WILL DO JUST THAT BECAUSE I HAVE SEEN OUR GRADUATES DO THAT TIME AND TIME AGAIN. GO FOR IT! – JOHN “MUDDY” WATERS, HEAD OF SCHOOL

IN FACT, PERHAPS ONE OF THE GREATEST GIFTS EACH OF YOU LEAVES PIKE WITH IS NOT THE DIPLOMA, BUT RATHER SOMETHING A LITTLE LESS TANGIBLE: THAT DEEPLY ENGRAINED LOVE FOR LEARNING. PLEASE THINK OF THIS AS THE HIGHEST HONOR STUDENTS YOUR AGE CAN RECEIVE. IT IS NOT A GIFT ONE CAN BUY. IT IS ONE THAT IS EARNED THROUGH TENACIOUS WORK IN THE CLASSROOM, ON THE FIELD AND AS CARING MEMBERS OF THIS COMMUNITY. – ALEXANDRA BARR ’11, ALUMNA GRADUATION SPEAKER

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ALUMNI CLASSNOTES

ALUMNI CLASSNOTES 1930s

’39 William Eastham ’39 writes, “I am enjoying my retirement here at St. John’s on the Lake in Milwaukee, Wis. I have driven my car out of Milwaukee to California and Maine each of the past three years. In 2015, I won a gold ski racing medal at Vail.”

1950s ’58 Frank Hirsch ’58 writes, “I am retired and living in Scarborough, Maine, after over 40 years of teaching and coaching. I still have wonderful memories of The Pike School, particularly those of Mrs. Little (the greatest English teacher ever!) ’59 Haartz Cortelyou ’59 writes, “I have officially retired after teaching math for 45 years, but I keep busy substitute teaching, working out, riding and showing my horses -- and being a grandmother. Although my son and family live in Houston, Texas, so there is not as much grandmothering as I would like.” ’59 Muriel DeStaffany Karr ’59 and her husband Ron celebrated her 70th birthday with a trip to Italy and England. In places like Rome, Amalfi, Positano, Pompeii and Yorkshire, they visited sites such as the Colosseum, the Pantheon and St. Peter’s Square, where they caught a glimpse of the Pope. ’59 Cynthia Kimball ’59 writes, “I retired in June from my job as an occupational therapist. I now have two wonderful granddaughters.” ’59 Sharon Seeche Rich ’59 writes, “I can say with no humility at all that our two-year old twin granddaughters, Shira and Ava, have nominated us for a Tony in the category of Best Grandmother and Grandfather on their stage! The

competition is stiff and I think we will tie with their maternal grandparents who are equally terrific. We have never had such a good time. It must be love!”

1960s ’60 Andrew Daly ’60, a ski legend, was elected mayor of Vail, Colo., in 2011 after his extensive role in the development and modernization of one of America’s most popular ski towns. In retirement, Daly is busier than ever with his new Mayor title and continues to make a great town even better. ’62 Richard Pieters ’62 writes, “This year I am President of the Massachusetts Medical Society. I serve on the American Medical Association Council on Medical Education and Practice at University of Massachusetts, where I have also been promoted to Professor of Radiation Oncology.” ’65 Lynne Tatian Lynch ’65 writes, “I retired from teaching 32 years in Haverhill as a special education teacher -- very challenging, but satisfying as well! My daughter Christina has followed in my footsteps. She is a behavior teacher at Haverhill High, and claims she’s carrying on the family business.” ’68 Richard Casey ’68 writes, “Hurricane Iselle [brought] lots of rain --five to seven inches -- and 65 mph winds, but only some damage in our area, the Hamakua Coast of Hawaii. We were two hours north of Puna where there was much damage and still recovering. I’m self employed as a computer tech. Kelen, my wife, is a therapist doing pain and injury treatments via hands-on and microcurrent electrotherapy. Both healthy. I visited Andover, Mass., in September 2014 and stayed with Nancy Axelrod ’68 in Sudbury. Then to Maryland for a final visit with my father (W. Verner Casey) who passed on September 16, 2014 at 94 years old. Visited and skied at my second home in Durango, CO, in February 2015. This trip motivated a big interest in physical conditioning which I’m still pursuing. Happy home and marriage.”

1970s ’70 Leslie Stecker Dumont ’70 writes, “Things are good! Sarah is at Gettysburg, Emily is at Hamilton, Bill and I are getting used to being empty nesters and enjoying reconnecting with friends. All the best to the Class of 1970!” Muriel DeStaffany Karr ‘59 in Positano.

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’72 Kristin Nelson Foster ’72 writes, “After nearly 19 years in Holliston, Mass., we have decided to move to our summer home in

Mystic, Conn., year-round effective July 1st. Nana lives 10 minutes from us there and we would like to be near her. Our oldest, 20, is in college in Clemson, S.C. Next two will be in high school.” ’76 Kathleen LeMaitre ’76 writes, “I find it’s a particular treat to run into someone from first or second grade. High school/ college classmates are also fun, but grade school pals are in a league of their own! Several months ago at a work function, I was introduced to Paul Glazer ’76. We’d been in Miss Cole’s first grade together and now what a fun twist to work at the same hospital. I see Jamie Curtis ’76 quite often as our sons are on the high school wrestling team. I found Lynn McKusick ’76 on Facebook, and am staying with Amy Burns ’76 this weekend. Time for a ’76 mini-reunion!” ’79 Adam Reeder ’79 writes, “DeAnnie and I love watching our young men grow and explore. Ethan, 18, is off to college next year and spent time in Wyoming last summer climbing to the peak of Grand Teton. Austin, soon to be 15, is currently in Berlin for a week of language immersion with a host family and attends United Nations International School (UNIS). Life is terrific!”

1980s ’87 Naima Amirian-White ’87 and her family enjoy farm life in rural western North Carolina. They have recently added 20 acres to their farm and four exotic peacocks that roam freely on the grounds. She has 20 chickens and runs a free range egg business. Seven-year-old daughter Yasmin plays basketball and little league baseball. Amirian-White and husband Nick work for the USDA and also own 20 investment properties. ’89 Shaunielle McDonald ’89 writes, “My daughter Naimah McDonald ’15 will become a Pike alum as this edition is released. She follows in her mother’s footsteps to become a Brooksian. The rest of the McDonald family is well. Tiffany McDonald-Powell ’90 is raising son Jackson (5) with her husband Jamal in Atlanta. Raegan McDonald-Mosley ’91 is raising her two children (Idris, 9, and Indigo, 7) in Baltimore with her husband Damian.”

named John Louis. Both my parents are doing great as well as my siblings who are also Pike alumni.” ’01 Benjamin Heller ’01 married Pike alumna Kaylea Nelson ’00.

Benjamin Heller ‘01 married Pike Alumna Kaylea Nelson ‘00

’01 Melanie Kress ’01 is now a curatorial fellow with The High Line in New York City. She had an opening called “Pier 54” about a month ago. ’02 Brooke Clarkson ’02 writes, “I am currently working on my Master of Management in Hospitality (M.M.H.) degree from the School of Hotel Administration at Cornell University. M.M.H. is a one-year accelerated program so I will be graduating this May (2015)!”

sources to understand Whitefield’s career and times. She offers new insights into revivalism, print culture, transatlantic cultural influences and the relationship between religious thought and slavery. Parr won a John Hope Franklin Grant from the Franklin Research Center at Duke University. She is one of nine scholars who have been invited to present at the Colloquium of the Omohundro Institute, which is run by William and Mary College. It’s considered a premier venue for those who work on Colonial or Early American topics. ’94 Salvatore Bellia ’94 and Laura Bellia are proud to announce the birth of their second son, Giovanni Luciano Bellia, born December 2, 2014. We look forward to him being part of the Pike 2028 graduation class. ’95 Gillian Parr Hermance ’95 and her husband Christopher welcomed their first child, Thomas Clayton Hermance, on January 7, 2015. ’95 Deborah Siller Houston ’95 writes, “Julia Allison was born September 3, 2013. She joins big sisters Susannah and Elizabeth, who were born in May 2012. The three girls and our two dogs make for a very busy but fun house!”

1990s

2000s

’92 Jessica Parr ’92’s book, Inventing George Whitefield - Race, Revivalism, and the Making of a Religious Icon, was released on March 4, 2015. Parr draws from Whitefield’s writing and sermons and from newspapers, pamphlets and other

’00 Jonathan Grasso ’00 writes, “I own a home in North Andover with my wife (married as of 2012) and high school sweetheart, and we recently had our first child, a baby boy, in September 2014

’02 Garrett Cook ’02 received his B.S. in fine art painting in 2010 from Skidmore College in Sarasota Springs, N.Y. Cook later received his M.F.A. in painting from New York Academy of Art in 2014. During that time, he completed his residency in Mexico City in the summer of 2013. Cook’s first solo show in November 2014 was sold out at the Siddhia Hutchinson Gallery in Vieques, Puerto Rico. ’02 Cynthia Woodward ’02 writes, “I got my M.S.W. in 2012 from Wheelock College and now I work in Cambridge, Mass., as the Family Services Coordinator at the Center for Families, running support programs for Cambridge families, and as an Adjunct Instructor in the M.S.W. program at Wheelock.” ’04 Julian Azaret ’04 writes, “I recently joined a startup company, Intreis, as a technical consultant for automated services management. The startup was acquired by cloud computing giant ServiceNow, where I will be starting a career in professional services. Also, I’m building an IEC fusion device and would love to hear from alumni with interest in HEP.” ’04 Kevin Kress ’04 is now a full-time paid ski patroller at Steamboat Springs, Colo., having a grand time. He was a camp counselor in New Hampshire last summer. ’04 Wendy Mellin ’04 has returned from a year working in San Francisco and is looking forward to teaching English as an intern at Phillips Exeter Academy this fall. ’05 Liza Brecher ’05 writes, “I graduated from Tufts University with a master’s degree in Biomedical Science in February 2015 and will be attending medical school in the fall.” ’05 Allison Katz ’05 “After graduating from Tufts in 2013 with a B.A. in Clinical Psychology, I worked on a farm, at a liquor

store and for my father. Last year, I was hired as a strategy analyst for Accenture. I moved to Chicago when I took the job and I absolutely love the city. I travel most weeks for work, which makes me appreciate Chicago even more and I fit as much as I can into every weekend.” ’06 Frances Hamilton ’06 writes, “I just wanted to let you know just how much I have appreciated The Pike School network. I am running the Boston Marathon for the Boston Bruins Foundation and need to raise $5,000 in order to participate. It has been a great experience so far. I have been so thankful for my old Pike peers as they have all been very generous. I was amazed at the support. These conversations have also led to catching up and hearing about where everyone is. It’s great to see where everyone has ended up!” ’06 Eric Sirakian ’06 had the world premiere of his play, Ermani, on March 26, 2015, at the Yale Repertory Theater in New Haven. Ermani is a creation that is rooted in Sirakian’s strong Armenian background and his interest in the genocide experienced by the Armenian people. ’07 Nicholas Nawrocki ’07 writes, “I graduated with honors at Norwich University in Sports Medicine/Health Science and have gone to Fort Benning in Georgia to begin a career in the Army Rangers.” ’08 Geoffrey Cook ’08 is a junior at Wheaton College in Norton, Mass., majoring in Film New Media. He is currently studying filmmaking in Prague, Czech Republic, and also has a production company, Pointy Dog Productions, for freelance filmmaking. ’08 Max McGillivray ’08 has been busy at Harvard working in the VES Film Program while also concentrating in History. He recently went to Los Angeles to learn about film studios through a Harvard University program. McGillivray is also performing in the musical theater group, Hasty Pudding, and directing the play Red this spring at the Harvard Arts Museum.

2010s ’10 Naomi Nelson ’10 is thriving at Syracuse University academically and athletically. She has done well her freshman year, studying environmental studies. As a walk-on to the rowing team, she is more than ecstatic to be on the S.U. roster.

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ALUMNI CLASSNOTES

ALUMNI PROFILE

’13 Jake Bobo ’13 writes, “After two years in Fayetteville, Ark., I’m now at Belmont Hill and my family lives in Concord. Hope everyone is doing well.”

Brooks Senior Prom, Andrew Hulshult ’11, Steven Schelzi ’11, Andrew Barker-Morrill ’11, and Michael Walsh ’11

’11 Graham Cook ’11 is a theater major at Walnut Hill School for the Arts, and is currently applying to B.F.A. theater programs. He spent last summer studying acting for film in Paris, France, with the New York Film Academy.

’14 Michael Ren ’14 was one of just 29 students out of 32,664 to earn a perfect score on the AMC-10B test. The highly competitive math tests, administered by the Mathematical Association of America, are designed to increase interest in math, develop problemsolving skills, and identify students who could qualify to be members of the U.S.A. team that will participate in the annual International Mathematical Olympiad. Ren is also one of the 230 that qualified for the U.S.A. Junior Mathematical Olympiad. He was one of the only two ninth graders to score 14 out of 15 points on the AIME II qualifying test and, since no one got a perfect score, this means that Ren is one of the top two ninth graders in the country.

’11 Mackenzie Gray ’11, currently a senior at The Governor’s Academy, placed fifth in the triple jump at the New Balance Nationals in March, making her the area’s all-time leader in the event. Gray is now ranked 12th nationally in the triple jump this winter. She received the Thorndike Hilton Cup, which is awarded to the highest ranking scholar of the senior class, and also received the Morse Flag award at graduation, given to a senior whose record meets the highest approval of the faculty. ’12 Katrina Gangi ’12 set a new school record in the long jump at Worcester Academy: 16 feet, 8-1/2 inches.

In Memoriam ’47 Edna Grieco Thomas ’47 passed away quietly at her home on October 14, 2014. She was born in Lawrence, Mass., to Nicholas and Carmelina Grieco on December 26, 1932. She attended The Pike School, Abbot Academy and Connecticut College for Women and was married to Thomas J. Thomas for 60 years. She served on The Pike School’s Board of Trustees and is survived by her two children Anita Thomas Koolen ’72 and Nicholas Thomas ’77.

Kathy Murphy, Upper School English Teacher from 2001-2007, passed away December 14, 2014, after a courageous battle with cancer. Her family is creating a perennial garden in her memory. This quiet place on campus will be designed for teachers and staff to gather during the school day and is expected to be open later this fall.

E Emily Dumont ’10 and Bella Papapetros ’10 reunite at Colby College vs. Hamilton College women’s ice hockey game at Hamilton.

Leave a legacy.

A bequest ensures that Pike remains a vibrant place of learning well into the future.

It’s not every day that you can touch the future, but that’s exactly what you do when you include Pike in your will or estate plan. A bequest:

»» is simple; »» doesn’t affect your current financial situation;

»» »»

allows you to stay flexible if your circumstances change; and ensures that Pike remains a vibrant place of learning well into the future

Including Pike in your will allows you to give a specific dollar amount, a particular asset, or a percentage of your estate. A bequest may also help you avoid estate taxes. Speak with your attorney or estate planner about the many benefits and possibilities. If you have already made provisions for Pike in your will or estate plan, please let us know. We would like to show our appreciation for your commitment and welcome you into our legacy society.

For more information, contact Rod T. Boyer, Director of Advancement, 978.409.6601 or rboyer@pikeschool.org. 30

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VIJAY UMAPATHY ’02 SAN FRANCISCO, CA

mpathy. There’s an app for that. Vijay Umapathy ’02 learned this skill in Lower School at Pike and uses it today at Google, Inc. He is a Product Manager working on Inbox by Gmail, an app that helps people manage their to-do lists, set reminders, and organize the all-toofamiliar endless stream of emails in people’s inboxes. “We work on one of the most personal products on the web, and consequently, the team is acutely aware of the diversity of users that we have,” said Umapathy. For the last two years, he has been managing the part of the Inbox team focused on helping people get things done. “Email has gotten worse over the years,” he said. “We wanted to develop an app that simplifies people’s lives.” Always keeping the end user in mind, the team set out to research customer needs, design a userfriendly interface, and add features that truly enhance the experience on people’s phones. “If it’s too complicated for the phone, it’s too complicated,” he said. The product launched in October 2014 and has been making people’s lives easier ever since. It wasn’t the first time he’s combined empathy and technology to simplify the world’s information and it won’t be the last.

While earning his B.S. and M.S. in Electrical Engineering and Computer Science from MIT, Umapathy found the time to co-found another app, FeverAid, with a doctor who was studying Public Health at Harvard.

two one-year rotations with the option to stay on a team or move to a new one. His first task was to improve the algorithm for ad displays.

“It was the end of my senior year,” he said. “We had the usual startup movie brainstorming of ideas on a cocktail napkin.” They created My Care Apps, LLC, a mobile app framework for the consumer. FeverAid gives patients talking points to better explain their symptoms to their doctor.

Umapathy learned vital skills along his journey at Pike from kindergarten through sixth grade before his family moved to California in 2000. Thanks to Mrs. [Lisa] DiAdamo, Umapathy remembers all the prepositions. Thanks to Mrs. [Betsy] DeVries, he knows how to properly structure an essay. But, he says, the skills he learned in Lower School are the ones that he uses on a daily basis.

“For example, when a child has a fever, it could be anything from something minor to something scary that’s causing it. The app asks a series of questions, sends the answers through an algorithm and assesses the risk.” Then, when the patient calls the doctor, he or she has a better understanding of the problem and can explain his or her symptoms in a way that helps doctors diagnose the problem more quickly. “Our goal was to empower patients,” said Umapathy. After spending a year after graduation bringing his ideas to market, he headed to Google. Umapathy continues to be excited by the prospect of inventing new technologies and improving existing ones. In 2011, he joined an accelerated leadership training program at Google as an Associate Product Manager. The program consists of

“I studied harder than I did at MIT,” he said.

“At Pike, I learned the importance of being well-rounded,” he said. “I learned the value of having a diverse set of skills that allows me to succeed in science and the arts.” One of his fondest Pike memories is of a musical, The Big Bad Wolf, when the Head of Lower School, Judy (Camber) Mosedale, played the guitar while all the students sang. “The performing arts at Pike taught me empathy. This skill helps me interact with a variety of different people and learners.” In his current role at Google he wears a lot of hats and works with designers, engineers, marketers, and end-users. It’s his ability to empathize with every one of these people that makes Umapathy successful. THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI PROFILE

Amy Buelow Photography

Today, Leed is President of Smiling Button, a Made-in-the-USA children’s apparel brand. “This brand is so easy to relate to because I am still a kid at heart,” said Leed. She still remembers what it was like to be a kid and designs girls’ clothing for everyday wear. When she thinks of being a kid, she thinks of bouncy balls, yo-yo’s, tea parties, and sweets -- all the good things in life. Her fabric designs reflect this sense of wonder and discovery.

CAROLINE LEED ’06 BOSTON, MA

aroline Leed ’06 smiles a lot. In fact, she’s been smiling since childhood and Pike has the photos to prove it. Her big, bright smile pops off the page of any yearbook from her kindergarten class photo all the way through to her eighth grade portrait. One photo, her second grade class photo to be exact, captures an added dash of impishness because on that day she knew that the outfit she chose to wear would make her friends and family laugh for years to come. “My parents had just come back from a trip to Germany and had brought me lederhosen,” said Leed. “I wore them to school the next day. My parents didn’t know it was picture day, but I did.”

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Amy Buelow Photography

“From elephants and balloons to twirling ballerinas, we want all of our prints to jump from the closet,” said Leed. The line consists of five classic style dresses. Tuni is a tunic. Pinny is a pinafore. Sunday has little cap sleeves. Double Button is double-breasted. Swing is an empire waist party dress. All the fabrics are 100 percent cotton and easy to wash. “I think it’s important for kids to be kids, grass stains and all,” she said. Leed remembers romping on the Lower School playground, laughing with friends, and having an allaround good time at Pike. “I’ve always loved clothes and loved to play,” she said. “I used to get so wet at the water tables in second grade that I’d inevitably end up changing into new clothes from my cubby or a nearby friend’s cubby.” When she reflects on her Pike experience, she is quick to mention Mrs. Wise, her kind and gentle kindergarten teacher; Mrs. Holmes, her third grade teacher who encouraged her writing; and Mrs. Galluzzo [Borgatti], her Upper School science teacher who explained the subject in a way that resonated. Her biggest takeaway came from being on the speech team.

“I don’t think I’d be as confident as I am today were it not for Hutch,” said Leed. “I am not afraid to get up and speak and have a voice.”

When the opportunity came to launch the brand Smiling Button soon after she graduated college, she took it.

Leed has always taken the Pike motto, “Non Sibi Solum,” to heart. When she was in eighth grade, she published a book entitled Dear Tooth Fairy, Dear Caroline, which is a compilation of letters written between herself and her tooth fairy. Through the details of this special relationship and the power of imagination, she hoped to inspire other children to follow their dreams and believe that anything is possible.

“I come from a family of entrepreneurs,” said Leed. “My father is also my mentor.” In some ways, it’s a family affair -- she and her mom travel to New York, Miami and California to choose fabric and her brother Bernie Leed ’05 edits the copy on her company’s website. She takes pride in saying that all of the dresses are fabric sourced and sewn in the U.S.A.

Since its first publication nearly 10 years ago, 100 percent of the proceeds of the book have gone to support non-profit organizations helping children, including Reading Is Fundamental, Inc., the largest non-profit literacy organization in the United States. Thanks to a solid educational foundation at Pike and a keen eye for opportunity, Leed took advantage of once-in-a-lifetime experiences that came her way as she moved through secondary school and college. She graduated from Pike in 2006 and headed to Lawrence Academy. “I loved L.A. It was the right fit for me,” said Leed. She traveled during March Breaks to Panama, Japan, and the Caribbean through “Winterim,” Lawrence Academy’s experiential education program. In 2010, Leed entered Rollins College where she joined a sorority, became captain of the sailing team, and earned her B.A. in Communication Studies with a concentration in Public Relations and Organizational Leadership.

Smiling Button headquarters are located in the hip Seaport district in Boston while the manufacturing facility is in western Massachusetts. She visits her employees at the facility every other week and often brings homemade cookies. “I like being a part of the whole process,” she said. This past summer, Leed opened her first pop-up store on Nantucket. “I love talking with customers and hearing their ideas. I took a class at Rollins College that was all about how important it is to truly listen to the consumer. They know what they want and it’s my job to really hear them.” In Leed’s eighth grade yearbook, she quoted American clothing designer Kenneth Cole: “It is great to be known for your shoes, better to be known for your sole.” Leed is living out this motto and Pike’s mission every day. She fosters the same joy she experienced as a child in the hearts of children today and that is why a red Smiling Button can be found on every dress. “No child is ever fully dressed without a smile,” she said.

THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI PROFILE from left to right: Sarah Syed ’00, Diana Chen ’00, and Sarah Wooten ’00

SARAH WOOTEN ’00 MILTON, MA

arah Wooten ’00 jumped at the opportunity to tour Spain with Upper School Spanish teacher Mrs. Carmen Lonero in her seventh grade year at Pike. With a zest for travel and boundless intellectual curiosity, she embarked on what would be the first of many trips abroad. That Pike trip led to future school trips and the study of immigration law, and ultimately, shaped her desire to build meaningful relationships with the people she meets each day. While Wooten’s journey may seem circuitous, she landed her dream job and now it all makes sense. Today, she is almost back to where she started. Wooten is a “lifer,” meaning she began Pike in pre-kindergarten and stayed through eighth grade. In her ten years at Pike, she took advantage of the experience that included healthy risk-taking, thoughtprovoking projects and a caring faculty. “At Pike, I had the chance to see what I was good at and take it as far as I could go with it,” she said. She remembers the eighth grade journal project where

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students become a character of the Civil War era. After researching an aspect of the time, students wrote about events from a particular point of view. The key to the assignment was to make the journal as authentic as possible. “Mine was awesome and I took it way too far,” said Wooten. “I tried to make my journal look old and literally threw it in the mud. When it dried, it became really dusty. No one else was doing that at the time.” She attributes her early academic success to Pike’s nurturing environment where students are encouraged to explore learning in different ways. After Pike, Wooten continued to foster her love of travel and the Spanish language while building relationships with faculty and students alike who shared common interests. She headed to Milton Academy as a boarder. “I was one of only a few students who went away to boarding school,” said Wooten. “I totally fell in love with the faculty there. At

times, they pushed me to try new things and at other times they caught me when I fell.” When another chance to travel presented itself, she took it. A revered Spanish teacher took students on an impromptu trip to Costa Rica that reinforced Wooten’s love of different cultures. When applying to colleges, she was accepted at many esteemed institutions, including University of Virginia and Barnard, but ultimately chose Spelman College, a historically all black women’s college, where she majored in Spanish Language and Literature. In the fall of her junior year, she went to Granada in the south of Spain where issues of immigration echo much of what is happening at the southern borders of the United States today. “People are making the very dangerous trip from North Africa to Spain and entering Spain through the city of Granada,” she said. “I studied the policies and laws there and compared them to the U.S. laws.” She returned from her travels with a sense of duty to help others.

“I always knew I wanted to study law but wasn’t sure which area to focus on until I came back,” Wooten said. She went on to earn her Juris Doctor at the University of Georgia School of Law in 2012. She worked for a law firm that represents domestic and multinational employers to draft case materials for non-immigrant work visas so that people can work in the U.S. These positions are often temporary, and Wooten quickly realized that the people she thought she was helping were often at a disadvantage. “The company was the client, not the people immigrating,” she said. “For example, we were not legally allowed to tell the employee if the company was rehiring them after their three-year visa ran out.” When Wooten felt she wasn’t building positive relationships with people anymore, she decided it was time to make a change. For the first time, she thought about what her dream job would be and decided to make a list of what she most hoped to find in her

next position. Her top priorities were to travel, to impact the lives of young women, and to be a part of a team. As she researched possible career moves online and worked with a former Milton faculty member, she came across an opening in the Admission Office at Milton Academy. It was then that her dream job truly came into focus. “It was totally just fate,” she said. “I love being back at Milton. My office is actually in my old math classroom. That’s why there’s a chalkboard in here.” Today, she enjoys the process of interviewing prospective students and their parents and traveling nationally and internationally.

Lynch.” As she interviews prospective students, she is often reminded of her days at Pike. “The highlights from my time at Pike are the eighth grade trip to Washington, D.C., the trip to Spain, and eating brownie sundaes with my friends,” she said. Wooten’s journey has almost brought her back to where it all began at Pike.

When Wooten thinks about how she got to where she is today, she credits Pike with giving her the skills to build meaningful relationships. “If I hadn’t gone to Pike, I don’t think I would have been as comfortable talking to adults. I remember joking around with Hutch [Bob Hutchings] and even babysitting for Mr. [Tom] THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI EVENTS

All-School Visiting Day 2014 Pike graduates returned to campus to reunite with friends and teachers as part of All-School Visiting Day on November 26, 2014. Some alumni were selected to participate in a panel discussion to share their perspectives with the eighth grade students about the transition to high school.

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THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI EVENTS

Alumni BBQ 2015 Recent Pike graduates in secondary school and college and the faculty who taught them gathered on campus for a low-key summer evening on June 12, 2015.

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THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI EVENTS

Parents of Alumni Reception Parents of alumni whose children graduated after 1994 returned to campus for a reception in the Dahod Center for Creative and Community Learning theater lobby on May 21, 2015.

HOSTING COMMITTEE Vicki Boylan, P’95, P’99, P’03 Leslie and Bill Dumont P’09, P’10 Loretta Gangi, P’12, P’12 Michele Kerry, P’12 Bruce Letwin, P’04, P’06 Muddy and Liza Waters, P’98, P’00, P’04

Save the Date Parents of Alumni Reception

Thursday, January 14, 2016 7:00 - 8:30 p.m.

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ALUMNI EVENTS

Annual Fund Kick Off Event The Board of Trustees, Annual Fund Team and other special donors celebrated community and commitment to annual giving at the Annual Fund Kick Off reception on October 21, 2014. The program included: Muddy Waters, Head of School: A special thank you to the Board of Trustees and other leadership donors for their commitment to making and keeping Pike a strong learning community Kumar Metlapalli, eighth grade gift chair: The importance of giving generously as families reflect and appreciate their child’s Pike journey Rob Smith, Upper School science teacher: How the Annual Fund has had an impact on his work with children and his professional development initiatives Will Kavanagh ’04, How his success today is a result of his Pike experience that began in pre-kindergarten and lasted through ninth grade Andrew Chaban, Chair of the Board of Trustees: The Board’s commitment to Pike and the most successful Annual Fund to date

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THE PIKE SCHOOL FALL 2015 THE QUILL

ALUMNI EVENTS

Alumni Reunion on All-School Visiting Day Wednesday, November 25, 2015

1963

8 A.M. – NOON | PIKE CAMPUS

JOIN US FOR A MORNING OF GOOD FOOD, DRINK AND CONVERSATION

Just before The Pike School’s moves to its current location on Sunset Rock Road, a dog sleeps in the classroom.

Mrs. Cynthia E. Pike begins tutoring six neighborhood children, including her son, Walter, on the basics of first grade.

Lacrosse becomes a new spring sport.

1966

1926 Stay Connected with Pike Class notes: We want to hear from you!

1994

1977

Mr. John “Muddy” Waters becomes the sixth Head of School.

Students perform Bye Bye Birdie.

Connie Cole ’36 retires after 36 years of teaching first grade.

1981

A visual timeline of the school’s history is coming to fruition. Do you remember a special moment that began, ended, or continued during your time at Pike? We want to know! Visit www.pikeschool.org/timeline to send in your memories or photos. Have two lines’ worth of news to share with your old Pike classmates? Submit it at pikeschool.org/alumniclassnotes Call Christen Hazel at 978.409.6608 if you have any questions. 44

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THE PIKE SCHOOL FALL 2015 THE QUILL

NON SIBI SOLUM not for oneself alone

A Conversation About Philanthropy with the Vallecha Family The Vallecha family in Madrid, Spain

The Pike School is grateful for the generous support of Akash and Geeta Vallecha P’20, P’23. The Vallecha family joined the Pike community last year and immediately began supporting the school both with time and resources. We had the great honor of asking them about the value of a Pike education and what inspires them to give. 1. WHY DID YOU CHOOSE TO ENROLL YOUR CHILDREN AT PIKE? The biggest asset of The Pike School is its faculty and staff -- high caliber, dedicated professionals who truly care and deliver. It’s only at Pike that we saw that the “finished products” reflected the values every other school was telling us they had. Pike is an independent school where it’s easier to change and adapt to the evolving world around us and the smaller class size makes it a better learning environment.

How far that little candle throws his beams! So shines a good deed in a weary world. - WILLIAM SHAKESPEARE

2. WHAT DO YOU APPRECIATE MOST ABOUT AYUR AND YASH’S EXPERIENCES? This may sound totally unbelievable, but both our kids really look forward to school. Our older one is selfmotivated to do the homework, without reminders, even when tired. We were told to expect this by parents, whom we met before enrolling and we were in disbelief. The culture of inclusion, respect and positivity is truly practiced, which has made our kids happier and better at learning and developing.

3. WHAT WOULD YOU SAY IS THE MOST COMPELLING REASON FOR GIVING TO PIKE? To maintain the quality and focus on a whole child education, we want the school to have fewer funding

concerns. Watching our kids become motivated learners, where it’s really cool to be a good student, it did not take much to be inspired to support the cause and spread the opportunity to every member of the Pike family.

4. WHAT INSPIRES YOU TO SUPPORT PIKE? Because one can direct how the gifts are spent, it’s a pleasure to sponsor ideas and causes near and dear to a giver’s heart. It’s like investing in your children and the community by investing in the school. We also feel it’s a great way to develop a partnership with the school in all initiatives.

5. IS THERE ANYTHING ELSE YOU WOULD LIKE PEOPLE TO KNOW ABOUT THE VALUE OF A PIKE EDUCATION OR YOUR PHILANTHROPIC PHILOSOPHY? We think there is no better use of resources than to empower the next generation, where our own kids are thriving. It’s a privilege to join an exciting cause that starts with a direct and positive impact to our own family, friends and the community.

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VOLUME 22 NO. 1

FEATURE STORY At Pike, every child is an important part of our community. So is every gift.

Positively Mind-Growing

Discover how investing in our teachers leads to great student outcomes.

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2014-2015 Annual Report Thank you, Donors!

FALL 2015