Saltus Magazine 2021 by Saltus2020

Saltus Magazine | Spring 2021

Learning to Lead | 7 Report on Philanthropy | 17 Strength of Character | 33

What’s Inside 2

A message from Deryn Lavell, Head of School

A word from Patti MacDonald, Executive Director of the Canadian Accredited Independent Schools

The Value of Challenge

Campus Highlights A showcase of pre and post COVID-19 activities at Saltus in 2020

Learning to Lead Reflections on resilience and the developing programme at Saltus

Innovation by Design The importance of learning to fail and ‘hands-on’ experience in education

Strength of Character

Redesigning Curriculum Informative Q&A with curriculum design expert Dr. Sandra Kleinman

Oral Archiving Highlights of an historic oral archiving project at Saltus

Alumni Review A brief look at what Saltus Alum are up to today

Report on Philanthropy Key Success Indicators and audited financial report 2019–20

43 Cover Photo: A little social distancing couldn’t stop graduation. See article on page 36. Students: Tyler Hurdle, Noa Sadeh Photographer: Alexander Masters

SALTUS MAGAZINE SPRING 2021

MESSAGE FROM HE AD OF SCHOOL

The Value of Challenge

t would be an understatement to declare that 2020 presented unprecedented challenges to educators the world over. But like all adversity, even in this, there are silver linings. For Saltus, the COVID-19 pandemic was a grenade that had the potential to cause massive destruction to the learning, achievement and progression of our students. But, it didn’t. There are a multitude of reasons for that. First and foremost, the resilience, creativity and determination of our students, who found the strength to muscle through the challenges, bend with the needs of the moment and keep their eyes firmly focused on their education and their futures, has been an inspiration to us all. Our faculty and staff rose to the challenge of coming up with on-the-spot solutions to unprecedented issues provoked by sometimes conflicting priorities. They were tasked with managing health and safety for students, their families and themselves; finding ways to swiftly re-tool our procedures and continue as seamlessly as possible, to provide a stable learning environment for students; all while continuing to advance the goals of our strategic vision, whether through

online learning, in-class, or some hybrid of the two. Their success was nothing short of remarkable. And our parents who were experiencing seismic changes in their own lives and careers, found themselves worrying about the fate of their children and the impact this might have on their education. The stress has been enormous, but our community came together to solve problems as a team and support each other. I’m so proud of how the Saltus community responded to this crisis. We’ve learned much about the power of teamwork; the need for compassion and patience; and the value of resilience that will be felt by this generation throughout their lives. That’s why we’ve devoted this issue of the magazine to the theme of resilience. Not just because of what we’ve experienced through the pandemic, but also how it relates as an essential life skill and one that must be cultivated through a holistic approach to learning. In my day as a student, education focused almost exclusively on traditional and, in my opinion, limited ideas of what a ‘good’ education looked like. Tests, exams, silos of subject areas, hierarchies of learning and burdensome homework.

“ We’ve learned much about the power of teamwork; the need for compassion and patience; and the value of resilience…”

Deryn Lavell, Head of School

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Today, we know how outmoded that vision is because we know that this world requires students to emerge with a bundle of skills, knowledge and maturity that can only be developed if educators approach learning with a level of expertise, sophistication and nuance that far outstrips the qualifications required of teachers in the past. We’ve worked hard at Saltus, guided by the goals of our strategic vision – The Key, to enhance our programme, building on the so-called ‘hard’ skills, and including the all-important ‘soft’ skills like confidence, grit, empathy and a global, ethical mindset. In fact, it can well be argued, especially in light of what we’ve been through together, that science and empathy, creativity and STEM, discipline and flexibility, are all allies – you can’t succeed with just one half of the equation. We need it all. We’re on the right track. The accomplishments of our students, especially during these trying times, are inspirational. Our team of educators and leaders are second-to-none. And when this community comes together, there is nothing we can’t do. Deryn Lavell Head of School

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MAGAZINE PRODUCTION

Communications Marianna Russo Kendra Mello

Photography Alexander Masters Marianna Russo Staff & Faculty

Editorial Sharon Gregg Kate Chandler Patti MacDonald Dr. Sandra Kleinman Courtney Bernstein Dr. Stephen Johnson

Printing Island Press

Design Randall Van Gerwen

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CAMPUS HIGHLIGHTS – PRE-COVID-19

ON CAMPUS

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CAMPUS HIGHLIGHTS – END OF YE AR 2019–20

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CAMPUS HIGHLIGHTS

OFF CAMPUS

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LEARNING TO

The design of a programme that supports students’ ambitions, wherever they may lay, is rooted in an understanding of leadership – what it is and which traits are prized in the context of today’s world. BY SHARON GREGG AND DERYN L AVELL

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re you born a leader, or can you become one? Are leadership traits static or do they evolve with circumstance? What does it even mean to be a leader…is it about leadership jobs, or a leadership mindset? When we’ve arrived at an understanding of what we need, how then do we create a learning environment that powerfully reflects and instills the desired traits in our students? Rosalinde Torres, a Senior Leader at The Boston Consulting Group, and the first global head of BCG’s leadership topic, has advised more than 200 CEOs across industry sectors and markets. In her seminal talk on the TED stage, Torres explained her obsession with the puzzling conundrum that, despite enormous investment in human development, leadership gaps were widening. Companies were showing a growing disconnect between the skills they had in their employees and the challenges their industries faced. How could that be? Torres’ research led to the conclusion that the characteristics of leaders who were thriving in today’s climate, were defined by three criteria: 1. The ability to anticipate change. 2. The diversity of one’s networks. 3. The stamina to take risks. That third trait is, arguably, the most fundamental. Without the fearlessness that underpins risk taking, how can we progress? But learning to be fearless means learning how to fail. In other words, losing today can make you a stronger winner tomorrow. Dr. Angela Duckworth is a MacArthur Genius grant winner, researcher, and author of Grit: The Power of Passion and Perseverance. Her ground breaking research focuses on the power of resilience as a foundational trait for leadership – or even survival in today’s economy. As Duckworth defines it, grit is

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“passion and sustained persistence applied toward long-term achievement, with no particular concern for rewards or recognition along the way.” It combines resilience, ambition, and self-control in the pursuit of goals that take months, years, or even decades. The University of Pennsylvania psychologist’s interest in grit began when she was teaching math to seventh graders. There, she observed that basic intelligence wasn’t the only factor separating successful students from those who struggled. Many, otherwise bright and capable students in other subject areas, were having difficulties with math. Could those difficulties be overcome? She hypothesised that ‘grit’ – holding steadfast to a goal through time – could lead to triumph over these challenges. This involves a mindset that can rebound from setbacks, struggles and failures, to finally master, or at least pass, calculus. After years spent analysing the shortand-long term effects of grit on one’s performance in school, at work, and in personal relationships, Dr. Duckworth published her research in her bestselling book which shows how grit predicts longterm success in nearly every realm of life. But what does it all mean in practical terms and how do we incorporate the goal of ‘teaching’ resilience to students as part of an enriched academic programme? Can resilience even be a learned trait rather than a, ‘she was just born with it’ trait? It turns out resilience can be learned, which suggests that it can be taught. Perhaps a glimpse into the United States’ Army training programme might offer some clues as to how this can be accomplished. Yes, that’s right – the Army. The ordeal of Post-Traumatic Stress Disorder has become an epidemic among veterans, one that can lead to depression, violence and even suicide. The Army could not control the day-to-day

environment of violence and fear its soldiers encountered in the line of duty, but could they do a better job of instilling ways in which soldiers could manage their response? This question launched a massive collaboration between the Army leadership and several American universities, spearheaded by the so-called Father of Positive Psychology, Dr. Martin Seligman, the Zellerbach Family Professor of Psychology and director of the Positive Psychology Center at the University of Pennsylvania. According to Dr. Seligman, “We have learned not only how to distinguish those who will grow after failure from those who will collapse, but also how to build the skills of people in the latter category.” Seligman has worked with colleagues from around the world to develop a programme for teaching resilience that is now being tested in the U.S. Army, an organisation of 1.1 million people where trauma is more common and more severe than in any corporate setting. There are lessons here for businesses, individuals and students. Will getting fired be the end of your career aspirations or the beginning of a new level of self-awareness and growth, leading to even greater future accomplishment? Will failing the math exam lead to a sense of total defeat or build even greater determination to conquer equations? Dr. Seligman, who is said to have coined the phrase, ‘learned helplessness’, found through his early research that the pattern of response to failure ranges from “I’m no good at this thing so I might as well not do it,” to “I failed but I will try again,” to “I’m going to come back even stronger based on what I’ve learned about myself.” Applying this kind of research to the conditions for success means developing the mental toughness to bounce back

from failure. As much as we can learn to be helpless, according to Dr. Seligman and others, so too can we learn to transcend our weaknesses and build on our strengths. Chief among the ingredients for developing resilience, according to this research, is optimism. Dr. Angela Duckworth attributes the psychology of failure in part, to “unproductive selftalk.” We tell ourselves ‘I’m never going to…’ – fill in the blank. Or when we fail, we tell ourselves that it was bound to happen, every time lowering the bar on our expectations for ourselves. She explains, “if they can look at themselves and honestly understand what they’re doing well and what they’re not doing well – eventually they will heal themselves. Eventually, they will mediate their weaknesses and raise their strengths. People who have no self-awareness, they’re the ones you really worry about; they may be okay on certain dimensions, but they’re never going to grow.” People who don’t give up after a failure tend to be optimists and their selftalk would lean toward, “it’s bad now but it will get better.” Dr. Seligman and his team are engaged in “immunising” people who are not natural optimists, against learned helplessness by teaching them to think like optimists. We are at a significant fork in the road right now. The world is reeling from a global pandemic that will eventually recede, but for those living in the thick of it, will never be forgotten. It has challenged the grit of even the grittiest among us. While it’s not the same as a soldier’s experience of war, it is traumatising nonetheless, and for our children, the emotional and psychological effects may be felt for decades. Not only is it important to understand and instil resilience in our students for the sake of their future success and

careers, it is vital for their health and peace of mind today. According to Deryn Lavell, the Head of Saltus, “Leadership, of which a cornerstone is resilience, is less about a specific destination, and more about a philosophical approach to life – a decision to embrace every opportunity to make the world a better place, to be the person you want your kids to look up to, to be the person others turn to in a crisis. “ It’s challenging to retool education to meet the needs of our budding leaders, especially when what we need to do is the opposite of the usual structures and strategies we cling to. Education is a very rules-oriented profession. We traditionally measured academic rigour by hours of homework, tests and exams, obedience, and memorisation. This limited view of education would be the enemy of leadership and entrepreneurship in a world as diverse, complex, speedy and horizontal as ours. School can and should be the place, during these crucial developmental years, where children can experiment. They can play, take risks, try new things, stumble onto ideas that excite them and have the room to explore, go deep and take on that challenge. Without this ‘beyondthe-books’ element, we would be doing our students a disservice that will hobble their ability to be leaders in their lives, even if their grades get them into the best universities around the world. Saltus is on a path toward building a programme that embraces this kind of learning. According to Ms. Lavell, “We need to help our kids identify problems and determine multiple solutions – to respect, listen and use multiple points of view and diverse perspectives to learn that it is not all about the ‘right’ answer, but rather about being confident that learning and problem-solving is an iterative process.”

One might say that at Saltus, the emphasis is on try, try again. “If your first design or attempt at a problem doesn’t work – we urge students to explore what went wrong, who can help, and what should we try next. These are all habits of thinking that we want our students to develop,” says Ms. Lavell. Of course, combining expertise and brain power to solve problems means working collaboratively, not just with each other, but across disciplines. “Our students and teachers are harnessing the power of this approach to learning, and also how to work across disciplines to determine new solutions or new learnings,” says Ms. Lavell. Saltus encourages students to take risks and be open to new things. Budding artists are building robots; soccer players perform in plays; boys march for women’s right. These young people are putting themselves out there where they might be ridiculed, they might fail, they could be frustrated by the tasks – but they’re doing it and so, they are developing that all-important grit. Adults might look at some of the resilience-building activities in school as ‘kids-stuff’ or soft skills. We take seriously the tests and exams, and fail to recognise the value of the ‘other’ things our kids are engaged in. According to Ms. Lavell, “We need to reassess our own biases when it comes to what passes for a good education and become more demanding – we cannot forget the importance of assessment in our pursuit of academic excellent, but we must not overlook the character-building that leads to true leaders, and happier people who will thrive in their careers and their lives.” l www.gartner.com/en/doc/3876469-theresilience-premium-of-digital-businessa-gartner-trend-insight-report

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STUDENT LE ADERSHIP

Creatively Rising to the Challenge Gold Key Daniel Osset Ellen Butterfield Ywione Darrell Alexander Zuill Cassandra Mello Christopher Skinner

Gabriela Furr Samuel Webel Simone Sadeh Vincent Darrell Kyra Adams

Student Prefects

Front Row (L–R): Ellen Butterfield, Gabriela Furr, Cassandra Mello, Simone Sadeh Middle Row (L–R): Samuel Webel, Christopher Skinner, Kyra Adams Back Row (L–R): Vincent Darrell, Alexander Zuill, Daniel Osset and Ywione Darrell

old Key is a group of student leaders who have the primary role of providing campus tours to prospective families and visiting guests. However, with new COVID-19 restrictions, which included visitors not being able to step onto the school grounds, Ellen and Daniel, Co-Heads of Gold Key, were presented with a unique challenge. They needed to redefine their group’s objectives and quickly develop new goals. The group of 11 students held weekly meetings in the Board Room of Woodlands and worked hard to develop their new purpose, while staying committed to being Saltus Ambassadors. As a team, they proved that they had ability to adapt to major life changes and created innovative ways to still fulfill their duty of providing tours. Their results came through in highly professional virtual tours as well as individual videos filmed at their favourite places on campus. We have proudly shared their work with our prospective families as well as the broader community and know how impressed everyone must be. At Saltus, we recognise how capable our student leaders are and this year, we celebrate the creativity and determination that they brought to their leadership roles. l

“ Even in the midst of the challenges of COVID-19 and the transition to online tours, the Gold Key team has thrived. In my role as Co-Head of Gold Key, I’ve learnt how to adapt and innovate in unfamiliar situations, and thoroughly enjoyed promoting my school.” Daniel Osset

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“ Due to circumstance during COVID-19, we as a group have had to really adapt to the new challenges brought on this academic year. I for one have really enjoyed the perseverance and commitment shown in my group through video projects and meetings.” Ellen Butterfield

Kian Mooney Head of House, Yearbook

Evan Washington Head of House, Student Life

Kiara McCulloch Communications

Kara Dallas Wellness

Gabriella Medeiros Head of House, Community Service

Morgan Rossiter Head of House, Sustainability

Ywione Darrell Head Prefect

Daniel Osset Head of House, Gold Key

Ellen Butterfield Head of House, Gold Key

Liam Walker Academics

Kathleen Brown Academics

Kyii Simons Henry Diversity

Noah Autmezguine Head of House, Student Life

Zachary Correia Performing Arts

Koa Goodchild Head Prefect, Head of House

Jade Johnston Head of House Azarea Mouchette Head of House

Cameron Lucas Communications

Matthew Ingelman Head of House

Caleb McDowall Head of House, Sports

Jonah Davidson Head of House

Sanna Vogler Head of House, Sports Za’Kayza Parsons Head of House, Diversity

Jalen McLarty Head of House Travis Corday Head of House

STUDENT SPOTLIGHT

FY to SGY2 Saltus is proud to highlight the class of students who started from Foundation Year (FY) to graduate in 2021 – known to many as ‘Lifers.’

BIG IDEA This year the Senior Prefects have been working on their “Big Idea” projects. Groups meet every Thursday (a mix of SGY 1 and SGY 2 students) and have been planning and prepping events for the school year. As Head Prefects we have been working with the groups to help them achieve their goals: • The Sustainability group have been working on plans for Earth Week and having a second-hand clothing sale where the profits will go to the eco-club and their initiatives. • The Student Life group have been planning a homecoming event which unfortunately has been curbed due to COVID-19 restrictions. They have, however, planned a sale of bike parking spots as a fundraiser.

Front Row (L–R): Kathleen Brown, Morgan Rossiter, Ellen Butterfield, Koa Goodchild Back Row (L–R): Reid Browne, Brett Baumgartner, Evan Washington

• The Sports and Wellness groups have amalgamated and put together a series of activity challenges for Middle School. • The Community Service group is working on a project to reach isolated elders. • The Academic group is looking at how to provide mentorship for exam groups while keeping social bubbles. • The Yearbook group is looking at how they can expand and keep things current by providing live streaming at school events. • Gold key have had to pivot their approach to in-person tours and have produced some short videos and online tours.

Front Row (L–R): Kara Dallas, Kiara McCulloch, Alyssa Mello Back Row (L–R): Travis Corday, Jonah Davidson, Jaden Malpas, Daniel Osset, Caleb McDowall

Front Row (L–R): Fintan Sagurs, Liam Walker, William Mayall Back Row (L–R): Cameron Morris, Andrew Manuel, Noah Simons, Cameron Lucas Missing from Photos: Christopher Harris, Patrick McLarty, Shannon Mello

• The Diversity and Inclusion group have been working on a series of podcasts on topics such as unconscious bias and learning differences in the classroom to share with their peers. They have been lucky enough to work with Dr. Vernée Butterfield who provides professional development for educators and students regarding Racial Equity on content and approach.

Ywione Darrell Head Prefect

Koa Goodchild Head Prefect

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BUILDING RESILIENCE AND SHAPING DESIGN THINKING AT SALTUS

INNOVATION BY DESIGN BY K ATE CHANDLER

earning to fail isn’t something that one typically associates with a primary or middle years curriculum. But that’s just what students at Saltus Grammar School are experiencing through the school’s Design Technology Lab and a pervading new philosophy of Design Thinking that is becoming more embedded across the school. Upon entering the Design Technology space or the newly designed studio spaces, students are reminded to innovate and explore while tackling real-world design challenges. They are immersed in an iterative process where students as young as 6 or 7 can learn from concept development, building, and prototyping to drive deeper learning and innovative approaches with the end user in mind. Often, this means experiencing various forms of failure until the design process is refined, which not only builds resilience but breeds creativity. The philosophy of the teachers in the Design Technology space is unique. It seeks to actively encourage all students to problem solve and to clearly develop and articulate their ideas related to a variety of real-world challenges and projects. This type of design thinking prepares students to take on the rapidly changing

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and interconnected environment when they graduate and be innovators who can see flaws and opportunities for improvements and creation. Although the Design Technology lab is currently open to Year 7s and above, design thinking is already at work throughout the year levels at Saltus. When Year 3 students were learning about hurricanes, they were encouraged to truly think about the power of the wind and the weather by building models of what they thought were sustainable buildings that could stand up to a storm surge. They then had the opportunity to apply their learning by testing their work, seeing where the flaws are, and going back to redesign something more effective and practical. Beyond teaching students about the environment and the weather, this iterative learning process shows students how resilience and not giving up can result in building a better and stronger solution. Having a process model like this in place allows students at Saltus to learn across their learning, developing a growth mindset that will serve them well as they progress into higher education and beyond into the job market.

SPACE TO INNOVATE Over and above the important learning that happens in Design Technology, the space is just plain cool. From laser cutters to 3-D printers to sanders and saws, this is a workshop made for learning firsthand how to fabricate, create, and invent. The Lab space was recently redesigned so that the working environment is more innovative and fun and is drastically different from your typical classroom. This is truly a space where students can invent and make things from raw materials – anything from wood and paper to fabric and plastics. Textiles and graphics are being actively explored, including a new heat press machine, which enables students to transfer graphical images onto any number of surfaces, such as T-shirts or mugs. One focus of the Design Technology lab is for students to make viable products to bring to the market – enabling them not only to create but teaching them about the business enterprise and entrepreneurship involved in making something with the intention of making a profit. One such future initiative is, the “10-dollar challenge” which will involve providing students with $10 in materials and the use of all of the equipment in the

lab and challenging them to turn a profit with the finished product they produce. The money would then go back into an agreed cause. At a time when the world is driven by innovation and change, teaching students how to think like entrepreneurs is more important than ever. Walk into the Lab on any given day, and you’ll also be confronted with groups of students daydreaming, doodling, and musing on new visions and concepts. Students are actively encouraged to ideate and to share those ideas in groups. Offering feedback on each other’s work and working together to make improvements and refinements is a critical component of Design Thinking. And creating a learning environment where this is possible takes a new style of teaching and a unique approach to pedagogy that is supported across the disciplines at Saltus. Teachers and students work together to develop curiosity, collaboration, and inquiry. According to Head of School Deryn Lavell, “This is what education has to be.” “Spaces and places really matter, but what’s most important is teachers and students being excited about learning and teaching this way and contributing to our innovative and resilient learning

community. This kind of thinking and learning has to happen anywhere and everywhere. And for that to happen, it has to be embedded across the curriculum in all kinds of ways.”

CULTIVATING RESILIENCE Never has the world required resilience and fortitude than throughout the global pandemic that hit in 2020 and which the globe continues to grapple with today. COVID-19 required collective action from governments, scientists, healthcare professionals, and others to respond to the challenges posed by the rapid global spread of the virus. With the promise of hope on the horizon as various vaccines become more widely available, teachers, parents, and students alike recognise that education must not only impart knowledge but also needs to train students to be nimble, flexible, and adaptable. Students at Saltus are challenged to hone their own thinking and problem solving to become more resilient and adjust rapidly when a change of course is needed. The global pandemic has thrown people’s daily lives into upheaval, causing a shift in how people live, work, and interact with one another. COVID-19 has demonstrated how adaptable the world

can be when it needs to be and how good people are at responding to new challenges. It has truly forced the world to rethink things while integrating people’s changing needs, which is at the very core of design thinking. As design thinking continues to evolve, the kinds of creative thinkers that are graduating from Saltus will be well equipped to solve problems that are affecting the global community, from the environment and climate change to public health. Throughout their educational journeys, students are asked to think about their choices and apply that thinking to their everyday life. They are instilled with a growth mindset along with the ability to think innovatively and ethically, critical skills that make up the portrait of a Saltus graduate. According to Saltus Grammar Year (SGY1) student Cassandra Mello, “Design Technology at Saltus has given me the hands-on experience I needed to be confident in pursuing a future career in Architecture and design. In the design lab I have learned many skills that I will need in life, such as resilience, the importance of communication and creativity. I look forward to spending time in the design lab working on new projects.”

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A HUMAN-CENTRED APPROACH Jodie Walters is a Teacher of Design Technology at Saltus who believes in giving students the opportunities to build their skills in the workshop, but also building their understanding of the world around us and looking at the “human factor.” Human factors emphasise user or person-centred design and help ensure that products suit the people, the work, and the environments involved. Design thinking can help to ensure students are producing products defined for diverse clients or markets, while really understanding what customers need and want and how to get there creatively. Design Technology at Saltus is broken up into a number of different areas so that students are learning a broad range of skills and applying them to real-world production and implementation. In Year 7, students are tasked with a design project to expand into every area of design, research, testing, development, and production. This process is clearly articulated when students are designing a product but requires adaptation when applying the same concepts to geography or mathematics. Teachers at Saltus try to instill this process in Design Technology so that it can be expanded across the curriculum, enabling students, particularly younger ones, to start by analysing problems and defining solutions.

MAKING DESIGN THINKING RELEVANT TO ANY AGE Design Technology is well established for Year 7s and above, with the curriculum becoming more and more rigorous as students advance. However, the plan is to expand this down through the younger years, creating programmes that would be relevant to each year and age.

Students would learn focused, practical tasks, including how to use the right tool for the job and how to operate safely, in order to experience a blend of creative and technical skills, all the while figuring out the “how.” Working in teams helps to better understand the determine the requirements of the task, and often design thinking happens with broad guidance but little input from the teachers. Students are provided with materials and scope and must work together to come up with the right solution. As part of this unique process, students are challenged to think about the world around them and how design technology and design thinking impacts buildings, clothes, furniture, and other products they see and use every day. Fostering an analytical mind at an early age is essential to empowering students to analyse various products against each other and to determine why consumers (including themselves) might choose one thing over another. Ultimately, students are equipped to think creatively, tackle problems from new angles, and make informed choices. The ability to articulate opinions and present informed opinions is important in the classroom and crucial to decision-making and critical thinking in daily life. According to Head of School Deryn Lavell, “We want our students to understand the elements of design thinking, the principles of entrepreneurship, and how to synthesise information and apply it across the disciplines. That’s what education has and must focus on.”

COMMUNITY PARTNERSHIPS Head of Department and Design Technology Teacher Patrick Mahon has been with Saltus for ten years. In that time, he has seen design thinking evolve to expand beyond the walls of the campus

and into the local community. In designing a new project for senior SGY students, Patrick Mahon connected with Waterstart director and Saltus parent and alumni JP Skinner about an opportunity for SGY students. The aim was to develop sustainable, simple, and rugged furniture for Waterstart programs on the Burt’s Island campus, where they promote environmental awareness and offer hands-on immersive experiences in sustainable living to young people (WaterstartBermuda.org). Once the parameters and timelines for the project were established, students met with Mr. Skinner for an in-depth briefing and then went away to digest the requirements and ultimately design and develop furniture prototypes. The design process meant that students had to think through the age of the students who take part in his programmes, how those students would use the furniture, what materials made the most sense for the programmes but also that would suit an off the grid island that is dedicated to sustainable living. Throughout the process, SGY students had to consider the timing of the project and required delivery, which drove their decision making about the types of materials that should be used and how the assembly would work. Ultimately, students presented three options made out of reclaimed wooden pallets, with Mr. Skinner deciding to take forward all three options for production. SGY students are now actively engaged in producing their range of sustainable furniture options for delivery to Bert Island. A system similar to a factory production line has been set up in the Design Technology space, with students taking the pallets apart, measuring, cutting, gluing, and assembly while monitoring quality control and tweaking and improving the system to increase productivity. In the beginning, with students just learning the steps

and the tools required, it took over two hours to produce one stool, but students are producing them faster and faster now, with their deadline for delivery quickly approaching. Although ultimately, the project will result in Waterstart having 25 ‘new’ sustainable furniture pieces crafted out of reclaimed wood for their programme participants to use on the island, the project is about so much more than the practical elements. Students had to work with deadlines, liaise with a client, source materials, and decide how to produce the required number of products within the established timelines. Across it all, students were challenged to take a holistic view of the process, do things in a new way, think about the end user and the specific needs of the client, analyse the information they received, and look more broadly at the options available to them. According to Jodie Walters and Patrick Mahon, seeing the SGY students, who are approximately age 16 or 17, communicate with a professional adult outside of the classroom setting is massively transferrable. This is a different skill from students talking to teachers or parents or even parents’ friends. In this setting, students are challenged to think about what they are saying and how they are saying it. They begin to understand they need to plan and prepare for a meeting and to identify what they hope to accomplish from the conversation. They focus on the client and the customer to share ideas and give consideration to different views and opinions. Throughout it all, the teachers can see the progression in the students as they begin to build rapport with clients and see their confidence grow as they learn how to apply their skills to real-world experiences. Fortunately, many members of the Saltus community in Bermuda are keen to support students to learn about product design and expand their knowledge and experience in a variety of fields. Next term, students will be able to choose between two new projects, one with an architectural firm and the other designing and building a boat. These experiences don’t necessarily mean that graduates will go onto exploring careers in design. Still, the skills they have learned in the Design Technology lab and through this unique design thinking philosophy are relevant no matter what industry they decide to move into.

TECHNOLOGY AND INNOVATION

ACCELERATING DESIGN THINKING

Design thinking often combines elements of technology, innovation, and creativity to develop a solution or concept that solves a specific problem or question. On any given day, a visit to the Design Technology lab will reveal products in all stages of their lifecycle, from conception to construction. The Year 11’s are currently engaged in making a product for an actual external client of their finding, resulting in a varied and fascinating range of goods. One student, inspired by the notion of a lazy Susan and with his client running out of space for a rapidly expanding collection of shoes, has created a rotating show rack that will fit into a closet. Another is working on a new golf caddy designed to respond to his client’s unique needs and wants. Yet another has designed a portable and mobile extension to a workbench. Year 10 students were tasked to use modern technology and tools to think about the manufacturing process. This year, the project was centred around Jodie Walters as the client, but the plan next year is to adapt this so that Saltus Year 3 students become the clients. Putting Year 3 students in place as the clients will change the scope and limitations of the project, enabling students to push further forward with their projectbased learning and to determine which ideas will work best for their client group while looking at metric data, market comparisons, and the original brief to develop novel ideas to manufacture new, flexible, and relevant products.

Design Technology teachers at Saltus see the benefit of expanding the design thinking philosophy across the school. They are not just trying to expand down into the lower years, but are also trying to expand up. Patrick Mahon and Jodie Walters believe that students would benefit from the ability to come in and out of projects and apply what they have learned in Design Technology, including the use of the equipment and workshop, to other classes and topics they may be studying. Ensuring that students – and other teachers and classes – are welcome in the Design Technology lab is an important step in embedding design thinking throughout the Saltus experience. Students’ skills in the lab environment enable them to be adaptable to different situations, solve problems, take a research-based approach, and reinvent thinking and processes. A student who can use those kinds of skills in their daily lives is going to grow into someone who is creative, resilient, and able to turn challenges into new opportunities. Equipped with the skills honed in the Design Technology lab and through the design thinking ideology, these students don’t hit a barrier and stop. Instead, they think about how to turn it on its head and, through iterative independent inquiry and problem solving, create something fresh, original, and better. In fostering design thinking, Saltus has created an environment like no other, a collaborative space where vision is formed in a practical context and turned into reality. A space where students work cooperatively to develop meaningful solutions. Ultimately, a space where students learn to fail, learn to process, and learn to innovate. l SALTUS MAGAZINE SPRING 2021

VIRTUAL LE ARNING

dis·rup·tion | \ dis-'rəp-shən \ noun : the act or process of disrupting something : a break or interruption in the normal course or continuation of some activity, process, etc.

n March 2020, the term ‘Virtual Learning’ took on a whole new meaning for our Saltus community. The global impact of COVID-19, initially dubbed the 2019 Novel Coronavirus, began to unfold and overnight the world of education was changed forever. The World Economic Forum recently published a report regarding the impact on education of the global pandemic. According to this study more than 1.2 billion children in 186 countries were affected by school closures. As Bermuda responded to the imminent threat of the virus, the Island’s schools were called upon to continue educating our young people using ‘at home’ platforms. Teachers and staff at Saltus made the adjustment quickly and efficiently with a move to SaltusLive, the comprehensive learning management system implemented in 2019. Several tools have been used throughout the process to ensure access to ever-changing information for students and parents. Initially, Saltus created a ‘Continuous Learning’ Resource Tile to outline the Virtual Learning plan at each level of the school. Online class bulletin boards were used to communicate lessons and post tasks for completion and regular online check-ins provided highlights for both teachers and students. For the end of the 2019–20 academic year, assessment and evaluation of student progress was completed through a variety of methods including timely feedback to individual students for their learning (formative assessment) and

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final assessments of the key concepts expected for the year level (summative assessment). Middle and Senior school students successfully completed online examinations. The health and wellbeing of our community became a focal point of planning and activities throughout the ‘Virtual School’ experience. Our School Counselor, Advisors and Faculty as well as our School Nurse and Directors worked together to form ‘Virtual School Guidelines’ to offer parents resources regarding student wellness and tools to support physical and mental well-being of students. Teacher and staff training and support in all of our COVID-19 safety processes and protocols became paramount through the summer months. The Board of Trustees also issued two summer research grants to internal training groups to review an ‘Interim Hybrid Scheduling Model’ and a ‘Blended Learning Model’ in support of future scenario planning. These groups were tasked with reviewing global best practices and providing recommendations for implementation at Saltus. While the 2020–21 school year got underway in September 2020 with students physically back in the classrooms at Saltus, many long-lasting changes have been made to both the procedures and curriculum at Saltus. Examples include our online Tech Support pages which provide instructions and videos for Core Technologies; and Library Resource Pages created for years 3-9 in lieu of

availability of access to the dedicated physical library. Online resources are being maintained so that the school is ready to transition again if needed. ‘Virtual Learning Guidelines’ such as those posted on SaltusLive during a brief interruption of physical classes for Middle and Senior School in December 2020 have been created to provide a quick guide for students and parents regarding class schedules and expectations for synchronous and asynchronous learning. Forced to rethink every event, class, schedule, assignment, methodology, process and layout; the team at Saltus readily admits that 2020 was a challenging year. However, the positive impact of disruption can be seen in every corner of our campuses. l About Blackbaud Leading uniquely at the intersection point of technology and social good, Blackbaud connects and empowers organisations to increase their impact through software, services, expertise, and data intelligence. We serve the entire social good community, which includes non-profits, foundations, corporations, education institutions, healthcare institutions, and the individual change agents who support them. References www.weforum.org/agenda/2020/04/coronaviruseducation-global-covid19-online-digital-learning/

Report on Philanthropy 2019–20 Annual Report

18 Saltus Overview 19 Message from Chair, Board of Trustees 20 The Key Highlights 22 Key Success Indicators 24 Message from Advancement 25 Thank You to Our Donors 30 Consolidated Statement of Operations SALTUS MAGAZINE ANNUAL REPORT 2019–20

Saltus Overview Strategic Plan

Mission

Accreditation & Membership

Saltus believes that students are the key to a better future. Our Strategic Plan – The Key – was released in 2018 and comprises four pillars:

To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.

Bermuda Educators Council

Community – to be the first choice for top faculty and all deserving students

Vision

Programme – to assert our place among the world’s leaders in education

Inspiring students to lead us to a more just, fair and sustainable world.

Image – to establish an international reputation for innovation and excellence

History & Diversity

Stability – to build a solid and stable resource platform Our community and our curriculum are engaged with the world beyond, which will ensure that our students are prepared for global challenges. Saltus is prepared to meet the future with a clear vision, a thoughtful approach to tackling challenges and the determination to take our place among the world’s top schools.

Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became a multi-racial private school. In the 1990s, Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all.

Canadian Accredited Independent Schools (CAIS) National Association of Independent Schools (NAIS) College Board Authorised Advanced Placement Course Provider AP CAPSTONE School Edexel and Cambridge Exam Centre SAT Centre National Collegiate Athletic Association (NCAA) North American Reggio Alliance Canadian Council for the Advancement of Education (CCAE) Council for Advancement and Support of Education (CASE) Independent School Management (ISM) National School Reform Faculty (NSRF)

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MESSAGE FROM CHAIR, BOARD OF TRUSTEES

Passion, Support and Community What can I say about 2020? In my long history as Chair of the Saltus Board of Trustees, I have never experienced a year quite like this one! The impact of a global pandemic and the move to virtual school will certainly resonate with our students for years to come, but the affect on ‘how’ we educate young people and their abilities to adapt are nothing less than awe inspiring. I would like to take this opportunity to thank the Saltus Community for their efforts and support during the last academic year. This includes parents, students, teachers, and staff – all of whom rose to the challenges presented. I cannot forget my fellow Board of Trustees members (and sub-committees), who served tirelessly through unprecedented change during 2020. And of course, special, and much deserved thanks to the Head of School, Deryn Lavell, who steadfastly led our very professional and dedicated

leadership team through changes in curriculum, delivery, and school life; as well as crisis and facilities planning and retooling to meet the ever- changing needs in educating our students. The strength and generosity of our Saltus Community demonstrated in 2020 restored my faith in the heart of our school. We witnessed countless examples of support, creativity, and ingenuity that reminded me of ‘post-hurricane’ Bermuda where everyone reaches out to ‘help their neighbour.’ We were very happy to see students on campus in September. Please take some time to review the Key Performance Indicators included in this ‘Annual Report on Philanthropy’, as well as the 2019–20 (audited) financial report for Saltus Grammar School.

We witnessed countless examples of support, creativity, and ingenuity that reminded me of ‘post-hurricane’ Bermuda where everyone reaches out to ‘help their neighbour.’

R. Gil Tucker Chair, Board of Trustees

Board of Trustees Gil Tucker ’71 Alexander Green ’96 Alison Swan Christopher Coleman Dominic Powell ’79 Douglas Mello ’90 Jonathan Reiss ’87 Kelly Francis Robert Cooney Sasha Simmons Tammy Richardson-Augustus ’89 Vanessa Hardy Pickering ’94 Cortney Bernstein (Saltus Association)

www.saltus.bm/explore/board-of-trustees

Front Row (L–R): Alison Swan, Cortney Bernstein, Sasha Simmons, Kelly Francis Middle Row (L–R): Dominic Powell, Vanessa Hardy Pickering, Gil Tucker, Douglas Mello, Tammy Richardson-Augustus Back Row (L–R): Robert Cooney, Alexander Green, Jonathan Reiss, Christopher Coleman

SALTUS MAGAZINE ANNUAL REPORT 2019–20

The Key Highlights 1

Community

Programme

Be the First Choice for Top Faculty and All Deserving Students.

Assert Our Place Among the World’s Leaders in Education.

A community is greater than the sum of its parts. The people who come together to create the Saltus community, form a special connection – a unit with a singular mission – to support the aspirations of our children. So, we want the very best, brightest and most passionate individuals to join this world and be empowered to make their unique contribution.

The foundation of an educational environment is its programme. In today’s environment, that is never a fixed thing. Education is dynamic, constantly evolving to meet the needs of our students. To be a leader in education today, means having agility, resources and ingrained curiosity that seeks powerful ways to connect, learn and empower young minds.

KEY ACCOMPLISHMENTS

• Development of signature attributes and skills for Saltus Graduates underway; Portrait of a Saltus Graduate.

• Curriculum improvements underway with balanced blend of British and North American for more meaningful and authentic student learning.

• Student Services model with full time university counselor implemented. • Intentional focus on diversity of teaching experience and expertise. • Alumni mentorship programme and a dedicated alumni platform (Saltus Connect). • Faculty Growth and Evaluation model designed, piloted and implemented. • Diversity and inclusion training and learning for students, faculty and staff as well as parent education opportunities.

• Emphasis on inclusive curriculum that is reflective of multiple world views. • Improved teacher methodologies to provide for differentiated and more personalised instruction. • New course pathways for Senior School being developed starting with math and computer science and business innovation. • AP Capstone research course implemented providing individualised research project opportunities. • Emphasis on student emotional and social wellbeing embedded into Middle School. • Redesigned student leadership model with student driven opportunities within Saltus and in the wider community. • Student voice and agency in learning valued. • New schedule designed to support student learning and course offerings. • Improved reporting process and report cards to reflect updated curriculum. • Technology upgrade to support and enhance student learning.

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The four pillars that comprise the Saltus Strategy are: Community, Programme, Image and Stability. These strong pillars have been applied in each of our four levels of school. Below are highlights from 2020 of some of the key activities for each pillar of our Strategic Plan.

Image

Stability

Establish an International Reputation for Innovation and Excellence.

Build a Solid and Stable Resource Platform.

Saltus is a proud and long-standing member of the Bermuda community with a rich history and heritage. We are also evolving with the times and looking toward the future with confidence.

Unlocking our ambitions for the future requires sustainable and reliable resources. Saltus will build the basis for ongoing strength by enhancing financial resources and broadening our appeal to families in Bermuda and around the world.

KEY ACCOMPLISHMENTS

• New database fully implemented and documented – SaltusLive

• Benchmarking metrics with key performance indicators developed across whole school.

• New website is current and updated to reflect our programme, events and student successes.

• Long range strategic financial plan implemented.

• Improved social media presence and communications for Saltus and wider community.

• Endowment established with focus on increased financial assistance scholarships.

• Refreshed branding to reflect Saltus today and for the future. • Revised university guidance information.

• Development of Alumni mentorship and networking opportunities worldwide.

• Improved parent communications with regular newsletters and online classroom bulletin boards on SaltusLive.

• Virtual education model implemented with Google Workspace as the foundation.

• Saltus Speaks – a joint initiative with the Saltus Association and the School to hold informative events with experts in education feature throughout the year.

• Whole School Policies and procedures in place to ensure safety and security of students • IT Policies and Procedures fully documented.

SALTUS MAGAZINE SPRING 2021

Key Success Indicators Assist Saltus in the measurement of progress towards its goals outlined in the strategic plan – The Key. People and Culture

Enrolment

Total Enrolment 2020–21

Curriculum

Saltus Staff and Faculty

840

n Lower Primary (Foundation–Year 2) – 168 n Upper Primary (Year 3–Year 6) – 252 n Middle School (Year 7–Year 9) – 200 n Senior School (Year 10–SGY*) – 220

US Collegeboard Designations 2019–20

151

n Bermudian 121 n Non-Bermudian 30 Bermudian staff make up 8 different nationalities

* S altus Graduate Years provide a college-preparatory programme for 100 Saltus students.

Social Media

Facebook Page Likes 11.6% increase

100 Service

Instagram Followers 63.3% increase

Technology Top 5 Web Pages Number of Views Jan.– Dec. 2020

2 Saltus graduates received the AP Capstone Diploma in 2020 for the first time in Bermuda!

Senior School Community Service Participation

n National AP Scholar – 25% n AP Scholar with Distinction – 14% n AP Scholar with Honors – 25% n AP Scholar –36% The AP Examination format for 2019–20 was adjusted and administered online by the US Collegeboard in order to facilitate university entrance for students worldwide. AP Scholar designations were awarded to 39% of Saltus SGY students. In total, 74 Senior School students took a total of 183 subjects based AP exams, with 89% scoring a 3 or higher which represents the score point that research finds predictive of college success and college graduation (5 is the maximum score).

Caribou Mathematics Competition The goals of this worldwide online contest are to: Show that mathematical puzzles can be fun and that competing in math contests with interactive questions is exciting. Improve student’s problem-solving techniques by providing a wide variety of challenging math activities suitable for all students in Grades 3–12.

n Staff Directory – 24,641 views n Event Calendar – 12,002 views n Event Detail – 8,404 views n Calendar – 5,667 views n News Detail – 5,524 views

January 2020

October 2020

Year 7

Three students were in the top 3%, 5%, and 6% of the world respectively for this last test.

Four students were in the top 4%, 6%, and 7% respectively for this test in the world.

Year 8

One student got into the top 8% in the world.

One student placed in the top 6% worldwide.

Year 9

One student managed to get in the top 1% of the world! Other students are respectively in the top 5% and top 10% in the world.

Two students placed in the top 6% worldwide.

The world meets here

Student Nationalities Argentina • Australia • Austria • Barbados • Belgium • Bermuda • Canada • Czech Republic Denmark • France • Germany • India • Ireland • Italy • Mexico • New Zealand • Philippines Portugal • South Africa • Sweden • Switzerland • Uganda • United Kingdom • United States

Total Giving

1.277M

University Subjects

Demographics

316,802

960,000

Fundraising Campaign Goal 2019–20

University Destinations 2020

Post-Secondary Studies 2020

n Science/Psychology/Engineering n Business/Finance/IT/Computer Science n Sociology/Criminology/Law n Arts/Humanities n Sports Science/Kinesiology n Education n Working/Gap Year

Financial Aid

Students issued financial aid

n Canada n US n UK n Bermuda n Gap Year 23% Attending Russell Group, Ivy League Schools (US and Canada)

Operations Solar Savings 2020

8,772

Main Building/ Secondary Building

3,200*

Upper Primary *New install in 2019

MESSAGE FROM ADVANCEMENT

Stronger Together

n December 2020, the Washington Post published an article that asked readers to sum up 2020 with one word or phrase. The words that were posted were largely negative with the top five listed as exhausting, lost, chaotic, relentless, and surreal. Life was certainly not what we hoped it would be in 2020, but last year really was so much more than these five words! I would say innovative, creative, collaborative, community, and generous were equally high on the list. At Saltus, every member of our school community stepped up to the challenges that were presented and brought their unique skills,

talents, and resources to ensure that our students continued in their education and received a social and emotional platform for continued growth and development. With these strengths last year, we not only raised the $550,000 projected for the Saltus Fund, we also raised an additional $100,000 to fund existing families who were financially impacted by the global pandemic. And, we were able to fund every family that applied and qualified. This emergency funding was in addition to the financial aid Saltus had already committed to 14% of the student body that is largely funded through the annual Saltus Fund campaign – with 21%

Stepping Up 24

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of Saltus parents having made a gift to the 2019–20 Saltus Fund. Our alumni also made significant contributions to Saltus through gifts to the recently established Alumni Scholarship Fund (ASF). Between gifts from alumni and the generous dollar-for-dollar match, nearly $70,000 was added to the Alumni Scholarship Fund and brings us closer to awarding our first ASF scholarship. Now, we are looking forward and, once again, asking our community to join in our fundraising efforts. This year, our Saltus Fund goal is $600,000 and we are more than halfway there! Times continue to be tough for many in our community and financial assistance continues to be a beacon in our School’s goals. Parents, grandparents, alumni, alumni parents, trustees, employees, and friends, all make a difference in our ability to provide a Saltus education to our 840 students and we hope we can count on you again this year. Denise McAdoo Director of Advancement P.S. Please stay connected through our website and Saltus Connect for updates on future events! We can’t wait to see you all in person again soon!

2020 will go down as the year when everything came to a grinding halt. Many events across the Island and the world had to be cancelled including our annual golf tournament. Although we were not able to proceed with our 25th Anniversary Francis L. Stephenson Memorial Golf Tournament, many of our sponsors and supporters stepped up to the plate or should we say to the tee and generously donated a total of $22,100 to the Stephenson Scholarship. We are tremendously grateful for their support, and, because of this generosity Saltus was once again able to award this incredible scholarship to a deserving student! Thank you! Thank you! Thank you! The 25th Anniversary Francis L. Stephenson Memorial Golf Tournament has been scheduled for 2021! Find out more at www.saltus.bm/alumni

DONORS

Thank You to Our Donors The following lists gratefully acknowledge donors to Saltus during the 2019–20 fiscal year. SAMUEL SALTUS CLUB Diana and Lars Bergquist Buchanan Foundation The Green Family Catherine Callanan-Perez and Andre Perez Saltus Association Calvin Stempel ’76 Carla and Neil Stempel ’80 Ernest E. Stempel Foundation Vallis Educational Testamentary Trust FOUNDER’S CLUB Judy and John Collis ’76 Michele and Frank Fischer Alyson and Christopher Grasso Lindo’s Market & Lindo’s Family Foods Wanda and Brian Mello ’87 Orbis Investment Management Ltd. Partner Reinsurance Co. Ltd. Brock Webel and Family TRUSTEES’ CLUB Angela and Robert Cooney Carol and Tom Hulst HEAD OF SCHOOL’S CLUB Cortney and Andrew Bernstein CHUBB Charitable Foundation Bermuda Tracy and Sean Durfy Vanessa Hardy-Pickering ’94 and Mark Pickering Britt and Jonathan Reiss ’87 Sacha and Eugene ’Penny’ Simmons ’54 The Peter Cundill Foundation Beverley and R. Gil Tucker ’71 Zhi and Henry Ziegler BENEFACTOR’S CLUB Anonymous (2) Candice and Chris Coleman Caroline and Graham Collis ’77 Michelle and Christian S. Dunleavy ’91 Franck Charitable Trust Vanessa Lovell Schrum ’88 and Michael Schrum Mr. Charles Marshall, M.B.E., J.P. and Mrs. Lesley Marshall Tina and Mike McGuire Neptune Group Limited Katie and Bob Qutub Alisa and Nir Sadeh Vanessa Lovell Schrum ’88 and Michael Schrum Bob ’65, Rob ’93, Tom ’95 and Brian ’02 Steinhoff Val and Paul Stevenson

Alison Swan The Swan Group The Hon. Sir John W. D. Swan, K.B.E., J.P. Christina Westholm-Schroeder and Henrik Schroeder KNIGHT’S CLUB Rosalind and Matthew Ball Lt. Col Benjamin Beasley, B.E.M. ’98 and Kirsten Beasley ’93 Conyers, Dill & Pearman Tanya and Kevin Copeland Lesley and David Cox ’82 Linda and Will Cox ’80 D & J Construction Co. Ltd. Dennis Fagundo, Jr. ’92 Helen Thornton and Alain Fournier Carol Dixon and Alan Gilbertson Eva and Michael Grob Tawnya White and John Johnston ’82 Manal and David Leach Janine Lines Angela and Hal Masters ’75 Vicki Vazquez and Matt Meyer The Estate of Leslie Outerbridge Kathleen and Pat Reardon Kelly Murphy and Pierre Samson Christina Westholm-Schroeder and Henrik Schroder Dion Smith Dana and Chris Spurling ’85 Rosemary and John Talbot ’55 Third Point Reinsurance Ltd. FRIENDS CLUB Anonymous (10) Jennifer and Kyle Adams Ag Show Ltd. Allied World Assurance Company Ltd. Mr. James F. Amos, M.B.E. and Mrs. Sandra Amos (dec.) Gail and Oscar Andrade ’80 Anna Boden Anthony ’97 and James Anthony Dr. Michael S. Ashton ’91 and Mrs. Irena Ashton Aspen Group Bacardi International Limited Leah and Oryn Barnett Tanecia Barnett Burgess ’96 and Nigel Burgess Diane and Bruce Barritt ’73 Lisa and Mark Baumgartner Jeanne and Anthony Bean Jon Beard Rhiannon and Robin Bedford Benevity, Inc. Bermuda Anglers’ Club Adrian Black ’20 Jihane Boussoufa

Kerry and Galen Brislane Mei Wang and Mark Browne Jon Brunson, J.P. Trudy and Larry Bucher Stephanie and Nicholas Buckley BUE / BAC (Universal Electric Ltd.) Bradley Burgess ’19 Helena Bickley and Michael Burgess Laila and Martin Burke Tina and Scott Burns Butterfield & Vallis Cary and Spencer Butterfield ’99 Charles N. A. (Than) Butterfield ’46 Nelia and Tony Cabral Shay-Coy and Audley Campbell Gena and Lionel Cann Cathy and Tony Carreiro Belinda Castree Ayalnesh Dubale and David Chantreau Natalie and Vince Chaves ’83 Nicole Chichon-De Silva and Keith De Silva ’91 Lucy and Neville Ching Belinda Clarke ’84 Anna Clark ’06 Jill and Jean-Marc Colmet Allison and Philip Cooper ’76 Annabel and Guy Cooper ’95 Chris Cooper Christine and James Cornes ’87 Abigail Correia ’09 The Hon. Anthony T. Correia J.P. ’47 and Mrs. Patricia Correia Josh Correia ’06 John W. Cox ’73 Cripps Foundation Aisha and Janson Cross Christianna and Kris Dakin ’02 Antoine Daniels Lt. Col. Michael L. Darling OBE, ED, JP ’48 and Mrs. Elaine Darling Alroy Darrell Fiona and David Davies Alison and Paull Davis Cordelia and Shamark Davis Brittany de Frias ’10 Hannah and Andrew DeCosta ’90 Owen DeCosta ’20 Demco Florist Bermuda Genna Fostine-DeSilva ’20 Sherena Dickinson Bitten and Nicky Dill, Jr. ’46 (dec.) Takara Dill Rosie and Andrew Doughty ’73 Neera and Sean Dunleavy ’89 Ellie Dunleavy ’20 Kennedy Durfy ’20 Safiya Dyer Crystal and Stanfield Edwards

Silvia Realejo and Lynn Emery Chris Estwanik Roderick Ferguson IV ’97 Aisling and Mario Foote Tim Fox ’08 Margaret Fox Kelly Francis Pauletta Francis Christine and Ilidio Francisco Louise and Michael Freisenbruch ’69 Kalpana Gangwani and Nick Daswani Amy Terceira and Anthony Garzia ’99 Sharon Glasser Susie and Chris Harris Tracy Outerbridge and Alfonso Harris Cynthia and Jeremy Hassell Alexandra and Brian Hayne Mr. J. H. Hayward M.B.E. J.P. ’52 and Mrs. Patricia Hayward Tracy and Kelland Hayward Phillip Heap Fiona Herring ’98 Richard Hillen ’04 Matthew D. B. Hogan ’11 Berta Barreto-Hogan and Vincent Hogan Karla Holder and Ryan Yarde Barbara and Brian Hollis ’78 Robyn Hooper ’04 and Alex Hooper Katarina and Nicholas Hoskins HSBC Bank Bermuda Limited Mason Illston ’20 Sherrall and Peter Illston Rose and James Irvine Susan and Graham Jack ’79 Carol Jack ’77 Amy and Nick Jagoda Helen and Colin James Deryn Lavell and Steve Johnson Freddy and Barrie King ’87 Emma Law ’99 and Geoffrey Law ’99 Shkysi Cummings and Robert Lee Kim Sue and Claude Lefebvre Emma and Trevor Leitch ’98 Emily Ranson-Leverock and Michael Leverock Kimberly and Darrin Lewis Sara Lewter ’94 and Robert Lewter Natalie Lightbourne ’20 Vicki and Brian Lightbourn ’86 Lorraine Lipschutz ’90 and Ryan Lipschutz Cameron Macdonald ’04 Patrick Mahon Mall Studio Janet Frid and Michael Malott Keiran Malott ’20 Lindsay Manderson Laure and Ryan Marshall ’00 Kietny and Allan Marshall ’72

(dec.) – deceased SALTUS MAGAZINE ANNUAL REPORT 2019–20

DONORS

Thank You to Our Donors

Katie Masters ’11 Steven Masters ’70 Suzanne Carrell and Kevin Mayall ’87 Emma Mayor ’20 Karen and John Mayor Denise and David McAdoo Deb and Malcolm McBeath ’78 Apryle Oswald and Michael McCrimmon Angela and Liam McKittrick ’84 Patrice K. Minors Nea and Nathan Moore ’99 Samantha and Richard Morris Devon and Spencer Moss ’91 Jennifer and Miguel Mount Betsy and Louis Mowbray ’48 Johanna and Ryan Murray Georgina Cordon-Norsworthy and Terence Norsworthy Elizabeth and Paul Nystrom Julianne Oatley ’20 Joy and Alan Oatley Addy and Jose Osset ’91 Tracy and Raymond Packwood Lyn Pantry Brian Patterson ’80 Ann Paynter India Paynter ’20 Claudia Mibelli and Adolfo Pena Liam Peniston ’16 Christine and Ilario Pepi Jennifer and Drew Pettit ’88 Sophie Campeau and Nicholas Pettit ’92 Patra and Wesley Phillips Taj Phipps ’10 Vanessa and Jason Piney Jana and Shea Pitcher Lise and Gary Pitman Stephen Popper ’80 Jennifer Johnson-Porter and Rick Porter, Jr. Erika Powell ’98 Silvia Realejo Renaissance Reinsurance Ltd. The Hon. Everard T. ’Bob’ Richards and Mrs. Pauline D. Richards Cody Richardson ’20 Tammy Richardson-Augustus ’89 Cassandra and Colin Richardson Trista and Sam Riihiluoma ’03 Heidi and Sean Ringsted Sarah and Adam Rossides Esther Padula-Rudolf and Jorg Rudolf Marianna Russo Helen and Anthony Rynne Noa Sadeh ’20

Claire and Richard Sammons Shelly and Peter Sayers Nic Scanlon Selwyn Scott Danielle and Jesse Sheppard Leslie and Jeremy Shrubb ’04 Elizabeth Simmons ’97 and Lars Simmons ’95 Julie Hendrickson-Simons and Gladwin Simons Lisa and Peter Simons Stefanie and Bruce Sinclair Rebecca and Colm Singleton ’94 Amanda and JP Skinner ’84 Liz and Timothy Southern Jared Souza ’20 Jenn and Jason Souza Ann Spencer-Arscott, J.P. ’77 and Robin Spencer-Arscott Lori and Russell Steinhoff Susan and Daniel Sullivan Alana Rathbun Swiss and Ted Swiss Barbara and Philemon Talbot Jet Thorne ’78 Ryan Topple ’20 Belinia Drogba and Issouf Traore Haley and Martin Trott Bettina and Ian Truran ’88 Treadwell Tucker, II ’96 Talitta and Darius Tucker Christina Tucker Katie and Andrew Tudor-Thomas Lynsey Turner Jan Turner ’75 Danielle Morin and Brent Twidale Randall Van Gerwen Kate and Mike Viotti Isaiah Wales ’20 Rachael Ward Liz Dowdell and Wayne Washington Pauline and James Watlington ’66 Anne Carmignani and Stephen Weinstein Louise and Britt West ’95 Gina and Andrew Wetmiller Sam Willis Lisa Willis ’98 Janice and Dick Witkowski Katie Witkowski ’13 Ritz Wong ’20 Kelsey Wotton ’10 Wyndham Worldwide Corporation Louise and Leighton Yong Spencer Young ’20 Nancy and Bill Zarbock ’69 Katherine and Cummings Zuill ’57 Asa and Mark Zuill ’86

Trustee Donors

Parent Donors by Class

Anonymous Christopher Coleman Robert Cooney Kelly Francis Alexander Green ’96 Vanessa Hardy Pickering ’94 Douglas Mello ’90 Andy Pereira Tammy Richardson-Augustus ’89 Sacha Simmons Alison Swan R. Gil Tucker ’71

Class of 2020 – 42% Lisa and Mark Baumgartner Trudy and Larry Bucher Tina and Scott Burns Hannah and Andrew DeCosta ’90 Michelle and Christian S. Dunleavy ’91 Tracy and Sean Durfy Christine and Ilidio Francisco Carol Dixon and Alan Gilbertson Sherrall and Peter Illston Freddy and Barrie King ’87 Janet Frid and Michael Malott Joy and Alan Oatley Ann Paynter Cassandra and Colin Richardson Alisa and Nir Sadeh Jenn and Jason Souza Lori and Russell Steinhoff Carla and Neil Stempel ’80 Bettina and Ian Truran ’88 Class of 2021 – 24% Anonymous Lisa and Mark Baumgartner Belinda Clarke ’84 Jill and Jean-Marc Colmet Liz Dowdell and Wayne Washington Susie and Chris Harris Shkysi Cummings and Robert Lee Suzanne Carrell and Kevin Mayall ’87 Wanda and Brian D. Mello ’87 Georgina Cordon-Norsworthy and Terence Norsworthy Addy and Jose Osset ’91 Catherine Callanan-Perez and Andre Perez Class of 2022 – 27% Tina and Scott Burns Nelia and Tony Cabral Nicole Chichon-De Silva and Keith De Silva ’91 Michelle and Christian S. Dunleavy ’91 Neera and Sean Dunleavy ’89 Kelly Francis Freddy and Barrie King ’87 Lindsay Manderson Apryle Oswald and Michael McCrimmon Kendra and Douglas Mello ’90 Esther Padula-Rudolf and Jorg Rudolf Helen and Anthony Rynne Alisa and Nir Sadeh

(dec.) – deceased SALTUS MAGAZINE ANNUAL REPORT 2019–20 WWW.SALTUS.BM

Amanda and JP Skinner ’84 Val and Paul Stevenson Brock Webel and Family Asa and Mark Zuill ’86 Class of 2023 – 24% Dr. Michael S. Ashton ’91 and Mrs. Irena Ashton Lt. Col Benjamin Beasley B.E.M.’98 and Kirsten Beasley ’93 Trudy and Larry Bucher Ayalnesh Dubale and David Chantreau Michele and Frank Fischer Eva and Michael Grob Tracy and Kelland Hayward Carol and Tom Hulst Manal and David Leach Patrice K. Minors Devon and Spencer Moss ’91 Jana and Shea Pitcher Heidi and Sean Ringsted Dion Smith Susan and Daniel Sullivan Class of 2024 – 31% Rosalind and Matthew Ball Rhiannon and Robin Bedford Belinda Castree Candice and Chris Coleman Tanya and Kevin Copeland Antoine Daniels Hannah and Andrew DeCosta ’90 Helen Thornton and Alain Fournier Eva and Michael Grob Carol and Tom Hulst Tina and Mike McGuire Kendra and Douglas Mello ’90 Vicki Vazquez and Matt Meyer Samantha and Richard Morris Jennifer and Miguel Mount Tracy and Raymond Packwood Claudia Mibelli and Adolfo Pena Christine and Ilario Pepi Jana and Shea Pitcher Lori and Russell Steinhoff Susan and Daniel Sullivan Alana Rathbun Swiss and Ted Swiss Class of 2025 – 24% Anonymous (2) Lesley and David Cox ’82 Fiona and David Davies Tracy and Sean Durfy Manal and David Leach Janet Frid and Michael Malott Vanessa and Jason Piney

Britt and Jonathan F. Reiss ’87 Heidi and Sean Ringsted Liz and Timothy Southern Dana and Chris Spurling ’85 Val and Paul Stevenson Gina and Andrew Wetmiller Sam Willis Class of 2026 – 23% Dr. Michael S. Ashton ’91 and Mrs. Irena Ashton Rosalind and Matthew Ball Kerry and Galen Brislane Mei Wang and Mark Browne Candice and Chris Coleman Angie and Bob Cooney Tanya and Kevin Copeland Neera and Sean Dunleavy ’89 Kim Sue and Claude Lefebvre Lorraine Lipschutz ’90 and Ryan Lipschutz Tina and Mike McGuire Wanda and Brian Mello ’87 Jennifer Johnson-Porter and Rick Porter, Jr. Elizabeth Simmons ’97 and Lars Simmons ’95 Alison Swan Barbara and Philemon Talbot Anne Carmignani and Stephen Weinstein Class of 2027 – 20% Anonymous Jennifer and Kyle Adams Cortney and Andrew Bernstein Stephanie and Nicholas Buckley Cordelia and Shamark Davis Michele and Frank Fischer Vanessa Hardy Pickering ’94 and Mark Pickering Sophie Campeau and Nicholas D. Pettit ’92 Vanessa and Jason Piney Kathleen and Pat Reardon Alisa and Nir Sadeh Stefanie and Bruce Sinclair Katie and Andrew Tudor-Thomas Gina and Andrew Wetmiller Class of 2028 –16% Rosalind and Matthew Ball Christine and James Cornes ’87 Cordelia and Shamark Davis Cynthia and Jeremy Hassell Emma and Trevor Leitch ’98

Katie and Bob Qutub Claire and Richard Sammons Emily Steinhoff ’98 and Rob Steinhoff ’93 Danielle Morin and Brent Twidale

Emily Ranson-Leverock and Michael Leverock Apryle Oswald and Michael McCrimmon Katie and Bob Qutub Heidi and Sean Ringsted Elizabeth Simmons ’97 and Lars Simmons ’95 Emily Steinhoff ’98 and Rob Steinhoff ’93 Susan and Daniel Sullivan Class of 2029 – 28% Anonymous Stephanie and Nicholas Buckley Annabel and Guy Cooper ’95 Chris Estwanik Michele and Frank Fischer Alyson and Christopher Grasso Ika and Alexander Green ’96 Vanessa Hardy-Pickering ’94 and Mark Pickering Katarina and Nicholas Hoskins Emma Law ’99 and Geoffrey Law ’99 Kim Sue and Claude Lefebvre Vanessa Lovell Schrum ’88 and Michael Schrum Claudia Mibelli and Adolfo Pena Kathleen and Pat Reardon Tammy Richardson-Augustus ’89 Emily Steinhoff ’98 and Rob Steinhoff ’93 Katie and Andrew Tudor-Thomas Louise and Britt West ’95

Class of 2032 – 15% Lt. Col Benjamin Beasley, B.E.M.’98 and Kirsten Beasley ’93 Stephanie and Nicholas Buckley Lucy and Neville Ching Cordelia and Shamark Davis Alexandra and Brian Hayne Amy and Nick Jagoda Emma Law ’99 and Geoffrey Law ’99 Laure and Ryan Marshall ’00 Tammy Richardson-Augustus ’89 Class of 2033 – 16% Cortney and Andrew Bernstein Laila and Martin Burke Shay-Coy and Audley Campbell Annabel and Guy Cooper ’95 Amy Terceira and Anthony Garzia ’99 Alyson and Christopher Grasso Rose and James Irvine Emma and Trevor Leitch ’98 Nea and Nathan Moore ’99 Kelly Murphy and Pierre Samson Belinia Drogba and Issouf Traore

Class of 2030 – 8% Anna Anthony ’97 and James Anthony Helena Bickley and Michael Burgess Alyson and Christopher Grasso Sara Lewter ’94 and Robert Lewter Elizabeth and Paul Nystrom Class of 2031 – 20% Rosalind and Matthew Ball Shay-Coy and Audley Campbell Annabel and Guy Cooper ’95 Ika and Alexander Green ’96 Cynthia and Jeremy Hassell Julie Hendrickson-Simons and Gladwin Simons Emily Ranson-Leverock and Michael Leverock Claudia Mibelli and Adolfo Pena Jennifer and Drew Pettit ’88 Sophie Campeau and Nicholas D. Pettit ’92

(dec.) – deceased SALTUS MAGAZINE ANNUAL REPORT 2019–20

DONORS

Thank You to Our Donors Alumni Donors 1946 Charles N. A. (Than) Butterfield, Jr. Nicky Dill, Jr. (dec.)

1979 Anonymous Graham Jack

1947 Anthony (Moxie) Correia

1980 Anonymous Oscar Andrade Will Cox Brian Patterson Stephen Popper Neil Stempel

1948 Michael L. Darling Louis Mowbray 1952 J. Henry Hayward 1954 Eugene ’Penny’ Simmons 1955 John Talbot 1957 Cummings Zuill

1982 David Cox Richard Doughty John Johnston 1983 Anonymous Vince Chaves

1965 Robert Steinhoff James Watlington

1984 Belinda Clarke Liam McKittrick JP Skinner

1969 Michael Freisenbruch William Zarbock

1985 Chris Spurling

1970 Steven Masters 1971 R. Gil Tucker 1972 Allan Marshall 1973 R. Bruce Barritt John W. Cox Andrew Doughty 1975 Hal Masters Jan Turner 1976 Philip Cooper Calvin Stempel 1977 Graham Collis Carol Rego Jack Ann Maitland Spencer-Arscott

1986 Brian Lightbourn Mark Zuill 1987 James Cornes Barrie King Kevin Mayall Brian D. Mello Jonathan F. Reiss 1988 Vanessa Lovell Schrum Drew Pettit Ian Truran 1989 Sean Dunleavy Tammy Richardson-Augustus 1990 Andrew DeCosta Lorraine Benevides Lipschutz Douglas Mello

1978 Brian Hollis Malcolm McBeath John (Jet) Thorne

1991 Michael S. Ashton Keith De Silva Christian S. Dunleavy Spencer Moss Jose Osset 1992 Dennis Fagundo, Jr. Nicholas D. Pettit 1993 Kirsten Butterworth Beasley Rob Steinhoff 1994 Vanessa Hardy Pickering Sara Willis Lewter Colm Singleton 1995 Guy Cooper Lars Simmons Britten West 1996 Tanecia Barnett Alexander Green Treadwell Tucker, II 1997 Anna Boden Anthony Roderick A. Ferguson IV Elizabeth Adams Simmons 1998 Lt. Col Benjamin Beasley, B.E.M. Andrew Green Fiona Herring Trevor Leitch Erika Powell Emily D’Alessio Steinhoff Lisa Willis 1999 Spencer Butterfield Anthony Garzia Emma Holmes Law Geoffrey Law Nathan Moore 2000 Ryan Marshall 2002 Kris Dakin Brian Steinhoff 2003 Sam Riihiluoma

2004 Richard Hillen Robyn DeSilva Hooper Cameron Macdonald Jeremy Shrubb 2006 Anna Clark Josh Correia 2008 Tim Fox 2009 Abigail Correia 2010 Brittany de Frias Taj Phipps Kelsey Wotton 2011 Matthew D. B. Hogan Katie Masters 2013 Katie Witkowski 2016 Liam Peniston 2019 Bradley Burgess 2020 Adrian Black Jackson Burns Owen DeCosta Ellie Dunleavy Kennedy Durfy Genna Fostine-DeSilva Ilidio Francisco II Scott Gilbertson Mason Illston Samuel King Natalie Lightbourne Keiran Malott Emma Mayor Julianne Oatley India Paynter Cody Richardson Noa Sadeh Jared Souza Robin Stempel Ryan Topple Isaiah Wales Ritz Wong Spencer Young

(dec.) – deceased SALTUS MAGAZINE ANNUAL REPORT 2019–20 WWW.SALTUS.BM

Employee Donors Anonymous Anna Boden Anthony ’97 James Anthony Oryn Barnett Berta Barreto-Hogan Jeanne Bean Jon Beard Jihane Boussoufa Jon Brunson Larry Bucher Lionel Cann Cathy Carreiro Nicole Chichon-De Silva Chris Cooper Aisha Cross Christianna Dakin Alroy Darrell Paull Davis Sherena Dickinson Takara Dill

Rosie Doughty Liz Dowdell Safiya Dyer Crystal Edwards Lynn Emery Aisling Foote Mario Foote Margaret Fox Pauletta Francis Kalpana Gangwani Cynthia Hassell Phillip Heap Karla Holder Robyn DeSilva Hooper ’04 Carol Rego Jack ’77 Deryn Lavell Emma Holmes Law ’99 Darrin Lewis Sara Willis Lewter ’94 Vicki Lightbourn

Patrick Mahon Lindsay Manderson Steven Masters ’70 Denise McAdoo Deb McBeath Angela McKittrick Nea Moore Johanna Murray Ryan Murray Joy Oatley Lyn Pantry Ann Paynter Jennifer Pettit Patra Phillips Erika Powell ’98 Trista Riihiluoma Adam Rossides Sarah Rossides Marianna Russo Alisa Sadeh

Shelly Sayers Nic Scanlon Selwyn Scott Jesse Sheppard Leslie Shrubb Lisa Simons Bruce Sinclair Amanda Skinner Emily D’Alessio Steinhoff ’98 Haley Trott Christina Tucker Lynsey Turner Mike Viotti Rachael Ward Lisa Willis ’98 Sam Willis Leighton Yong Louise Yong

Mr. Charles Marshall, M.B.E., J.P. and Mrs. Lesley Marshall Angela and Hal Masters ’75 Angela and Liam McKittrick ’84 Betsy and Louis Mowbray ’48 Tracy Outerbridge and Alfonso Harris The Estate of Leslie Outerbridge Paula and Andy Pereira Catherine Callanan-Perez and Andre Perez Lise and Gary Pitman The Hon. Everard T. ’Bob’ Richards and Mrs. Pauline Richards Shelly and Peter Sayers Christina Westholm-Schroeder and Henrik Schroder

Sacha and Eugene ’Penny’ Simmons ’54 Ann Spencer-Arscott, J.P. ’77 and Robin Spencer-Arscott Robert Steinhoff ’65 The Hon. Sir John W. D. Swan, K.B.E., J.P. Rosemary and John Talbot ’55 Beverley and R. Gil Tucker ’71 Talitta and Darius Tucker Christina Westholm-Schroeder and Henrik Schroeder Janice and Dick Witkowski

Alumni Parent Donors Anonymous (2) Mr. James F. Amos, M.B.E. and Mrs. Sandra Amos (dec.) Gail and Oscar Andrade ’80 Tanecia Barnett Burgess ’96 and Nigel Burgess Diane and R. Bruce Barritt ’73 Diana and Lars Bergquist Jon Brunson, J.P. Gena and Lionel Cann Allison and Philip Cooper ’76 Sarah Cox Linda and Will Cox ’80 Lt. Col. Michael L. Darling OBE, ED, JP ’48 and Mrs. Elaine Darling Bitten and Nicky Dill, Jr. ’46 (dec.)

Rosie and Andrew Doughty ’73 Safiya Dyer Aisling and Mario Foote Margaret Fox Louise and Michael Freisenbruch ’69 Cynthia and Jeremy Hassell Mr. J. Henry Hayward M.B.E. J.P. ’52 and Mrs. Patricia Hayward Berta Barreto-Hogan and Vincent Hogan Carol Rego Jack ’77 Helen and Colin James Kimberly and Darrin Lewis Vicki and Brian Lightbourn ’86 Janine Lines Kietny and Allan Marshall, J.P. ’72

Grandparent Donors Mr. James F. Amos, M.B.E. and Mrs. Sandra Amos (dec.) The Hon. Anthony (Moxie) T. Correia, J.P. ’47 and Mrs. Patricia Correia Lt. Col. Michael L. Darling, O.B.E., ED, J.P. ’48 and Mrs. Elaine Darling Bitten and Nicky Dill, Jr. ’46 (dec.) Mr. J. Henry Hayward, M.B.E., J.P. ’52 and Mrs. Patricia Hayward Janine Lines

Mr. Charles Marshall, M.B.E., J.P. and Mrs. Lesley Marshall Betsy and Louis Mowbray ’48 Sacha and Eugene ’Penny’ Simmons ’54 Robert Steinhoff ’65 The Hon. Sir John W. D. Swan, K.B.E., J.P.

In-Kind Donors Jean and Peter Cabral Sarah Cox D & J Construction Freddy and Barrie King ’87 Manal and David Leach

(dec.) – deceased SALTUS MAGAZINE ANNUAL REPORT 2019–20

CONSOLIDATED STATEMENT OF OPER ATIONS

Financial Highlights With oversight from the Finance Committee of the Board, the Finance Department of Saltus Grammar School maintained a system of internal controls over financial reporting, to provide assurance to the School’s management and Board of Trustees that assets are protected, and that transactions and events are recorded properly in the financial statements. This includes engaging an independent audit firm, KPMG Bermuda, to ensure the financial statements are fairly presented. During the 2019–20 financial year, 89% of our revenues were generated by tuition amounting to $20.3 million (2018–19: $20.1 million). Total expenses, excluding amortization, amounted to $21.7 million (2018–19: $21.6 million). In common with educational institutions, the majority of expenses were made up of salary and payroll benefits, representing 67% of total expenses. Tuition alone does not cover the operating expenses of the school and reliance is placed on fundraising activities and other sources of revenue.

Revenue $22.7M

n School Fees 89% n Rental and Other Income 6% n Investment Income 1% n Donations 4%

Expenses $23.9M

n Salary and Payroll Benefits 67% n Financial Aid 4% n Amortization and Other Operating Expenses 29%

SALTUS MAGAZINE ANNUAL REPORT 2019–20 WWW.SALTUS.BM

Saltus Grammar School Consolidated Statement of Operations For the Year Ended June 30, 2020

Unrestricted Expressed in Bermuda Dollars

Operating Fund

Restricted Bursary & Endowment Fund

Campaign Fund

Building Fund

Total Funds 2020

Total Funds 2019

Income School fees

$ 20,283,641 $

– $ –

–

– 1,405,646 1,399,944

– 264,242

–

– 264,242

–

– 604,297 308,869

– (177,768)

Rental and other income

1,405,646

External scholarship income

Donations

604,297

– $

– $ 20,283,641 $ 20,072,306 170,583

Net (loss) gain on sale of investments

–

– (177,768) 900,107

Interest and dividend income

37,790 283,769

– 321,564 229,306

Total income

$ 22,331,374 $ 370,243 $

5 $

– $ 22,701,622 $ 23,081,115

Salary and payroll benefits

$ 16,155,777 $

– $

– $ 16,155,777 $ 15,541,046

Other operating expenses

4,607,775

–

– 4,607,775 4,802,452

–

– 766,411 2,182,933 2,120,900

Expenditures

Amortization

1,416,522

Further education awards

716,640

Loan interest

28,884

Total expenditures

$ 22,925,598 $

Change in fair value of investments

(Deficiency) excess of income over expenditures $

265,242

–

– 981,882 1,192,468

–

– 28,884 122,038

265,242 $

– $

17,056 $

– $

(594,224) $

122,057 $

5 $

766,411 $ 23,957,251 $ 23,778,904 – $

17,056 $

(252,196)

(766,411) $ (1,238,573) $

(949,985)

SALTUS MAGAZINE ANNUAL REPORT 2019–20

Saltus Grammar School P.O. Box HM 2224 Hamilton HM JX Bermuda www.saltus.bm

STRENGTH OF CHARACTER BY PAT TI MACDONALD, E XECUTIVE DIRECTOR, CAIS

Independent schools are often renowned for their long histories and rich traditions. Families are drawn to our schools through word of mouth, driven by strong reputations of excellence. In addition to exemplary academic programmes, many independent schools are known for their value of developing the “whole child”, prioritising character development within a wellrounded co-curricular programme of arts, athletics and service. Founded in 1888, Saltus Grammar School is no exception.

altus has been a member of the Canadian Accredited Independent Schools (CAIS) and its predecessor, the Canadian Educational Standards Institute (CESI), since 2008. CAIS is a community of over 90 independent schools, all of which meet and exceed rigorous standards, commit to undergoing an ongoing process of reflective and collaborative school improvement and participate in research and leadership development to support excellence. The CAIS network is composed primarily of independent schools in Canada. Saltus represents one of three international

members who have elected to be accredited by CAIS. It would be an understatement to say that COVID-19 has disrupted education globally. Like so many other organisations, schools have had to make radical changes in how they demonstrate resilience in the face of this crisis and continue to meet their students’ needs. What we hoped would be a short period of physical distancing, intended to flatten the curve, has turned into a sustained challenge for students, parents, and educators. Despite the virus’s unpredictable pathway and continuously shifting

governmental directives, CAIS schools have been nimble in pivoting. Student safety has been prioritised, and effective protocols have been put in place to limit exposure to the virus while on campus. When necessary, students are receiving instruction, projects and assessments virtually; ensuring continuity of learning. Wellbeing is also a central consideration as the social routines of students have been interrupted. CAIS is committed to supporting schools in the imperative to be nimble and adapt quickly to their new reality. We challenge and support schools within the CAIS network to develop the cultural disposition to adapt and change. It is the gradual accumulation of experiences over time, both positive and negative, that influence the development of and capacity for resilience and the school’s long-term strength and permanence. The CAIS Vision and Mission are clearly aligned with the concept of continual improvement and have allowed the organisation to be responsive to the needs of independent schools. SALTUS MAGAZINE SPRING 2021

CAIS Vision Leaders in education, shaping the future of a courageous, compassionate world

About CAIS CAIS Schools are continually learning from what has come before and are committed to responding to challenges in order to meet our children’s needs in a rapidly changing world. This includes continual school improvement through the advancement of standards, support, and a strong network. It is the role of School Leaders, composed of the Board and the School’s Senior Leadership Team, to create a culture within the school that allows them to anticipate, assess and adapt to crises and sustain essential operations.

In their commitment to continual whole-school improvement, CAIS Schools adopt a learning orientation. This pre-existing disposition allows schools to change direction depending upon rapidly evolving situations, like the threat of COVID-19. Our school leaders have prioritised creating mechanisms for sharing ideas on how to address family needs, acknowledging that there is increased anxiety and stress for all stakeholders at this time. CAIS School leaders have also demonstrated their commitment to enhanced communication strategies and transparency, allowing the community to understand and adjust to external events’ impact. Education is a human endeavour within which relationships form the foundation for success. We know from research that the capacity for resilience is enhanced by external factors, primarily support from a trusting community,

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encouragement from peers and colleagues and pro-active structures for assistance in the face of adverse circumstances. Being part of a strong community like Saltus helps to fortify resilience and be responsive to and confident within the shifting context. In these unprecedented times, it has also been beneficial for school leaders to be part of a mutually supportive community. Heads of Schools within the CAIS network have been meeting weekly or bi-weekly since March 2020 to share challenges and successes. Each community is unique, and school leaders have benefited from Heads’ questions and experiences, where the virus has progressed more quickly. This discourse has supported learning where there is no roadmap and allowed for the anticipation of challenges and proactive development strategies. Additionally, educational leaders continue to come together bi-weekly to share virtual learning strategies to improve the learning experience continually, and operations leaders are collaborating nationally to ensure they are meeting the families’ needs in their respective schools. After a tumultuous spring, CAIS Schools spent the summer planning and putting safety measures in place to mitigate risk for students, teachers and school staff, and families. From PPE to student timetables, learning cohorts to air purification, schools dug into their enterprise risk management policies and procedures to ensure a safe on-campus experience. In the face of a crisis like this one, we are required to do things we have never done before. In our schools, teachers are learners and embraced the need to be prepared for the possible need to shift between face-to-face, hybrid and virtual modes. While ensuring that students keep learning, educators are re-learning how to be an effective school in this new model. Schools also committed to supporting student resilience and wellbeing through this challenging time. The things that help children and adolescents be resilient are consistent with what CAIS schools prioritise for their students. If fundamental protective systems are in place, they can support children to be resilient, such as: • Positive sense of self • Hope and a sense of meaning in life • Consistent and positive relationships with nurturing and competent adults, including teachers

• Positive relationships with supportive peers • Bonds to effective schools and other pro-social organisations • Positive community services and supports for families and children Rather than putting on the brakes until life returns to normal, CAIS School leaders have embraced the current challenges as a time for strategy. Engaging with peers and colleagues, they are challenging themselves to be forwardthinking, considering the crisis’s silver linings. They are asking bold questions such as: What are we hoping for in the future of our students and our school? How can this crisis strengthen, rather than weaken, our community? What things have we begun to do during the pandemic that we will continue to do when it is over? What are the things we have stopped doing during the pandemic to which we will not return? How do we ensure our school will be strong and meet the needs of future generations? How do we continue to strengthen relationships across our network of CAIS schools? CAIS Schools are well-positioned to address the changing needs of students. We believe that a growth mindset and a commitment to continual improvement assist schools to be resilient in the face of challenges. Even when there isn’t a crisis of the magnitude of the COVID-19 pandemic, schools have an imperative to look outside of their walls at the drivers in the world. The World Economic Forum tells us that 65% of children entering primary school today will ultimately end up working in jobs that currently do not exist. The years ahead will bring further challenge and uncertainty and, with them, the potential for further personal, professional and organisational growth. In these incredibly trying times for students and parents, we are happy that you have had the support of a CAIS School that is committed to providing stability and resilience for its community. We are in this together, and with continued mutual support and generosity, we can ensure a positive outlook towards hope and possibility. l

LEARNING FROM HOME

SALTUS MAGAZINE SPRING 2021

Graduating During COVID-19

hen we started the 2019–2020 school year, we had many school trips, guest speakers, sporting events and transition events planned to the grand finale of graduation. That school year will be one that we remember; not only for the abrupt shift to a virtual learning environment due to COVID-19, but to the profound sense of community that we embraced through all the changes that had happened around us. The Saltus Community quickly adapted to our ‘new normal’ and found innovative and creative ways to ensure that all our students from FY to SGY2 could still receive an education and participate in their milestone events. The Director of Senior School and Deputy Head (Student Life) worked diligently with a team from many facets of the school, to ensure that our graduating seniors could have their graduation. They worked through various scenarios that changed according to the Government imposed phases of re-opening in Bermuda; they were happy to have obtained Government permission to hold a modified graduation event. Part I of the Graduation was held on Wednesday, 17th June 2020, where graduates and their (immediate) families were able to attend graduation at Alumni Hall located on the Saltus main campus on St. John’s Road. As individual family groups, they joined James Anthony, Director

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“ You don’t know how much gratitude we have. To make the effort was just overwhelming. This is why Saltus is Saltus. The family unit. We are so proud to be a part of this family.” Saltus Parent

of Senior School to receive the graduate’s diploma and any awards or prizes bestowed upon the student. Mr. Anthony was assisted by Nicole Chichon, Deputy Head (Student Life); Jon Beard, Deputy Head; and Erica McArthur, Teacher of History (SGY2 Coordinator). Part II of Graduation was held on Friday, 19th June 2020, when the Class of 2020 along with family and friends around the world were invited to participate in a virtual graduation ceremony where the graduates were addressed by Deryn Lavell, Head of School and R. Gil Tucker, Chair of the Board of Trustees, James Anthony, Director of Senior School and Nicole Chichon, Deputy Head (Student Life). The keynote address was provided by Honoured Guest Speaker Alexander Green, Member of the Board of Trustees. “Not only have you successfully completed the extremely challenging Saltus programme, but in this final year, one that is stressful under any

circumstances, you’ve managed to do that in the midst of a global pandemic” Mr. Green told the graduates. Mr. Green encouraged them to “remember how strong, resourceful and determined you have been. Let this experience strengthen your confidence. Let it be evidence that you have what it takes to tackle tough challenges, catch those curve balls, and stay focused on your goals.” He continued to share that “If I’ve learned anything in life, it’s that the unpredictable will always have its way. Life is full of unforeseen events – big and small – things you can’t see coming that will change the game for you. The trick is…how you deal with them.” Mr. Green ended with saying to the graduates that “I believe that each and every one of you is special, strong and capable. I believe that Saltus has given you the foundation so that each and every one of you will do this school, your families and Bermuda very proud.” Director of Senior School, James Anthony, reflected on seeing the graduating class develop “into a group with a strong bond which welcomes all comers and celebrates their differences and unique personalities.” He shared that it “has been an absolute pleasure and I know that, if you continue to fulfil your true potential, Bermuda and the wider world will be in good hands.” l

Congratulations Class of 2020! Saltus Student Post-Secondary Destinations 2017–20 BERMUDA Bermuda College CANADA Acadia University Brescia University College Brock University Carleton University Concordia University Dalhousie University Georgian College Humber College King’s University College Laurentian University McGill University McMaster University Mount Allison University Queen’s University Ryerson University St. Francis Xavier University St. Mary’s University University of British Columbia, Okanagan University of New Brunswick University of Guelph University of Ontario Institute of Technology University of Ottawa Wilfrid Laurier University

UNITED STATES Appalachian State University Brookhaven College Bryant University California College of the Arts California Institute of the Arts Coastal Carolina University College of Charleston Dartmouth College Elon University Florida Atlantic University Ft. Lewis College Full Sail University Georgetown University Georgia State University High Point University Lee University Marymount University New York University Northeastern University Nova Southeastern University Oklahoma State University Pennsylvania State University Providence College Queens University of Charlotte Rutgers University Sacred Heart University Savannah College of Art & Design (SCAD)

Southeastern University Spartanburg Methodist College Spelman College St. John’s University Union University University of Central Florida University of Georgia University of Maryland University of North Carolina, Charlotte University of Richmond University of Tampa University of Virginia University of West Virginia Washington Adventist University Word of Life Bible Institute Xavier University of Louisiana UNITED KINGDOM Anglia Ruskin University Buckinghamshire New University Cardiff Metropolitan University Coventry University Durham University Inchbald School of Design Kings College London Kingston University Manchester Metropolitan University

Newcastle University Nottingham Trent University Oxford Brookes University Royal Central School of Speech and Drama Solent University St. Mary’s University, Twickenham University College of Football Business (UCFB) University of Edinburgh University of Essex University of Exeter University of Kent University of Leicester University of Manchester University of Nottingham University of Plymouth University of Sheffield University of South Wales University of Southampton University of Surrey University of the Arts London ITALY Florence Culinary Arts School NETHERLANDS Maastricht University

EXPANDING OPPORTUNITIES

THE SALTUS FUND is the mission-critical annual fundraising effort for Saltus, and is essential to providing expanding opportunities in education. Like most independent schools, Saltus relies on the Saltus Fund to realise the difference between the actual cost of a Saltus education and tuition. Tuition covers the essentials – the Saltus Fund takes care of the rest. This year, the Saltus Fund must raise $600,000 to meet the budgetary needs of the school and we ask every Saltus Family to join in supporting this critical effort. The collective generosity of our community sends a powerful message of support in the School’s mission and vision, and we ask you to consider making a gift that is meaningful to you and your family.

Every gift matters. Make your gift online at giving.saltus.bm

SALTUS MAGAZINE SPRING 2021

RE TURN TO SCHOOL 2020

BACK TO SCHOOL

he new school year at Saltus officially started on Thursday, 3rd September and although it looked a bit different this year, we were excited to have our students back on campus again! Many members of the staff and faculty at Saltus worked tirelessly over the summer months to ensure that changes to policies and procedures were implemented for a smooth start to the school year. Teacher led research groups also spent time reviewing global best practices and tools to ensure the team at Saltus were prepared to offer the best learning in the current global environment. A thank you was extended to the Bermuda Health Department, who worked with us over the summer to ensure that we made all the required adjustments for a safe learning environment. Equally important, is the patience and understanding parents have shown as we implemented the new procedures. “I am confident that all are committed to the health and wellbeing of the whole school community,” stated Deryn Lavell, Head of School. Saltus made a conscientious effort to ensure parents and students were well informed leading up to the return to school. We held virtual parent information sessions to answer any questions/ concerns and walked parents through procedures that were offered at all school levels. In addition, Saltus created a centralised resource tile for all COVID-19 related information, Saltus procedures for during school hours, and frequently asked questions. l

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RE TURN TO SCHOOL 2020

LIFE ON CAMPUS

SALTUS MAGAZINE SPRING 2021

Redesigning Curriculum BY DR. SANDY KLEINMAN

As part of Saltus’ objective to compete on the global stage, the Faculty at Saltus have been partnering with Dr. Sandra (Sandy) Kleinman to redesign and implement new curriculum, assessment and pedagogical practices. Sandy is a national and international educator whose career has been dedicated to exploring and understanding learning and its implications for designing cultures of learning, and to engaging with schools as both a thinking partner and process orchestrator. Sandy brings a vast knowledge of research-based practices and timetested frameworks to guide schools to create signature curricula, assessments and learning experiences for students and professional learning opportunities for faculty. Sandy holds several graduate degrees including a Master’s from Northeastern University, a Master’s from Harvard University, and a Doctorate from Harvard University. She has held positions as a Head of School, teacher, professor, non-profit consultant, researcher and medical-affiliated clinician. As a consultant, Sandy engineers and executes a collaborative process to design, develop and implement new curricula, teaching practices and assessment approaches tailored to a school’s unique culture, vision and objectives. We asked her some questions about her work at Saltus:

When you engage with schools around curriculum development, where do you begin?

What have curriculum team members said about the process?

I begin by thinking together with the teams about the question, “What is curriculum?”

Interesting that you should ask! We have asked folks for some comments from time to time.

From Jhiane Boussoufa, Head of Modern Foreign Languages

What is curriculum?

Curriculum is the actualisation of the mission and vision of a school. In that way, it is not simply “off the shelf.” Rather, it is a framework for engaging students in learning. The way in which it is used is a reflection of the school’s culture and beliefs about learning and learners. Curriculum has, for the longest time, been misunderstood as a compilation of what is to be taught or “covered.” But it’s more than that. Learning is much more than that. Curricula must be dynamic, that is, always responding to the ever-changing world in which students live and will live and work.

What does the process look like at Saltus?

I’m a partner with Saltus, engaging alongside the design teams and school leadership. The Saltus faculty curriculum design teams and the leadership team have been and continue to be engaged in deep thinking around student learning, how to accurately and equitably assess that learning, and the implications for curriculum changes in design and pedagogy. The thinking and redesigning that we are undertaking reflects the School’s commitment to prepare students for university and/or for a workforce in an ever-changing world. And it goes beyond that. Saltus is committed to students’ developing agency, their own voice, and to developing as global citizens, critical thinkers, and empathic collaborators. The curriculum realises those commitments.

Is there a question you’d like to ask yourself about your engagement with Saltus?

That would be, “What have you learned?” I love that question because, as an eternal educator and person with a thirst for learning, I see my engagements with schools as an opportunity to grow and to bring what I learn to my future work. Through my partnership with Saltus, I continue to deepen my understanding of, and approaches to collaboration and the ways in which we can bring together different perspectives around a common purpose. I also have opportunities to finely tune and model the art of asking questions, the types that do not necessarily lead to an answer, but rather are invitations to think deeply and in new ways.

This process has challenged me to think about my teaching and curriculum from the perspective of my students, their interests and their goals. I have felt fortunate to learn and dive deeply into designing a curriculum which enables our students to develop competence and skills adapted to the 21st century and provides authentic learning opportunities. I very much value the way Christianna and Sandy engage my team, how they create the space for all to co-create the action plan for improvement and challenge us to implement deep, big picture thinking that puts students at the centre of learning. From Emma Law, Primary Teacher (Year 1) Being a part of the curriculum redesigning process has allowed me the time to directly connect my teaching pedagogy to the curriculum framework. At each step in the process, I considered the impact of the curriculum on the children’s thinking, their autonomy and their ability to dive in deep with a high level of engagement. From Jesse Sheppard, Assistant Director (Upper Primary) Working alongside Sandy as we create a curriculum that values critical thinking, and the voice of our students, has been invaluable. The collaborative process has allowed all divisions of our school to work together to construct a curriculum that we are proud of and one that will lead our students to a more, just, fair and sustainable world. Through Sandy’s guidance, we have been inspired by some of the best curricula around the world to inform what is best for our Saltus community. This work will allow our students to transfer understanding of knowledge to novel situations and better prepare them to meet the world. From Lynsey Turner, Teacher of English, 2nd in Department Engaging in the curriculum work with colleagues has been both a challenging and rewarding experience. I feel privileged to have had the opportunity to contribute to the building of such relevant, unique and engaging learning experiences that will enable Saltus students to be prepared to ‘meet the world’! We look forward to continuing our work with Sandy as we continue and complete our strategic plan. l

SALTUS MAGAZINE SPRING 2021

PROFESSIONAL LE ARNING

Teachers as Reflective Practitioners Professional Learning is an ongoing pursuit of Saltus Faculty and Staff. Teachers, in particular, thrive on continued development opportunities pertaining directly to their fields of study and student learning. Since 2017 professional learning opportunities at Saltus have focused on The Key and the skills required to prepare students for their future. Below is a sample overview of the conferences and learning provided to faculty and staff.

Dr. Vernée Butterfield Dr. Vernée Butterfield grew up and worked between New York, Connecticut and Bermuda, which provided a unique perspective of many educational systems. These experiences instilled in her a passion for and dedication to excellence in education, ensuring that all children are given an opportunity for global citizenry and responsibility. Dr. Butterfield contends that equity is not a feeling nor idea, rather it is best actualised through the development and implementation of robust research-based practices. NSRF Protocol Training and CFG Since 1994, the National School Reform Faculty has created and refined more than 200 protocols and activities to use in Critical Friends Group® communities, classrooms, meetings, and beyond. Each one is designed to help you arrive at a specific desired outcome, efficiently and effectively. NAREA The North American Reggio Emilia Alliance exists to connect early childhood educators and advocates together in discovering, interpreting and prompting Reggio Emilia inspired education. NAREA believes in the inherent abilities and basic rights of children and adults, particularly with regard to their competence and right to actively construct relations, knowledge, feelings

and identity. Through conferencing, networking and resource sharing, NAREA is advancing an inspiring and innovative movement that is giving more quality and excellence to education. Dr. Sandy Kleinman As we continue to shift our curriculum and pedagogies to prepare students for the world they will inherit, we must also shift the way we think about and use assessment. Dr. Kleinman is spending time with the faculty this academic year working with teachers to explore how to ensure our curriculum is relevant, challenging, aligned and equitable. CAIS Leaders Conference A unique programme of Keynote speakers, Workshops and opportunities for collaboration within and across networks in order to meet the educational needs and interests of our members. The CollegeBoard This is the awarding body for SAT, AP and CLEP exams. This, internationally recognised group offer professional developing and learning for teachers, administrators and counselors. Over the past year our staff have participated in training for AP US History as well as courses and networking events for our Student Services team.

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

HTH High Tech High (HTH) is guided by four connected design principles – equity, personalisation, authentic work, and collaborative design – that set aspirational goals and create a foundation for understanding this approach. The Project Based Learning (PBL) Design Camp uses project development systems including design thinking, HTH protocols to help participants to draft, critique and document original PBL curriculum. Bard College Institute for Writing and Thinking Bard College Institute for Writing and Thinking seeks to enrich learning in all disciplines with programs that focus on the role of writing in reaching and learning. The workshops offered are rigorous and experiential: all participants experience the practiced they will bring to their students. The focus this year has been on Revolutionary Grammar. Kerri Embrey Kerri Embrey has been working in Reggio-inspired environments with primary and junior-aged children for the last 18 years. She is currently a Grade 5 teacher at The Bishop Strachan School. With a background in fine art and creative writing, she focused her master’s thesis research on heightening our listening in schools through aesthetic engagement. Kerri enjoys opportunities to share

and learn from other educators by consulting with schools who are embracing an inquiry approach. She has presented her pedagogical research at several educational conferences including NAIS, NAEYC, and NAREA. Kerri teaches modules in the Emergent Curriculum programme offered by the Ontario Reggio Association. She finds continual wonder in the creative intelligence of children and the beauty of the natural world. Many additional opportunities were provided through local course, webinars, and consultation: Working Groups Portrait of a Graduate Growth and Evaluation Assessment Guidelines Staff and Faculty Reading 100 Languages Purposeful Play Working in the Reggio Way An Encounter with Reggio Emilia What We Say and How We Say It Matters Creating Cultures of Thinking Making Thinking Visible Deeper Learning Visible Leaners Discipline with Dignity Together: The Healing Power of Human Connection in a Sometimes Lonely World Research Grants Interim Hybrid Scheduling Model Blended Learning Model

MESSAGE FROM THE SALTUS ASSOCIATION

Saltus Association

he Saltus Association (SA) is a Parent/Teacher Association (PTA) and all parents and staff are automatically welcomed as members. We are a forum for communication between parents and the school. The SA coordinates/ hosts events which aim to engage the whole school community, enable parent participation and provide the opportunity to meet other parents. The Saltus Association was formed nearly 80 years ago and has been a registered charity working in accordance with the Bermuda Charities Act for 44 years. We are an energetic group of dedicated parent volunteers whose main goals are: • Build a sense of community throughout Saltus by hosting events for our students, teachers, Saltus families and friends to enjoy together. Some of these include Bingo Night, Quiz Night, and the Family Picnic. In partnership with the Administration, we bring in both live and virtual speakers to help support the needs of the school community. • Run initiatives that help raise funds for the school that will ultimately enhance every students experience at Saltus and the community at large. Our annual Book Fair helps to restock our three school libraries, the Run/Walk brings families from all the departments together, and the Charleston Wrap fundraiser brings in funds to support the many parts of our school community that can use extra supplies like 3D Printers, iPads, projectors or student sport supplies. As a result of these initiatives, the Saltus Association has been able to support many projects across the school including the recent purchase of furniture and fittings for collaborative workspaces in the Senior School, new carpets for all classrooms in Upper Primary, light tables and projectors for Lower Primary, and rig

Front Row (L–R): Cortney Bernstein, Lucy Ching, Michele Fischer Middle Row (L–R): Tanya Copeland, Angela Cooney, Heather Cooper, Jennifer Johnson-Porter Back Row (L–R): Michelle Dunleavy, Melissa Mahabir

lighting for the drama school and Alumni Hall. In the past we have also covered the purchase of playground equipment, roll out floor covering for the Senior School gymnasium, installation of water fountains throughout both campuses, equipment for the robotics club and the music department; as well as funding for trips taken by the debating team and CAIS football teams, and the Saltus bus used to transport children around the island for field trips and sporting events. Much of what we do depends on you and your support. There are many ways to be involved in the Saltus Association, depending on your interests and time commitment. Please watch for our social media posts as to the many ways to get involved. We invite you to join us in our efforts to enrich our children’s lives and enhance our community. If you are interested in getting involved in any way, big or small, please email pta@saltus.bm. l

All parents are invited to join the Saltus Association to enrich our children’s lives and enhance our community. www.saltus.bm/saltus-association-pta

Saltus Association Committee President: Cortney Bernstein Vice President: Michele Fischer Treasurer: Tanya Copeland Assistant Treasurer: Heather Cooper Secretary: Jennifer Johnson-Porter Director of Marketing & Communications: Lucy Ching Social Media Coordinator: Angela Cooney Senior School Representative: Michelle Dunleavy Middle School Representative: Jennifer Johnson-Porter Upper Primary School Representative: Melissa Mahabir Lower Primary School Representative: Cortney Bernstein

SALTUS MAGAZINE SPRING 2021

School Photo – 1919 Cavendish Sports Day – 1979

“ Collect History. Preserve History. That’s what matters.” A Rich History

1888

The oral archiving project at Saltus combines more than 40 interviews of past students and staff to help chronical the history of one of Bermuda’s longest standing educational institutions. Listed here by decade are the names and graduating years of those who chose to share their stories.

Saltus Grammar School first opened its doors.

One thing Mr. Meyer would like all the students to know comes from what the daughter of an Auschwitz survivor told him when he met her on the way to recording veterans. It’s as simple as asking questions and hitting “voice memo” on your iPhone.

1893

The School moved to “Woodlands.”

1880 www.saltus.bm/explore/history--inclusion

1890

1900

OR AL ARCHIVING

veryone has a story to tell. There are eighty-six Saltus students silently staring out at us from a photograph taken just over a hundred years ago. What was school life like for them? Along with Headmaster Henry Cox and three staff, you can find this arresting 1919 School Group photograph in F. L. Stephenson’s invaluable The Saltus Grammar School – A Heritage (1982). Mr. Stephenson – then Deputy Headmaster and affectionately known as “Stevo” – completed this comprehensive story shortly before he retired after nearly 40 years at Saltus. Clearly, he knew his topic well and was able to identify nearly all 86 students by name most of which still sound familiar today. Stephenson provided a detailed chronology of the school’s founding and an original review of school life under each Headmaster with rare photos of school buildings and grounds and a comprehensive list of Trustees and School Staff over time. Perhaps indicative of the time, he did not write much about the students. What was school life like for them? Coincidentally, Deputy Head, Jon Beard was able to pick up the Saltus story where Stephenson left off. Well-known and much beloved, Mr. Beard knows just about every Saltus alumnus/ae and parent in Bermuda and abroad and kindly offered access to a treasure trove of primary

Sense of Community COLIN YOUNG I think it was 1931 or 32 when I went there. I started in the transitioning class, which was just a notch above kindergarten and note quite up to Form One. Predominantly Saltus has always been on the English system (by name, traditions, discipline and all the rest of it). It looked very much like an educational centre with old plain bare board flooring, open large windows, no overhead fans and push out shutters. I couldn’t remember ever going there when the Headmaster appointed, who would be Mr. Henry Cox (1916–1934), was around. I think Henry must’ve been an ill man at the time I went there. I never did see him, but his brother Freer was the one who was the Assistant Headmaster. And if you talk about personalities and characters, Saltus Grammar School raised them or had them working for them, people have definite personality. And the Cox’s are a well-known family. I was terrified of him. He was just a short bald man. And if you misbehaved, he would come into the class and you got a good ‘cut ass.’ That was part of school and it had a charm about it. It was family. I remember when field day came around for exercises, the school field had not been developed the way it is now. So the country races were held down on the social road and they always finished off at the Cox’s house. It is there to this day and exactly the same condition. If you were in the half mile, you started off at the agriculture station gate. If you ran the full mile, when you started it all way up by Bellevue, Paget. Afterwards, there was a round circular buffet with fresh orange juice, white linen napkins, and muddy children!

material from the unofficial school collections stored at Woodlands. These provide a rare and valuable glimpse into student life through assorted Sports Records, Scrapbooks, Student Registers, and especially Yearbooks from the 1920s through the 1970s along with thousands of colour slides from the 1980s–2000s. There are a few books published by noteworthy alumni that include fascinating passages on their school days, but these

Portuguese Connection DR. CL ARENCE “TESSI” TERCEIR A You have to realise that at, at our age, at the Saltus school, the Headmaster (R.E.E. Booker 1934–48) taught us. He got all the children together who were Portuguese, and he said, look, you are very special. We’d never heard that before. And he said, “you were very, very special and let me tell you something about the Portuguese people.” And he told us the story, by the Portuguese navigators and the history and so on. So how much they were important to the world and imagine us, I mean, he elevated us so that we felt quite, you know. A lot of teachers don’t realise that you understood and absorb these things and latch on to them. I was thrilled to be considered special.

1940s

1930s

are the exceptions. While this provided an important official record of student life, the individual student’s voice required something more personal – an interview. This is how the oral history project began and Mr. Beard’s legendary memory, network of connections and willing participation provided critical support. David O’Shea Meyer came highly recommended from Jane Downing at the National Bermuda Museum. He had

“ I was, I don’t know, going 12 or just going 12 or whatever. And my parents just woke me up and said, you got into Saltus, get on the bus and go. So that’s what I did…” Gil Tucker ’71

1923

1930s

1940s

Classrooms added to the Woodlands building to accommodate the increase in the student population.

Saltus Association founded.

A small number of Portuguese boys were admitted to Saltus, thus opening the door to an often-discriminated minority. Colin Young, Sr. ’40 William (Bill) Cox ’43 Clarence (Tessi) Terceira ’45 Nicholas (Nicky) Dill, Jr. ’46 and Brigitte (Bitten) Dill Anthony Correia ’47 Louis Mowbray ’48 Michael (Lt. Col) Darling ’48

1910

1920

1930

1940

OR AL ARCHIVING

The Funny Room K AY WALKER STEELE So, I came to the Junior School and listened to reading for two days a week, two mornings a week. And I said to Eileen Wilkie, I need more time with these kids reading isn’t enough. They need spelling and they need how to write. And they need all the guiding and dyslexia type stuff for some of them. I need to have extra time. So, I talked to, I think it was Headmaster Haygarth (Roy Haygarth 1968–78). I forgot his first name. Anyway, I talked to him about it and he said, well, I think you’re talking yourself into a bigger job. So I said, yes, I am. So, I came here five days a week, five mornings a week, and had six children at a time. And eventually they found me a funny little room, which I think is still here. Anyway, it was a lovely little area. I liked it. So, then I thought I wanted to do full-time and Mary (Hopkins) said, how about you come down here? So there was a long discussion. And so I said I would do Cavendish in the morning and the Junior School in the afternoon. So I ran between the two and ate my lunch in the car and, you know, et cetera, et cetera, had two lots of report cards to write to lots of parents to see. It was a wild, wild, but, it happened.

interviewed over 300 World War veterans and had the technical expertise essential to launching this project. Despite no prior connection to Saltus, he brought a professional approach to the interview process along with a keen interest in both Saltus and Bermudian history and a delightful sense of humor. Mr. Meyer successfully set a comfortable stage at the individual’s home or in the Woodlands Boardroom

“ It’s funny cause we were talking the other day and we both (Carol ‘Rego’ Jack) had the same experience when we went into the Gibbons room for the first time, that the girls stayed on the side and the boys were all on that side and we just kind of looked at each other for awhile...” Mary Hopkins ’82

1960s

“ Mr. Cox, you were a student during the time of the second world war. Yeah, I think the students of today and tomorrow will be curious about what that was like to be a student at a time of world history. And I know there were cadets at the school. What are your memories of that time as a student...”

for an open-ended, interactive dialogue – stimulated often by school photographs – that brought out remembering, nostalgia and occasional confessionals providing invaluable insights into Saltus from the students’ perspective and often into the rich fabric of Bermuda’s social history. With virtually hundreds of potential interviewees that led to some fascinating conversations we couldn’t resist, our

From Interview with Bill Cox ’43

framework focused of necessity on four definitive alumni groups living on the Island: 1) the oldest generation of alumni still alive who attended Saltus during the 1930s–1940s; 2) the students directly impacted by desegregation and ‘going Private’ in the late 1960s–early 1970s; 3) the dynamic Class of 1980; and 4) the female student experiences from BHS sharing final year classes

Born at Saltus MICHAEL DARLING I was born in this building (Woodlands) on 25th June, 1930 and the doctor who helped my mother bring me into the world was a man called Dr. W.E. Tucker who had a son who was also W.E. Tucker. Dr. Tucker and all the doctors go out and children were born at home. No one was born in the hospital at that time, I don’t think. So I am actually born in Pembroke, which, you know, when you go get your driver’s license they sort of look at you sideways, because everyone is born in Paget. So that’s where I was born, because the then Headmaster at Saltus was a man called Mr. Henry Cox and he lived in his own house in Devonshire. And this house was rented to my parents who had just come out to Bermuda to get a job because dad went deaf in 1928. He was invalid and out of the army and couldn’t get a job during the depression in England – so he worked selling cars for a bit. Because my mother had been to Bermuda once or twice, and had friends here, including a godmother who had also retired from the Far East, her husband had been in business there. And so, she stayed, and they found my father a job in Burland and Co. So, they immigrated to Bermuda.

1966

1970s

1982

First two black students enrolled.

Saltus became a completely independent, fee-paying school.

Land leased to the Bermuda Swimming Association enabled a 25-metre swimming pool.

Cavendish-Preparatory Department (second campus)

Brian Patterson ’80 Dexter Smith ’80 Doug Selley ’80 Philippe Bacon’80 Neil Stempel ’80 William (Will) Cox ’80 Bishop Nicholas (Nick) Dill ’81 Mary (Mowbray) Hopkins ’82 Patrick Dill ’86

1968

First black teacher employed at Saltus.

1972

Kit Astwood ’51 Miles Outerbridge ’51 Cyril Rance ’52 David Lines ’52 David Wingate ’52

Ed Offley ’65 Trevor Moniz ’68 David Hillier ’69 Kay Steele, Former Teacher (1960–1999)

E. Grant Gibbons ’70 Rodwyn Gil Tucker ’71 Wendell Hollis ’71 Allan Marshall ’72 John T. Adams ’72

1950

1960

1970

Sinclair Woolridge ’72 Granville Gibbons ’73 John W. Cox ’73 Tom Gibbons ’76 Carol (Rego) Jack ’77

1980

David O’Shea

The Red Sweater JOHN COX I entered the school in January of 1961 had just turned five, and we wore uniforms, and the uniform was gray flannel shorts and a white shirt with a gray sweater. And I had been given a Crimson red sweater for Christmas, by my family. And after about the second or third week, and you wouldn’t even notice me in the class, nobody noticed me. That’s how I felt. So, one morning, I came down for breakfast in this Crimson red sweater, and my mother said, “where do you think you’re going in that red sweater?” And I said, “well, I’m going to go to school in this.” And she said, “you can’t do that. You know what the uniform is.” I said, “well, I’ve worn gray for three weeks. And it’s making me very sad. I feel so sad in this gray, everybody in the class was gray.” It seemed like the whole place was gray. I think the building was gray. So, I said, I’m going to school in this red sweater. So off we go, my mother, let me go off with this red sweater, which I admire and respected her for. And maybe that gave me the ammunition to do this. I walked in, walked into the quadrangle and these children were just squealing with delight. You know that this person had come in with this red sweater. They said, you’re going to get it. They couldn’t believe it. You’ve come, you’ve arrived. So, the Headmistress spots me; she was a remarkable woman named Mary Ede later Mary Ede Hopkins. And she was a remarkable, a very intelligent woman who really thought things out for herself. Anyway, she called me in and said, you know, you’ve come in with this red sweater what’s going on? And I said, well, “I just can’t wear gray anymore. I’ve worn it for three weeks. I just find it so sad. It just makes everything sad.” She didn’t know what to say. She looked at me. She said, well, you know, it’s not part of the uniform. We’re going to allow you to wear the red sweater today. But tomorrow you’re going to have to come back to school with your gray sweater. Okay. So anyway, by the end of the day, she was getting very agitated, and she called the Headmaster from the main school, Mr. Hallett (Henry Hallett 1948–1968). So, Mr. Hallett had walked in; I didn’t know what was going on. We were all in the assembly hall and Mr. Hallett comes in and they’re there talking. And then he goes, then she makes an announcement. And she says, well, one of our students has come in with this Crimson red sweater and we’ve decided, Mr. Hallett and I have talked about it, and we think it brightens the whole place up and we’re going to make this part of the school uniform. So, if any child wants to come with a red sweater, they can, and that has gone all the way down to the present day, I see children in red sweaters and I started that!

with boys in the 1970s–1980s and ‘going Co-Ed’ after 1994. To date, we have completed just over forty interviews meeting individually or in small groups. In some cases, we reconnected with students who had not been back to Saltus for many years, but their memories invariably came back often with delight at the opportunity to be heard acknowledging a favourite teacher

1970s

or coach, former school traditions -like “morning parade” – or an important turning point in their life. An edited final copy went to each interviewee and with permission to Saltus Grammar School and the National Bermuda Museum. Written transcription of each interview for the school’s archives in currently underway. Everyone definitely has a story to tell and often much more. l

David O’Shea Meyer is the son of a WWII combat veteran, Earl D Meyer, who fought under General George Patton in the 95th Infantry Division (US Army). Armed with his passion for telling stories, David recorded his first oral history interview – free of charge, in memory of his father – with WWII veterans from the 95th Infantry Division more than two decades ago. He has helped conduct 300 free interviews since 2004 and he mentions his father’s name and unit in all. Born in Cincinnati, David O’Shea Meyer was trained as an actor at universities in Ohio and Connecticut. While looking for work as an actor he was a taxi driver in New York City. When David moved to Bermuda in 2011, he began conducting oral history interviews for the National Museum of Bermuda – mostly with WWII veterans and civilians with memories of WWII.  In December of 2017, he met Dr. Stephen Johnston who invited him to help create an oral history of Saltus Grammar School. After the final interview, in October, 2020, Mr Meyer was made an honorary member of Saltus House, an honour that he will treasure as he treasures his participation with Dr. Johnson in the Saltus Project. Dr. Stephen Johnson Born in Chicago, Stephen Johnson immigrated to Winnipeg in 1969 to complete a graduate programme in Russian History at the University of Manatoba. He graduated with a doctorate in history (Manitoba) and enjoyed a long professional independent school career as a history teacher and administrator with five schools across three Canadian provinces and one in the UAE. Dr. Johnson understands the inherent value in keeping and maintaining an oral history of a school through engaging alumni/ae who through their story telling represent a unique and vital link from the past to the students of today. Disclaimer: Each interviewee completed and signed an “Interview/Recording Consent Form” based upon the U.S. Library Congress model that gave ownership of the physical property of the interview to Saltus Grammar School and the National Museum of Bermuda. It granted permission to both institutions to make the interview material available for research, display, reproduction and any non-commercial public programming. In addition, each interviewee retained his/her individual copyright and received an audio copy of their recording.

1991

2009

2011

89 girls joined 608 boys to commence a new era in the history of the School.

Canadian Accredited Independent School’s (CAIS) accreditation.

Mr. Gil Tucker appointed first chairperson of African descent and currently holds the position of Chair of the Board of Trustees.

Rachael Barritt ’94 Vanessa Hardy Pickering ’94

Deborah Atwood ’02

Charles Marshall, Former Trustee (2000–2011)

1990

2000

2010

2020

Alumni Review

1977

1985

Congratulations to Vance Campbell on winning a seat in Parliament, and to Zane de Silva for retaining his seat.

1940

1949

1978

Martin Nelson recently contacted us. He attended Saltus between 1940 & 1945 (with his two brothers Geoffrey ’47, and Donald ’52). He is writing his memoirs and would appreciate any anecdotes of teachers of the time, and students around his year. Please contact the alumni office with any information and we will forward it to Martin.

Congratulations to Mike Darling who has been promoted to managing director at Morgan Stanley Wealth Management in New York, where he lives with his wife Mary and two children, Annabel and James.

Thomas Dunstan, Director General of the Bermuda Civil Aviation Authority won global recognition in the 2019 Business Worldwide CEO Awards having been named Aviation Industry Executive of The Year (Global) for his outstanding leadership through times of change.

As we compiled our Class Notes from 2020, we were pleased to hear from our oldest alum Colin Young from the Class of 1940 who shared he is doing well and happy to welcome in 2021! Stay Well, Colin!

1943 Bill Cox, one of life’s great characters, and a tremendous contributor to the Bermuda community and Saltus passed away in July 2020. Bill’s family legacy endures at Saltus through his children and his grandchildren. He will be missed by many.

1946 The Class of 1946 lost three of the ‘Old Boys’ in 2020. In April, Dick Butterfield, long-time Bermuda arts enthusiast and benefactor, passed away in his 91st year. Edgar Wilkinson, a top businessman and behind the scenes strategist when the former United Bermuda Party governed the island, passed away in September 2020, and the Dill family said goodbye to Nicky Dill, Jr. a beloved husband, father, grandfather and great grandfather, a top businessman, lawyer and sailor, in September 2020. All three were loved and respected by many and will be missed throughout the Saltus and Bermuda community.

1947

Just a pic as a shout out to an old boy – alumnus and friend of Saltus, Tony (Moxie) Correia!

1951 Kit Astwood, a great contributor to the Bermuda community, after a business career that started with a Mobylette motorbike and pedal cycle rental to tourists through JB Astwood and Sons, a company on Front Street that his grandfather started in 1890, became president of the Bermuda Chamber of Commerce in 1968 and 1969, a hospitality leader and a former MP for the West End who led the redevelopment of Dockyard as a major tourist destination, passed away in June.

Richard Gibbons passed away in January 2020. Other than his family, Richard’s passion in life was that of martial arts. After 30 years Richard achieved the rank of Godan in 2015, allowing him to open his own dojo. Richard leaves behind his wife Tracey (a former teacher at Saltus) his daughter Rhea ’12, Sons Ryan and Geoffrey and brother Myles ’87.

1980 In September 2020, Mitchell Burch lost his long-fought battle with cancer. He was an avid sportsman who starred in the schools’ football, cricket and basketball teams.

1983

Michael Holgate passed away in the midst of an epic cycling trip from Lands End to John O’Groats, in September 2020. He will be deeply missed.

Simon Hodgson, a Bermudian architect, whose work included the Loren resort at Pink Beach in Tucker’s Town, passed away unexpectedly at 54. He was an artist and craftsman who left his mark on the island’s skyline and will be missed by friends, family and Saltus classmates.

Alan Pitman passed away in November 2020 in New Jersey, USA. He made a terrific contribution to the school in Music, Drama and sport. After graduating from Mt Allison in Music Studies his return to Bermuda saw him join the leading entertainment act on the island “Happening BDA” where he quickly became a leading light. Alan moved to New Jersey, married, and started a family. He was a much loved family man and a staunch member of his church. Congratulations to Michael Dunkley, on his seat in Parliament and his position as Shadow Minister of National Security and Health.

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

Kirkland Hamill became a Bermuda celebrity when his book “Filthy Beasts, a memoir” was published in July.

1979

1973

1976

1986

1984 Having returned to Bermuda after spending the last several years in Colorado, Robin Hamill was appointed CEO of Bermuda Sloop Foundation. Congratulations and welcome back to Bermuda! JP Skinner ’84 and Alex “Dready” Hunter ’85 made fantastic contributions to the homeless community of Bermuda during the lockdown by providing them with mental and physical care and support as EMTs at the emergency shelter. Well done!

1987 Michael G. Davis passed away in December 2020. Michael was a quiet and reserved but phenomenal athlete who will be sorely missed by many.

1989 Minister of Education Diallo Rabain has been in the hot seat dealing with school openings throughout the pandemic and has done a sterling job.

1990 Congratulations to Scott Pearman on his seat in Parliament and his role as Shadow Minister of Legal Affairs.

1991 Special thanks to Michael Ashton for his incredible work on the frontline as Chief of Medicine, the Hospital Epidemiologist and Consultant on infectious diseases at King Edward VIII Memorial Hospital in Bermuda. Janine Ratteray recently joined Solo Legal Ltd. where she will focus on the insurance and reinsurance industry. Congratulations to Ben Smith, who has been appointed as the Opposition Leader in the Senate, and Shadow Minister of Education, Youth, Sports and Community Affairs. Ben will also speak on the Ministries of National Security and the Cabinet Office.

ALUMNI RE VIEW

1992 Sogole and Mike Kane welcomed baby boy Aidan Alexander to the family in April 2020.According to Mike, “Mommy and little guy are doing well. Looking forward to introducing him to his big brother Oliver and then everyone else in 2023 when the world returns to normal!”

1998

2001

Adam Collieson has joined Law Firm Carey Olsen Bermuda as Senior Associate and is head of their property department.

Tyler Butterfield finished second in the Ironman 70.3 Cozumel, with Sam Long of the U.S. edging the defending champ Butterfield by only 51 seconds. Not only that, but he also broke the Bermuda Marathon record dufing the Lake Biwa Marathon in Japan! In addition, he, along with Jessica Lewis ’11 were named the 2019 Male and Female Athletes of the Year by Bermuda’s Department of Youth and Sports. Remarkable!

1999

Our sincere condolences to the family, friends and classmates of Aaron Bleeker, who passed away in January 2020.

1994 Meredith Andrews has been recognised in The Queen’s New Year’s Honours List in 2020. She was awarded The Queen’s Certificate and Badge of Honour for her services to the environment. Jamie and Adam Farrell welcomed son Callum Robert to the Farrell Clan in May 2020.

1995 Sue Ringold joined AXIS Capital Holdings as Senior Underwriter, North America Property team in August 2020.

1996 Premier David Burt has indeed been the driving force behind the island’s success in dealing with the pandemic. Our thanks to Premier Burt and his Cabinet. Daryl Fubler was appointed Chief Operating Officer at Abacus Ltd. Selange Gitschner and Matthew Strong welcomed baby girl, Fia Elidi Brenda Strong in May 2020.

1997 Jewellery designer Melanie Eddy designed the Triangle Pinky Ring. “To have my power pinky rings grace the hands of Francesca Hayward, principal dancer for the Royal Ballet and cover star of the 2020 Vanity Fair On Jewellery issue alongside Chanel Fine Jewellery is beyond mind-blowing for me.”

Crystal and JP Doughty welcomed son, Arthur ‘Artie’ Thomas Doughty in May 2020!

Shiona Turini recently worked with Elle as the well-known magazine introduced its inaugural installment of ‘the State Of Black Beauty,’ with the Bermudian fashion consultant styling Tracee Ellis Ross, an actress who is the daughter of legendary singer Diana Ross. Caroline Davies and Richard Fyfe welcomed baby girl Charlotte Isla Fyfe in March 2020.

2000 In September, Colin Brown joined with two other Bermudians to set up a new Architectural and Interior Design Firm – Broadview. Cinematographer Kalilah Robinson was happy to be working again on various projects after her National Geographic trip (about women doing amazing things around the world) to West Africa was cancelled due to COVID-19. Kalilah is ensconced in Salt Lake City, Utah where she’s working as the director of photography on a true crime drama. Congratulations to Jason Boorman and Vanessa Fine, who welcomed baby girl Ellie Fine Boorman born in May. Big brother Landon is very excited to have a little sister. Adrian Kawaley-Lathan and his bride Julia Frith were married in August 2020 in Bermuda. The couple have made their home in the UK.

Congratulations to Will Gillett and Catherine Wight who had an intimate ceremony with the prescribed 10 people in May 2020. The couple were married on a dock with family witnessing and friends watching from their physically distanced boats. Pandemic curfew meant a family overnight retreat to a neighbouring island for an evening full of love, laughter, and happiness. The love from all who came to witness, the wishes from near and far, the love beaming from Catherine and Will, created an energy that was palpable.

2002 Congratulations to Christianna and Kris Dakin and big sister Eliana, who welcomed baby Adelyn in September 2020. Congratulations to Andrew Hook ’07 and Erica Frith Furtado, who welcomed baby girl Genevieve Sofia Hook in November 2020. The family have made their home in Salford, Lancashire, UK Congratulations to Ashleigh Roe Lynne and Patrick Leyne, who welcomed baby girl Ivy Leyne and has her mommy and daddy totally smitten!

2003 Waynette Hollis and Stefan Dill welcomed baby girl Nevaeh Vianthee Elysia Hollis-Dill in March 2020. Congratulations to Ashleigh Moffat ’03 and Max Fiedler ’02 who were married on Saturday, 23rd May 2020 in Bermuda.

Leonae Landy Moynihan and Donal Moynihan welcomed baby girl Eva Grace in September 2020, and according to mum and dad, was 19.5 inches of perfection! More wedding bells were heard when Kimberly Davies and Mark Mcfarlane were married in August 2019 in Northumberland, England. Kimberly moved to Newcastle-upon-Tyne in 2009 to start her medical training and after many years of training, qualified as a General Practitioner the week of the wedding. Congratulations to Johanna Traxel on her marriage to Travis Silva.

2004 Congratulations to Tammy Hall Faulkenberry and Evan Faulkenberry, who welcomed baby boy Finn Ichiro to the world in March 2020. Congratulations to Grazi and Matthew Herring on the birth of their son, Gavin Rodrigues Herring, in September 2020. Congratulations to Logan Alexander and Cindy on the birth of their second child Elize Victoria in December 2020. Big sister Alizah is thrilled.

2005 Congratulations to Rachel Burns on her marriage to Sam Dale. Congratulations on the marriage of Samantha Saunders to Kevin Hartwell. Lewis Ferrett ’05 and Kim Faiella ’06 married in September 2020 and are living in Newcastle and hoping to have a Bermuda celebration in 2021.

2006 Huge thanks to Dr. Meliseanna Gibbons, who was on the Frontline at Wyckoff Heights Medical Centre, New York and bravely faced the unknown during this pandemic. Andrew Masters married Blair Raughley in November 2020 having eloped with only an officiant and a friend to take photos. The couple have made Los Angeles, CA their home. Blair is the Project Specialist, AP Content

SALTUS MAGAZINE SPRING 2021

ALUMNI RE VIEW

Saltus Alum of the Year Award

S ubm it Y Nomin our ations Today !

The Alum of the Year Award is the highest honour bestowed upon alumni of Saltus Grammar School and recognises an alumnus/a who has distinguished themselves throughout their time at Saltus and beyond. . Nominations submitted via email to alumni@saltus.bm before 30th April 2021 will be considered. Please mark the “subject” of the email Alum of the Year and include a brief statement of support stating the reason for the nomination, nominees name and graduating class of.

2007 Jashun Bean was awarded the Margaret and Robert Harvey Medical Scholarship to pursue a career in Psychiatry. A big thank you to alum Danielle Brining who has been in her Emergency Medicine residency in New York – right in the middle of the COVID-19 epidemic! Equestrian Raishun Burch competed in the Leverkousen Teitscheider International Horse Jumping event in Germany. In two phases class, Burch and Firefly 41 finished 4th. T’Deana Spencer joined MJM Law Firm’s Dispute Resolution Team. T’Deana completed her pupillage and was called to the Bar in 2019. Congratulations to Kelby Lusher Charters and Tim Charters, who welcomed baby boy “Jack” John William Christopher in November 2020 in Takapuna, Auckland, New Zealand. Congratulations to Andrew Hook ’07 and Erica Frith Furtado ’02, who welcomed baby girl Genevieve Sofia Hook in November 2020. Congratulations Brittany Uddin Johnson and Kareem Johnson, who welcomed baby boy Callen.

Congratulations toJessica and Caleb Crockwell who welcomed baby boy Kieran in November 2020. Congratulations to Andreas Palumbo and Rachel Ray, who welcomed baby boy Mattia Anthony, in May 2020. Congratulations to Erica Parsons and Brett Farlow, who welcomed baby girl Nora Grey Farlow in December 2020.

2008

Alex Gibbs and Tori Laing were married 6th September 2020 in California. A Bermuda celebration with family is being planned for a later date.

Jasmine Hendrickson, the author and illustrator of Let’s go to the Aquarium – A Pop up Adventure, celebrated the publishing of new book at the Bermuda Aquarium with her family and alums Dr. Ian Walker ’89, the Principal Curator of Bermuda Aquarium, Museum and Zoo and Premier David Burt ’96.

Congratulations to Shelly Pearson and Jacques Greenberg, who were married in Bermuda in December 2020. The couple is currently based in Manhattan as Jacques is Surgical Resident at Cornell Medical and Shelley is a Manager in Consultancy with Ernst & Young.

Jasmine Patterson was awarded the Chevening Scholarship to pursue a Master’s degree in Journalism at Kingston University, UK starting in September 2020.

2010

Visit www.saltus.bm for more information.

Services at the Associated Press and Andrew is Executive Director, Marketing Strategy at Billboard and The Hollywood Reporter.

advice, general anxiety attacks, etc. The job hunt mega sucks and if you’re currently searching DON’T GIVE UP.”

Jordan Claire Robbins appeared in the 2020 Hallmark movie “Fashionably Yours” which premiered in April 2020, as well as a recurring role on the TV series, “The Umbrella Academy.” Congratulations to Mimi Chule and Lorin Tannock who welcomed baby boy Christopher Ayomide Lorin Tannock, in December 2020. Congratulations to Kahris Brooks and Philip Lahens on their recent marriage in August.

2009 Palee Womack is so excited to announce she has accepted a research position at Duke University’s Department of Neurology! “A huge thank you to everyone who helped me throughout this grueling process- mock interviews, research

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

Dante Leverock, the Bermuda National Football Team Captain is being recognised for his leadership on and off the pitch with his recent award of the BFS Legends Scholarship.

2011 Hard work paid off for Daniel Andrade in April 2020 when he obtained his Associate of t he Casualty Actuarial Society designation (ACAS). Bermuda’s Female Athlete of the Year Jessica Lewis and her teammates have completed the ASICS World Ekiden 2020. Lewis – the Team Captain of #NoBoundaries – and her teammates finished 581st out of 8,408 teams, and they were 5th out of 35 teams in the Mixed with Wheelchair Division.

Congratulations to Matthew Hogan on his call to the Bar of England and Wales at The Honourable Society of Middle Temple in London, England. Matthew is currently with White & Case Law in Paris, France.

Congratulations to Damian Palanyandi, winner of the BGA Monthly Medal golf tournament. Congratulations to Andrew Barany and his partner Lily-May Wood, who welcomed baby boy Caleb Michael Barany in December 2020. Big sister Ellie-May is so excited to have a little brother. Congratulations to Toni Agunyemi and Manny Awoyelu, who welcomed baby girl Irie Awoyelu in July 2020. Jake Barnes married Meghan Stewart in August 2020 at Fort Scaur in Bermuda. They will continue to live in the US while Jake works towards his medical qualifications.

A belated, but heartfelt congratulations to Whitney Trott and McKinley Allen who were married in October 2018 Whitney is currently a Registered Clinical Social Worker and is working towards becoming a Licensed Clinical Social Worker. She is earning her experience/hours with a Mental Health Counseling agency as a Therapist (working mainly with kids and adolescents – few adults as well).

ALUMNI RE VIEW

2012 Michael Johnston received his Ph.D. in Meteorology from the University of Reading. His doctoral thesis was on modelling shallow atmospheric convection. Zeiko Lewis earned the Man of the Match award after scoring the only goal as his Charleston Battery team claimed a 1-0 victory against Tampa Bay Rowdies in September 2020.

2013 Tomas Amaral was admitted as Solicitor of the Senior Courts of England and Wales in August 2020. Lorendae Symonds received a Pupillage with the Ministry of Legal Affairs. The Ministry’s Pupillage Programme was formalised under the tenure of a former Attorney-General, Dame Lois Browne-Evans. The Programme aims to train pupils to hone their legal skills to a competent level of professionalism, and also recruit promising new attorneys to join the Government’s legal team.

2014 Congratulations to Will Finnerty who was called to the Bermuda Bar in November 2020. Will is a Trainee Solicitor at Kennedys, London, UK.

2015 Enormous thanks to Jade Belboda for her efforts on the frontline of the pandemic, at the Ministry of Health as a Lab Technician. Courtland Boyle was named to the 2019–20 Intercollegiate Tennis Association All-Academic Team thanks to his hard work in the classroom during the season. He was also named to the 2020 New England Small College Athletic Conference (NESCAC) Spring All-Academic Team. In December 2020, Kii Small, currently living and working in New Zealand, was a speaker at the Black Lives Matter Global Youth Summit for Innovation, Health & Sciences, which was held virtually in Accra, Ghana. Kii was ecstatic to be recognised as a Global Black Youth Leader.

Congratulations to Tess Spencer, who was named Mount Saint Vincent University Co-Valedictorian.

2016 Tanner Boyle was named to the 2019–20 Intercollegiate Tennis Association All-Academic Team thanks to his hard work in the classroom during the season. Walker Campbell was named 2020 Golf Coaches Association of America (GCAA) Srixon/Cleveland Golf All-America Scholar. Tahj Cox graduated from Dalhousie with a Bachelor of Science Degree with a double Major in Neuroscience and Biology. Tahj will be attending Medical School at the University of Lancashire, UK in September 2020. Liam Peniston was awarded the prestigious Nicholl Scholarship for his studies in Medicine. Nathan Trott made his debut in goal for West Ham Utd in the FA Cup. Condolences to the Rowse family, friends, and classmates on the untimely passing of Joshua Rowse in June 2020.

2017 Nathan Titterton was awarded the prestigious Nicholl Scholarship for his studies in Medicine. Nathan also received the prestigious Proctor Award at St. Andrew’s University, Scotland. Thomas Allkins was named 2020 Golf Coaches Association of America (GCAA) Srixon/ Cleveland Golf All-America Scholar. Talia Colombi is currently working at Massachusetts General Hospital as a Patient Care Associate/Student Nurse from Northeastern University. “I am a Saltus Alum Class of 2017 and I want to inspire students to become healthcare professionals after they graduate. The world needs nurses, doctors, and other healthcare professionals especially in times like this.”

Ajai Peets is one of the founding members of Bermuda Youth Connect, an organisation committed to giving young people a political platform. Conor White recently won the Men’s A Division race of the Cycling Canada Weekly Zwift race. White and American Leo Yip had the fastest time of 38.20, with White earning the first-place finish. Conor also claimed a podium spot as he competed in the White Swan Time Trial in Canada, where he finished in third place.

2018 Zara Francis-Roban joined Silicon Valley Tech start up @Company as a Graphic Design Intern. Kaden Hopkins produced an explosive finish to steal a march on his rivals and win a highly competitive Bermuda Roleurs Road Race by more than five minutes. Cameron Jeffers received a one-year Bursary from the Paget Parish Council to enable him to continue his studies. Congratulations to Kenni Thompson, who left Bermuda at an early age to further herself in professional football, has signed with top Spanish team Deportiva LaCoruna. The Intercollegiate Horse Shows Association (IHSA) and Intercollegiate Equestrian Foundation, Inc. announced the 2020 Academic Achievement Award winners including Casey Truran. In addition, Casey as a member of the Savannah College of Art and Design Equestrian team received a Second Team All-Academic Award with a cumulative GPA of 3.5 or higher.

2019 Congratulations to Erik Frederick, who was awarded his Duke of Edinburgh’s Gold Award in September 2020 at Government House by H.E. John Rankin, Governor of Bermuda. Mackenzie Costa was the recipient of a Bermuda Arts Council student grant in support of the Arts in Bermuda. “I am going into my second year at California Institute of the Arts –

a prestigious art university founded by Walt Disney – and completing my Bachelor of Fine Arts degree in Graphic Design, as well as a Digital Arts Minor (in UI/UX Design). With only accepting up to 15 graphic design students a year, the exceptionally selective programme has already connected me with influential graphic designers such as Edward Fella. I trust that this is a way that I will excel and produce my best work for Bermuda.” Spencer Johnson joined Conyer’s Finance Department in October as part of its ‘Gap Year Student’ Internship Programme. Gabe Jones, who is studying computer science at the University of Edinburgh, teamed up with Lee McArthur, a senior technologist, to develop HealthIQ, an online tool to track potential cases of COVID-19 which was launched and utilised by the Bermuda Health Council in 2020.

2020 Emma Mayor, Natalie Lightbourne and Jessie Marshall were awarded the Duke of Edinburgh’s Gold Award in September 2020 at Government House by H.E. John Rankin, Governor of Bermuda, having completed their expedition in Zambia in 2019 while in SGY1. Robin Stempel was also a member of this trek and a Gold Award recipient but was off the island for the ceremony. Ryan Topple was awarded the prestigious Nicholl Scholarship for his studies in Medicine and Business.

We enjoy hearing from our alumni and sharing your news whenever we can. Please continue to share via our alumni Facebook page, or send us stories of your adventures, milestones and accomplishments at alumni@saltus.bm.

For alumni activities and events, please visit: www.saltus.bm/alumni

SALTUS MAGAZINE SPRING 2021

Things Saltus Didn’t Know It Would Do in 2020 1. Rapid response to closure of campuses and shift to online learning

11. 145 communications via SaltusLive to parent community since mid-March

27. Implemented a ‘Pre-AP’ taster class schedule for Year 11 students

2. Published online Saltus Magazine

12. Early commitment to online AP Examination process

28. Negotiated cancellations for all school trips planned for 2020

41. Highlighted International Nurses Day with a huge THANK YOU to our school nurse, Lindsay Manderson

29. Had virtual Music Lessons for the Upcoming Year 6 students

42. Watched students complete science projects and experiments at home

30. Created a virtual (video) for Upcoming Year 2 students

43. Made face shields for the hospital with the assistance of Red Laser and AF Smith donating materials

13. Launched platform for online wellness and Saltus services team 14. Staff virtual water coolers for staff communications 15. Predictive iGCSE grades for Year 11 (17 subject areas) to UK exam board 16. Hundreds of online summative assessments completed 17. Continued support of Government regulations re: COVID-19

3. Dr. Michael Thompson Webinar (free) – Isolation in a Time of Fear: The Challenge for Parents and Children 4. Launch of NEW dedicated resource page for virtual learning 5. Virtual Athletics Banquet 6. Hosted a two-part graduation ceremony complete with facemasks and virtual presentations

18. Free access for students to SAT practice exams online 19. Tuition freeze for 2020–21 academic year

8. Virtually processed 50+ new applicants and introduced them to our online platforms

21. Provided research grants to teachers to review ‘blended learning’ modules for 2020–21 22. Held virtual Parent Teacher Conferences

33. Cavendish Staff made a video to share with Cavendish students, families and our Saltus community

37. Introduction of Wellness Wednesdays twice a month

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

46. Primary students got to meet their new teachers online 47. Organised Primary drivethrough event for students from FY to Year 6

35. Saltus Staff sponsored a Twizy for essential workers!

25. Facilitated online student voting for Head Prefects 2020–21

10. Hosted individual Zoom calls for students and parents joining FY

45. Year 9 students had a virtual moving-up ceremony

34. Upper Primary Staff made a video to share with Upper Primary students, families and our Saltus community

36. Announcement of delayed billing procedures for 2020–21 from Board of Trustees

26. Launched a 30-Day Fitness Challenge for the Saltus community coordinated by Athletics Department

44. Year 2 students had a virtual moving-up ceremony

48. Year 6 had a farewell sendoff to Middle School

24. Built a virtual work experience programme for SGY1 Students

9. Significantly increased our presence on social media

32. The Caterpillars Cavendish class made a video and shared it with our Saltus Community of how they have been staying in touch

20. Adjustment of academic calendar for September to facilitate early opening on 3rd September 2020

23. Had virtual (video) tours of Middle School for Upcoming Year 7s

7. Created a crowdfunding platform for support of financial aid

31. Published 12 press releases since March

40. Revamped Saltus Alumni pages

38. Launched Gold Key Ambassador pages/profiles 39. We had several Fridays of Themed Fridays in place of Spirit Week

49. Shared photos, recipes, videos and activities provided by students and parents online 50. A student had their photos featured on RG.com for the Royal Navy helicopters flying over Bermuda 51. Year 6 parents had a webinar with Director of Middle School 52. Conducted an online survey to parent community re: COVID-19 response 53. Used three communication platforms: Skype for Business, SeeSaw and Zoom

77. Held a Graduation Countdown on social media

85. Staggered return of teachers due to COVID-19 restrictions

78. Students made their own sports equipment to work on their skills

86. Participated in the Black Lives Matter social movement (#blackouttuesday) 87. Held final ‘all staff’ meeting and farewell virtually 88. Year 8 students shared their work for Education Speaks Out

54. Acknowledged an Alum who is a nurse in Boston 55. Serviced hundreds of virtual ‘help desk’ calls and requests to support technology in the school 56. Published updates to The Key online 57. Created ‘Tech Support’ reference pages 58. Added ‘The Saltus Difference’ section/pages 59. Created platform for the Virtual Talent Showcase 60. Published 19 unique ‘web’ news stories 61. Created a webpage dedicated to the Athletics Inter-house Challenge 62. Saltus Alumni had a Virtual Happy Hour (Facebook Live Event) 63. Launched a 500K Run/Walk Challenge for the Saltus Community coordinated by Athletics Department

89. The Teen Advisory Board – Annual Poetry Competition. Saltus students won all the places in the 11–13-year-old category!

67. A student had their photo featured on Bermuda’s Instagram for Earth Day

90. Launched the 12 Days of Giving Campaign for Advancement

68. Provided a location for the Regiment who used Saltus as a central base during ‘Shelter in Place’ 69. Year 4 students made a video thanking essential workers and wished Bermuda a Happy Bermuda Day 70. Ran a Senior Spotlight campaign for our Graduating Class

79. Three students won in the City of Hamilton’s essay competition

71. A Year 8 student made facemasks for her Father in BDA Police Department and their family

92. Created the opportunity for the Class of 2020 to participate in a “virtual” hat toss to symbolise their graduation

72. Upper Primary Athletic Teachers asked students to create their Obstacle Course (and complete it!) 73. Lower Primary held a virtual sports day

64. Shared a Thank you message to our teachers, students and parents 65. Expressed a warm thank you to health care and essential workers

93. Students shared cooking tutorials for anyone to try

80. Virtual Founder’s Day

94. Proudly supported our Youth Parliamentarians call for unity

81. Featured our new Head Prefects for 2020–21 on social media

95. SGY1 Business Group placed in the KPMG Investment Challenge

82. Launched an Inter-house Challenge for students coordinated by Athletics Department

96. Supported a local business with Saltus branded facemasks

74. Celebrated a Saltus Alum who worked virtually to develop HealthIQ

97. Posted on Facebook 127 times since 17th March 98. Hosted end of year virtual concerts for the Saltus Wind Band and Saltus Jazz Band

75. Shout-out to our Facilities Team for their hard work!

99. Took every opportunity to celebrate our learners, teachers & parents

76. Surprise Grad Visits – Lawn Signs and Caps & Gowns 66. Highlighted a Year 8 student’s Upcycling Project

91. Teachers continued professional learning to further strategic plan

100. Created this list of 100 Things! 83. Set up supervised care pilot programme for Saltus Primary 84. Said farewell to students during socially distanced final advisory ‘check ins’ at St. John’s Campus

SALTUS MAGAZINE SPRING 2021

Leadership Team L–R: Ann Paynter, Amanda Skinner, Jeanne Bean, Jon Beard, Christianna Dakin, James Antony, Deryn Lavell, Nicole Chichon, Denise McAdoo, Paull Davis (Missing from photo is Crystal Edwards)

Saltus Alumni Make a Match. Right now, every dollar you donate to the Alumni Scholarship Fund will be doubled. It was the generosity of Saltus alumni that established the fund in 2018, and that spirit of giving back continues with this new challenge to fellow grads. Like you, the current students at Saltus are aspiring to do great things with their lives. There are so many highly gifted young people who would benefit from the unique education and community that Saltus offers. This Fund can be the key that unlocks those bright futures. That’s why your gift, no matter the size, will make a real difference in a child’s life. And now, with the Saltus Match challenge, every dollar will be doubled up to $200,000.

Make Your Match. saltus.bm/match Download and view our Saltus Match PDF

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

TE ACHER PROFILE

Indisputable Passion

orn and raised in Bermuda, Jeanne Bean began her career in the hospitality industry working in a hotel accounting department. After a while, she knew that she was meant for something different. “I wanted my job to be something that I enjoyed,” she recalls “not that I didn’t enjoy what I was doing but I wanted to do something that involved working with children.” With an indisputable passion for her future, Jeanne left her position to pursue a degree in education in 1998. The decision to change careers was not taken lightly. Jeanne embarked on this new journey with her three children and enrolled in Alabama A&M University for four years. Despite some days being harder than others, Jeanne remained positive as this was an incredible experience, not only for her, but for her children as well. The young people in her life thought it was great that they all were studying and doing homework together. She also completed a Masters in Teaching and Organisational Management in 2010. When she received her qualification, Jeanne worked for a year at Heritage Elementary School in Madison, Alabama as a Special Education Teacher. When

Jeanne returned to Bermuda, she taught at Government Primary Schools for nine years before joining Saltus ten years ago. Jeanne started as a Year 2 Teacher in Lower Primary at the Cavendish Campus. After five years, she was promoted to Head of Lower Primary and as of September 2020, became the Director of Primary, overseeing both the Lower and Upper Primary Departments. In this new role, Jeanne is pleased to work with two newly appointed Assistant Directors – one at Saltus Cavendish, Elizabeth Dowdell; and one at Upper Primary at the main Saltus Campus, Jesse Sheppard. Both Assistant Directors have come from within the Saltus community. Jeanne spends dedicated time at both campuses, ensuring that she builds relationships with both students (about 500 students) and staff at each campus and despite the extra responsibility, is the first to say that she was keen to take on the role. Jeanne says she “enjoyed every moment as Head of Lower Primary, it was a wonderful place to work, but was very keen and interested in taking on this new challenge.” What excited her most about this new role is being able to support “the students right through primary and not

just for the first early years.” She is “also excited about where this is heading as Saltus continues to revise the curriculum and to develop students into lifelong learners who participate in their own education.” Preparing for the start of the 2020–21 academic school year was a challenging and unusual one. Jeanne found herself in a new role and also trying to navigate the ever-changing nature of the COVID-19 pandemic. She admitted that “it was a challenge over the summer to prepare for everything and to get the school ready, but we all put in the time and work and it was truly amazing to have our students back on campus. As we work through this pandemic, Jeanne believes that we must acknowledge that education is also ever-changing. We cannot lose sight of our strategic plan and what we need to do to continue to move forward as a school. We must continue to rise to the challenge and not give into excuses, such as ‘it is COVID-19’s fault, we cannot do this, or we cannot do that.’ This stellar outlook has guided Jeanne throughout her career and is evident in her approach to everything she does. l

As we work through this pandemic, Jeanne believes that we must acknowledge that education is also ever-changing.

Jeanne Bean, Director of Primary

SALTUS MAGAZINE SPRING 2021

STAFF LE ADERSHIP

Commitment & Dedication Elizabeth Dowdell Assistant Director, Lower Primary Liz graduated from the Concurrent Education programme at Queen’s University (Kingston), after completing a six-week student teaching placement in Bermuda – an experience that changed the course of her life. After teaching in Toronto, Liz made the move to Bermuda and joined Saltus six months later. Through a variety of roles including teaching numerous year levels in Primary, Year Coordinator, Assistant Director (UP) and Primary Curriculum Coordinator, Liz’s passion for education and the image of the child as capable and curious, has led her back to Cavendish as the Assistant Director, spending time learning with our youngest students. As Saltus parents (Olivia ’19, Evan ’21), Liz and her husband Wayne know firsthand the quality and opportunities that Saltus provides to our students. Curling up with a good book is Liz’s favourite thing to do, coupled with a desire to be a lifelong learner. She is currently working on her Master’s in Innovative Early Childhood Education, a partnership between University of Colorado Denver and Boulder Journey School. Inspired by the schools for young children in Reggio Emilia, Liz is excited to continue to learn, reflect and grow alongside the children and faculty of Saltus.

Jesse Sheppard Assistant Director, Upper Primary Born in Northern Ontario, Canada, Jesse has always had a passion for teaching and learning. Jesse obtained his undergraduate degree in Kinesiology and Health Science from York University in Toronto, Canada. Upon completion, he moved to Ottawa, where he obtained his Bachelor of Education from the University of Ottawa. Jesse taught across primary year levels in Canada and the U.K. before moving to Bermuda with his wife, Danielle. He has been at Saltus for the past six years, teaching Year 3 in the Upper Primary Department before taking on the role of Assistant Director. Jesse was the team lead of the Primary Research and Design team, a Year Coordinator and worked closely in the development of our revised curriculum. He enjoys spending as much time as possible with Upper Primary students exploring their curiosities and wonderings about the world around them. Currently, Jesse is enrolled in a Master’s of Education programme at the University of Western Ontario with a focus in Curriculum and Pedagogy. In his spare time, Jesse enjoys spending as much time outdoors as possible either in the ocean or cycling and running around our beautiful island.

Cynthia Hassell Assistant Director, Middle School Born and raised in Bermuda, Cynthia has dedicated 13 of her 18-year teaching career to Saltus, having held an array of roles including Teacher of Mathematics in both Middle and Senior, Middle Year Coordinator for Y7, Y8 & Y9, Research and Design Team Lead for the Middle Programme and Curriculum and now the Assistant Director of Middle School. Proud mother of three girls, (Destiny ’13, Izzy ’28 and Yara ’31), Cynthia, is not only a well-versed staff member but also a very proud Saltus parent along with her husband Jeremy. “I strongly believe in what we do here at Saltus and feel honoured to have been given the opportunity to play an integral role in ensuring that our students are truly inspired to lead us to a more just, fair and sustainable world.” Her studies took her to North Carolina where she received her Bachelor’s in Mathematics and Computer Science from High Point University and her Master’s in Mathematics Education from Wake Forest University. Cynthia is also a certified NSRF protocol coach and a Mindful Schools Educator. Outside of Saltus, Cynthia enjoys a very regular yoga/meditation practice, she loves to dance, socialise, and have great times with good people. The practice of mindfulness, being fully present from one moment to the next is the principal by which she tries to live her life by. “Being fully present, and always seeking to understanding both in school and out is of the utmost importance to me.”

SALTUS MAGAZINE SPRING 2021 WWW.SALTUS.BM

Assistant Directors Elizabeth Dowdell Jesse Sheppard Cynthia Hassell Heads of Departments Therese Bean Jihane Boussoufa Karen Carlington Timothy Figureido Patrick Mahon Fiona Murdoch Ryan Murray Jeanette Patterson Kelly Reeves Adam Rossides 2nd in Department Lynsey Turner – English Eli Cagen – Music Sarah Rossides – Science Year Coordinators FY Sam Willis Y1 Emma Law Y2 Pauletta Francis Y3 Celine Burrows Y4 Meghan Madeiros Y5 Rosie Doughty Y6 Vicky McNeil Y7 Margot Robert Y8 Bruce Sinclair Y9 Patrick Mahon Y10 Sam Shadbolt Y11 Fiona Murdoch SGY1 John Nusum SGY2 Aisling Foote

Space to Thrive Saltus is at the forefront of teaching and learning and are unafraid of change and risk. Our robust academic programmes, coupled with the expertise and commitment of our faculty are testament to the cutting edge learning environment at Saltus. Throughout our dual campuses, there are purpose designed break-out spaces for learning and collaboration. Everything we do at Saltus is designed to prepare students for a fast-paced, ever-changing world.

Discover the Saltus Difference. www.saltus.bm

Saltus Grammar School P.O. Box HM 2224, Hamilton HM JX Bermuda 441-292-6177 | www.saltus.bm @sgsbermuda Saltus Grammar School