Red & Gray Magazine (2016 Issue)

RED & GRAY 2016 MAGAZINE

PREPARING BOYS FOR AN UNPREDICTABLE FUTURE PHOTO BY VENKAT VELLANKI ’17

Fessenden’s crew enjoys a spring day on the Charles River in Cambridge, Massachusetts.

2015 – 2016 The Fessenden School Board of Trustees Donald G. Bramley PRESIDENT

CONTENTS

Ian K. Loring VICE PRESIDENT Michael R. Mach TREASURER Michael P. Murray CLERK Jeffrey W. Allen Christopher Bartel Stephanie M. Bucci Tara B. Ciongoli Bruce C. Dayton Edward V. DeNoble Charles K. Fadel Keith B. Gelb ’85 Craig N. Gemmell Michael S. Gordon Grace R. Hoffmann Solomon J. Kumin ’90 Susan B. Levine Mark C. Moore Peter M. Mulderry V.G. Narayanan Christian Nolen Steven M. Peck Rachel E. Skiffer Christine L. Todd Davide D. Visco Robert L. Waldron Peter C. Welch ’84, Alumni Council Chair EX-OFFICIO David B. Stettler HEADMASTER Jill Walsh PARENTS ASSOCIATION PRESIDENT EMERITI Brian J. Conway Hart Fessenden, Jr. ’41 Ernest E. Monrad James J. Pallotta THE FESSENDEN SCHOOL 250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org May 2016 EDITOR Aly Morrissey DIRECTOR OF COMMUNICATIONS ASSOCIATE EDITOR Lindy Gruen DIRECTOR OF ADMINISTRATIVE & STRATEGIC AFFAIRS

FEATURES 3

P reparing Boys for an Unpredictable Future

2 Message From the Headmaster 22 Beyond the Blazer

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Character is Key

25 In Their Own Words

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Fostering Cultural Competency

30 Alumni Profiles

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The Power of Project-Based Learning

35 In Memoriam 36 Alumni Events

18 Getting to Know Assistant Head of School Angela G. Garcia 20 Work Hard, Play Hard: The Importance of ‘Play’ at Fessenden

40 Fessenden Then and Now 41 The Fessenden Fund — Be a Part of Our Success

26 A Day in the Life 28 Choosing to Invest in the iLab 38 Through the Generations: Twelve Welch Men Span Eighty Years of Fessy History

CONTRIBUTING WRITERS Andrew Marco Dan Page Ki Perry

On the Cover: About the Photo: “This photo was taken when we were practicing meditation and relaxation. I took the picture during the Miksang photography club on a beautiful spring day when students were drawing on Hart House lawn. The lighting was great, so I decided to snap a photo of my friend, who was sketching a picture.” – Venkat Vellanki, Grade 8

DESIGN Graphic Details, Inc. PHOTOGRAPHY Richard Gaskell Tim Murphy Aly Morrissey Len Rubenstein

IN EVERY ISSUE

The mission of The Fessenden School is to teach, nurture, and celebrate growing boys, cultivating each student’s individual potential and developing in balance his mind, character, heart and body in an inclusive and joyful community that, through rigor, friendship, and service, reflects Fessenden’s traditional values of honesty, compassion, and respect.

About Miksang Photography: Miksang is a Tibetan word meaning “good eye.” Miksang photography tends to bring the observer into the original contemplation state of the author of the picture. Miksang involves nothing fancy, no special setup; only a visual capture, in the proper state-of-mind of everyday’s reality.

Message FROM THE HEADMASTER

David B. Stettler, Headmaster

This past February, Fessenden hosted a screening of Most Likely to Succeed—a documentary film that follows students and teachers at a school called High Tech High in California. The film is a thoughtprovoking look at education in the 21st century. It addresses the question of how pedagogical approaches should evolve to prepare children for success in a future that is vastly unknown and, in many ways, unimaginable.

High Tech High employs a singularly focused project-based learning solution to the shifting educational landscape.

Although the entirety of their approach is not what we envision for Fessenden, it does give us a lot to ponder. How is education evolving and how must we adapt to the 21st century? The film points out that the present system of education in America was designed in the 19th century to meet the needs of the industrial revolution, and it is based on an efficiency model that reflects the automation of that time.

Charles Fadel, author and Fessenden Trustee, explains in his book, 21st Century Skills: Learning for Life in Our Times, “The world has changed so fundamentally in the last few decades that the roles of learning and education in day-to-day living have also changed forever.” In this rapidly changing world, we do not know exactly what types of jobs will exist for the next generation or what specific challenges our children will face.

At Fessenden, our most critical and rewarding responsibility as educators is to prepare students for life beyond the classroom while still assuring that they have the skills to succeed in their future academic challenges. We feel confident that schools can no longer be based solely on the concept of transfer of knowledge from teacher to student.

The definition of an educated person cannot be limited to someone who carries a lot of information around in his or her head—not when access to all the content in the world is accessible through our smartphones. How, then, can we prepare Fessenden boys for a future that is so unpredictable, and how can we make certain that our students are capable of facing challenges with compassion, creativity, and grit?

FOLLOW DAVID STETTLER ON SOCIAL MEDIA 2

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Fessenden continues to emphasize solid academic skills and knowledge. At the same time, we are committed to placing our educational approach under a microscope and to defining our desired learning outcomes in order to ensure the success of our students in the 21st century.

Toward that end, the School’s strategic plan, adopted by the Board in 2013, calls for a sharp focus on academic excellence and a broadening of the School’s approach to pedagogy. The plan identified 35 action steps, such as the incorporation of project-based learning and passion-based learning into our overall repertoire. Creating and adopting the strategic plan is one example of the Board’s responsibility of looking to the future and setting policy while focusing on long-range and strategic issues. Among our new trustees this year, we appointed four experts in education. A quarter of Fessenden’s Board is now comprised of education professionals who bring a high degree of expertise to Board discussions about the future educational direction of our school.

Achieving Fessenden’s mission is dependent upon our ability to increase opportunities for our boys to learn the skills and habits of mind related to the “Six C’s”: character, collaboration, communication, creativity, critical thinking, and cross-cultural competency. By integrating these desired outcomes into Fessenden’s curriculum and practice, we are acknowledging the non­linear nature of real-world problem solving in age-appropriate ways. Often this approach incorporates the “STEAM” precepts (Science, Technology, Engineering, Art, and Math) where students work on open-­ ended, multi­ disciplinary, and collaborative projects, engaging in an iterative process of creativity and innovation in which failure is a positive step toward eventual success.

This allows for deeper learning and more fully developed character and will enable boys to be adaptable and creative problem solvers who will not only survive in, but will help to shape a sustainable future.

I hope you will enjoy reading about tradition and innovation working hand-in-hand at Fessenden, our fine-tuning of educational best practices, and how we are preparing boys for an unpredictable future.

Instagram: @dbstettler

Twitter: @dstettler

PREPARING BOYS FOR AN UNPREDICTABLE FUTURE In the most listened to TED Talk of all time, author, lecturer, and creativity expert Sir Ken Robinson makes a provocative claim: schools are killing creativity. He argues that schools are actually “educating people out of their creative capacities” through a fear of failure that is being instilled into students at a young age. The irony, Robinson underscores, is that “it’s education that’s meant to take us into this future that we can’t grasp.” He posits that creativity is a critical skill that will prepare students to compete for jobs that do not yet exist in a future that is vastly unknown.

Though his talk was delivered nearly a decade ago, the future has not become any more predictable. Global education thought leader, author, and Fessenden trustee Charles Fadel describes the future as “VUCA,” an acronym for volatile, uncertain, complex, and ambiguous. At Fessenden, teachers

and administrators recognize that they are educating students for a future they cannot predict or even imagine.

So, how does the School prepare boys for something so ambiguous? As Sir Ken Robinson notes, creativity is certainly a piece of the puzzle. Fessenden emphasizes the “Six C’s” as intended educational outcomes: character, collaboration, communication, creativity, critical thinking, and crosscultural competency.

This issue of Red & Gray Magazine focuses closely on three fundamental ways in which important 21st century skills are introduced, practiced, and applied at Fessenden. It provides readers with an exclusive, behind-the-scenes look at character education, project-based learning, and cultural competency, and how they are empowering students to become critical thinkers, creative problem solvers, and global citizens.

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BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

CHARACTER IS KEY

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essenden’s commitment to character education can be seen daily in every square inch of campus—in the dining hall, in the classrooms, even in the bustling corridors between periods. While the study of character looks slightly

different in each of the School’s three divisions, the goals are inherently the same, and are designed with two types of character in mind: performance character— which refers to resilience and “stick-to-it-iveness;” and moral character—otherwise known as ethical character and the practice of honesty, compassion, and respect.

Following the May 2013 adoption of the strategic plan by the Board of Trustees, Fessenden set out to formalize its character education curriculum in order to promote socialemotional well-being. A focus on honesty, compassion, and respect has always been an integral component of each division’s curriculum, but recently, the School’s core values have become more intentionally woven into the fabric of the entire Fessenden experience.

Today, the School is fine tuning a cohesive and coordinated curriculum that runs seamlessly from Pre-K through Grade 9.

To accomplish this, three character education facilitators— one from each division—work together to ensure that

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dynamic learning opportunities exist at all grade levels and that they increase in complexity and depth in order to challenge students as they get older.

The exploration of character begins with the School’s youngest students. According to First Grade Teacher and Lower School Character Education Facilitator Nicole Biondo, this early learning is essential because it sets the stage for developing a boy’s character throughout his life. She often asks students how they want to be remembered, and what mark they will leave. Throughout the year, Nicole reinforces the message that people remember how a person made them feel, not what grade they received on a test. She also believes

We believe strongly in helping boys become good people with good hearts.

– Alexandra McMullen, Middle School Dean of Students

that the character education program “instills a sense of ambition into boys and prepares them to become student leaders” as opportunities increase in the older grades.

Middle School Dean of Students Alexandra McMullen oversees the character education program in Grades 5 and 6. She states that each division designs different types of developmentally appropriate activities, but they are all geared toward the same goal. To put it simply, Alexandra notes, “We believe strongly in helping boys become good people with good hearts.” She adds that Fessenden teachers pride themselves on their close partnerships with parents in order to achieve this goal.

In addition to working with the other character education facilitators, Alexandra aims to ensure that boys develop an understanding of their school community, as well as the community beyond the campus walls. She spearheads service learning initiatives throughout the year, which often allow boys to travel off campus to help local organizations in positive ways. Alexandra explains that these service learning opportunities are designed around themes— which range from hunger and homelessness to celebrating differences—and that they “allow boys to practice what they learned in the classrooms.”

Upper School Dean of Students Jason Singleton believes the impact of character education is especially visible when the classrooms empty, when the athletic fields are left behind, and when 250 Waltham Street transforms from a school to a home. “Seeing the way our boarding students care for each other as if they were brothers is when I feel like our

work comes to life,” Jason explains. He watches with pride as boys instinctively display acts of friendship and kindness on a regular basis, even when they think nobody is watching.

Jason, a day faculty member, is able to objectively see the impact of Fessenden's residential program. He believes that boarding students set the tone for the rest of the school, serving as role models and leading by example. This approach is effective as young Fessenden boys look up to older students, but the building blocks are also put into place as early as pre-kindergarten, creating a powerful two-way channel for boys to learn, practice, and observe.

As students progress throughout the School, and as they navigate their way through secondary school, college, and beyond, they will inevitably run into conflict and encounter failure. “We want boys to understand that part of developing as a leader and part of becoming a young man of character is the recognition that people make mistakes all the time,” explains Jason. “We need to be open to allowing boys to fail.”

Toward that end, Fessenden provides a balance of latitude and guidance to boys as they learn to face challenges in healthy and authentic ways.

Whether it’s co-authoring an e-book about friendship in the Lower School, practicing mindfulness and empathy through activities and reflection in the Middle School, or establishing student-run affinity groups in order to better understand their peers in the Upper School, there are many ways in which Fessenden creates space for boys to develop intra- and interpersonal intelligence. This type of learning will help students discover more about themselves and work well with others—both now and in the future.

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DESIGNING CHANGE

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Opposite Page: Charlie Moore ’17 (left) and Joe Todd ’17 (right) proudly reveal the new accessibility signage on campus.

CHARACTER IS KEY

STUDENTS USE ‘DESIGN ACTIVISM’ TO IMPROVE CAMPUS

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eenage boys don’t typically make a habit of checking their email during summer vacation. With camp, travel opportunities, sports, summer jobs, or

simply exploring the great outdoors, adventure abounds. And so, the thought of “school” often collects dust in the corner of an adolescent boy’s mind.

But Joe Todd and Charlie Moore, eighth grade students at Fessenden, continuously refreshed their inboxes last summer, eagerly awaiting a message from the School’s Chief Operations Officer Mike Grossman. The email came in August and included a rendering of a new sign to be used in the parking spaces throughout campus. It was based on the design activism efforts of Sara Hendren of the Museum of Modern Art (MoMA). Sara is credited with redesigning a new handicapped symbol that has been adopted by cities such as New York City and Cambridge, Massachusetts. The key difference is that the new design depicts a wheelchair user in motion. The backward pointing arm indicates mobility and the head and torso are leaning forward, in control.

“I had a major sense of pride and accomplishment,” explains Joe Todd, one of the student leaders responsible for changing the accessibility signage at Fessenden. “And driving into campus on the first day of school and actually seeing it all over the place, I thought, ‘Wow. We did this.’”

It all started during the 2014–2015 school year when a teacher named John Sharon from The Fenn School in Concord, Massachusetts, spoke with Fessenden’s Upper School boys about disability. Born with a rare physical condition called arthrogryposis—which limits muscle and bone growth in the extremities—Mr. Sharon has made a name for himself as a teacher and motivational guest speaker, seeking to empower people of all abilities through education and training.

Inspired by Mr. Sharon’s message to seek social justice, Joe and Charlie wondered how they could positively impact their own community. “It struck me how passionate the teacher was,” notes Charlie. “In our everyday lives, we’re happy, active people and we’re lucky enough to be able-bodied. But there are a lot of people who do have to deal with disability.” As

seventh grade homeroom representatives—the youngest members of the Upper School Student Council—they set out to make a difference by proposing to modify the accessibility signage on campus.

“Being disabled is a struggle, but what’s even worse is being labeled by society,” explains Joe, pointing out that the old handicapped parking sign depicts a passive person in a wheelchair. He argues that, in reality, “most people in wheelchairs aren’t just sitting around waiting to be pushed along.”

Throughout the 2014–2015 school year, Joe and Charlie met with Chief Operations Officer Mike Grossman to discuss their goals, budget, design, and other logistics. Planning and execution aside, Mike was most impressed with the initial request. “When you think about student government initiatives, usually agendas are somewhat student-centered.

It’s about how to improve their own experience,” Mike notes.

“The fact of the matter is, these boys took initiative on something that will be beneficial to others, and I think that’s pretty remarkable.”

Not only do Joe and Charlie hope to make a positive impact on campus for years to come, they hope to inspire younger Fessenden students to take action. Joe recalls, “Ever since I was a second grader I’ve always looked up to the older kids, thinking ‘One day I’ll be one of them and will do something great.’” Charlie adds that it’s important for younger students to see the value of leadership. He explains, “Being on student government gives us a little bit of power, and I think that’s something that really helped us to turn this idea into a reality.”

This past summer, the new symbol was painted onto the pavement of every handicapped parking space throughout campus, and the actual signs will be installed this spring.

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Fessenden’s X-Block period allows students to deeply explore matters of identity, character, and mindfulness.

THE X-FACTOR At Fessenden, teachable moments transpire organically each day, but structured time to study character is also built into each division’s weekly schedule.

In the Lower School, character is learned in contained classrooms and on the playground, but also collectively during regular Morning Meetings. These gathering times are usually centered around a word of the month, such as “friendship” or “gratitude.” Lower School Character Education Facilitator Nicole Biondo assigns a fourth grade leader to every meeting and provides him with different responsibilities based on the scheduled activity. She explains, “I ask fourth graders to model positive behavior for the grades below them so our youngest students are witnessing—and having—positive interactions.”

In the Middle and Upper Schools, a weekly period called X-Block allows students to meet in small or large groups depending upon the intended learning outcome.

Often, a broad topic is introduced to the entire division and is further explored in more intimate advisory or homeroom settings. These conversations frequently trickle out into the lunchroom, the dorms, or the athletic fields. In essence, X-Block serves as the foundation from which deeper discussions evolve.

Upper School Dean of Students Jason Singleton believes that X-Block is the most intentional piece of the School’s character education program. He attests, “Having a scheduled time to discuss this type of learning signifies for the boys—and for the adults—that Fessenden truly believes in the importance of this work.” One of the recent changes Jason has implemented in the Upper School is the development of a closer partnership with the grade deans in order to improve curriculum and to increase creativity. He shares, “There are many faculty members who have incredible ideas and approaches to building character in our boys. Getting everyone together to construct a trajectory for students who are moving through the Upper School has made a big impact.”

X-Blocks vary from week to week. For example, one week could be spent viewing a movie about the science of character in order to ignite conversations about neuroscience and the “nature vs. nurture” debate. Another period may be used to view a thought-provoking performance about defamation. Yet another block could be spent defining Fessenden’s “Beloved Community” based on the teachings of Martin Luther King, Jr. What it all boils down to, according to Middle School Dean of Students Alexandra McMullen, is that “boys really need content to be relevant, to be fresh, to be meaningful, and to be connected to their own world for it to really sink in.”

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Students Embrace a ‘Giving Way of Life’ This past fall, Middle School students participated in a project founded by ThinkGive, a non-profit organization focused on introducing young people to the value of giving.

Led by Language Department Chair and Wellness Coordinator Stacey Smalley, the program encouraged boys to give non-material gifts—of time, kind words, or their help—to friends, family, and peers. Through daily challenges and digital journal reflections (pictured above), Fessenden boys were able to better understand the power of selflessness.

“Middle School boys are coming into their own developmentally,” explains Middle School Dean of Students Alexandra McMullen, “so this is the perfect time for them to learn about and to practice empathy.” She explains that an effective sequence of observation, reflection, and action helped boys to fully grasp the mission of the challenge, adding that “it was a really wonderful way to see character education in action.”

Middle School Head Lulu Kellogg was also delighted by the success of the program, and was most impressed with the boys’ innate sense of giving. She states that the project made everyone more aware of the “small gifts that are given in the Middle School every day—gifts that are simple, mindful, and easy to give.”

FOSTERING CULTURAL COMPETENCY N

ever before has Fessenden’s mission to develop boys’ minds, characters, hearts, and bodies in an inclusive and joyful community been more important. The School’s

traditional values of honesty, compassion, and respect are taking on increased importance during the 21st century—a time in which we are more connected than ever by technology. Whether a boy is in Pre-K or Grade 9, Fessenden strives to equip him with the age-appropriate tools that will prepare him for eventual success as a socially adept global citizen and learner.

Through a variety of methods, Fessenden incorporates diverse perspectives and experiences into pedagogy. From the classrooms to the dorm rooms, the School aims to create an educational environment that respects diversity and promotes inclusion. Naturally, the work being done to foster cultural competency—the appreciation of and ability to work with people from diverse cultural backgrounds, and the development of skills to be successful in an increasingly global world— overlaps with the School’s character education program and its projectbased learning initiatives. According to

Headmaster David Stettler, “The most effective learning takes place with an integrated approach, and these areas reinforce each other.”

School leaders firmly believe that in order for cultural competency to have the strongest impact on student learning, it must first be deeply understood and supported by faculty.

The topic of diversity and cultural competency is at the forefront of the School’s numerous professional development days. Guest speakers and experts lead rich discussions that

enhance the faculty's understanding of their own identities, helping to cultivate an inclusive community. Opportunities to explore cultural competency also exist outside of school. Each year, a number of international enrichment trips are offered to faculty and staff in order to expose them to new cultures.

Fessenden's commitment to incorporating a wide representation of cultures and identities is also embedded into the School’s curriculum, including project-based learning and literacy programs, and continues to evolve.

Mbakwe Okafor is the School's Assistant Director of Admissions and a co-facilitator of SEED (Seeking Educational Equity and Diversity), a group designed to engage teachers and administrators in the discussion of gender-fair, multiculturally equitable, and globally informed education. He believes that "in order for students to be successful, they need to be empathetic, compassionate, and they need to be able to communicate across cultures and identities." Mbakwe adds that it is important for faculty and staff to lead the way for students by modeling authentic cultural competence through open and honest dialogue.

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LESSONS FROM MARTIN LUTHER KING, JR. DEFINING FESSENDEN’S ‘BELOVED COMMUNITY’

Scraps of colorful felt littered the Memorial Schoolroom and the smell of hot glue emanated from above the wooden desks.

The Upper School X-Block period was being utilized to study the teachings of Martin Luther King, Jr. and his idea of the “Beloved Community.”

‘HORTON HEARS A WHO’

In order to introduce Fessenden’s youngest students to Martin Luther King, Jr.’s vision, boys read “Horton Hears a Who” by Dr. Seuss. Like the precious Whos in Whoville that Horton safeguarded, Pre-K boys identified with the message, “We are here!” This sentiment, which was visible to the entire school on the first floor in Bernon Hall, conveys that a person is a person no matter how small they are or what their skin color is.

STAINED GLASS WINDOWS

Boys learned about empathy, history, and the art of self and community reflection through MLK’s Principles of Nonviolence, Six Steps of Nonviolent Change, and Beloved Community. Students broke off into joint advisory groups to delve more deeply into the material. Using felt, they designed symbolic representations of poverty, racism, and injustice, and through Socratic Circles, pondered questions and beliefs about these complex issues within their advisory groups.

History Department Chair JJ Morrissey was impressed with the ideas that the boys generated, and the seriousness with which they approached the task. “The boys readily engaged with the material and showed passion for complex topics,” he shares. “It was really inspiring to see how much they cared and how much they wanted to create a depiction of Fessenden’s ‘Beloved Community.’”

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This year, Lower School students read “Martin’s Big Words” by Doreen Rappaport and Bryan Collier. They created their own stained glass panels in order to symbolically decorate the school with hope, happiness, and diversity.

FOSTERING CULTURAL COMPETENCY

EXPLORING IDENTITY

THROUGH CHILDREN’S LITERATURE

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rowse the stacks of colorful books in the Wheeler Library and you will notice Fessenden bear paw stickers on many of the spines. These stickers are used to denote books that explore topics of identity or multiculturalism, and are part of the library’s ongoing efforts to introduce more diverse literature into classrooms. Lower School Librarian Lulu Kiley observes, “I think most adults pick familiar titles, but we are doing boys a disservice by staying within our comfort zones.

We hope to get these lesser known books circulating in order to enhance boys’ perspectives.”

According to Tasha Harris, a Pre-K teacher at Fessenden, it is important to prepare young students to talk about—and understand—identity so that by the time they get to the Middle School, they are equipped to “lean into” conversations about individuality. Tasha notes, “At an early age, boys need the language to express what they’re seeing, observing, and learning. I believe carefully selected children’s literature can help build their descriptive vocabulary so they can talk about these things.”

Fessenden encourages boys to defy gender expectations and, in many ways, it is easier to do at an all-boys school.

One way faculty reinforce this goal is through literature. The library’s catalog includes books like Morris Micklewhite and the Tangerine Dress, a story about a young boy who loves to sing and wear the orange dress in his classroom’s dress-up center. Better Nate Than Ever is also available to students, and depicts a boy who runs away to audition for a Broadway

play, leaving behind challenging family dynamics and peers who bully him about his sexuality. English Department Chair Marjie Hendrick says when it comes to literature, you can’t be afraid to push the boundaries. She says, “It’s important to cover content that might seem more challenging. Our goal is to expose boys to lots of different types of people all over the world, because it will ultimately make them better people.”

Upper School Librarian Erika Hoddinott explains that she is impressed with the content that is being written in today’s young adult literature genre. She attests, “It’s a great time to be reading this material. Yes, the topics covered can get uncomfortable, but that’s a good thing. It leads to awareness and empathy.” Erika adds that the English department is selective about the books that are assigned throughout the year, whether for classroom assignments or outside reading books. “Finding the right book for the right boy is something we’ve been working hard on, and I think we’re doing a really good job.”

One of the challenges facing English teachers today is the importance of balancing the classics—which can contain old-fashioned stereotypes and an absence of major groups of people—with more contemporary choices that highlight common, present-day issues. Middle School Librarian Marie St. Germain notes that one way to handle this dilemma is to “challenge students to think about who isn’t represented in the book.” She explains that these conversations can be just as rich and meaningful as discussions about the printed text.

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BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

THE POWER

OF PROJECT-BASED LEARNING

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hen it comes to pedagogy, it is impossible to deny that schools are in the midst of a paradigm shift. At Fessenden, administrators and teachers are finding

ways to balance time-honored instructional methods with an emerging educational approach that is fostering a love of learning in students while simultaneously preparing them for success in a volatile, uncertain, complex, and ambiguous future.

According to Headmaster David Stettler, as schools ponder the question of how educational approaches should evolve to meet the needs of the 21st century, it is important to note that Fessenden is not doing away with its emphasis on good, solid academic skills and knowledge. He states, “Fessenden is working hard to incorporate project-based learning into its repertoire because we believe it complements other more traditional aspects of our pedagogy.” What makes this style of learning especially exciting is that it goes hand-inhand with the study of character education and cultural competency. It also provides ample opportunities for differentiated instruction in order to accommodate many different types of learners.

work is at an all-time high. And students are now benefiting from expertise and insight from teachers and adults throughout the entire school.

Project-Based Learning at a Glance

So, what exactly is the difference between project-based learning and the projects that have been done in classrooms for years? Brad Belin, a member of Fessenden’s history department and one of the School’s PBL Integration Resources, explains that just because a project is fun does not mean it is impactful. He clarifies, “You need to make things relevant to students. When boys are solving real world problems, they get really excited about what they’re doing and about what the outcome could be.” The contrast between effective PBL and what is referred to as “dessert” projects— such as sugar cube pyramids that surely spark a sense of

The Buck Institute for Education (BIE) in California defines project-based learning as a “teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.” The inclusion of PBL into Fessenden’s pedagogy has generated excitement—for students, teachers, and parents—and connected the school in myriad ways. Paths and bridges have replaced traditional classroom walls. Teachers from different divisions are working alongside each other. Cross-curricular

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At a glance, this type of learning has a distinct appearance.

You will often see students working collaboratively in small groups to solve specific, real world problems. And, they won’t always be in the same place at the same time. One group might be working in the School’s iLab to create a 3D model of a community garden while another might be in a classroom interviewing a teacher with a background in green engineering. At Fessenden, project-based learning can be noisy, messy, unpredictable, and fun.

Fessenden is working hard to incorporate During a recent project-based learning unit, fourth grade students created museum-quality exhibits for a fictional, 21st century wing in the Museum of Fine Arts. Based on their research of the American Revolution, boys were asked to create prototypes of one of the following categories: a monument or structure, a video, a piece of art, or plans and design for a living museum.

project-based learning into its repertoire because we believe it complements other more traditional aspects of our pedagogy.

– David B. Stettler, Headmaster

nostalgia for many people—can be found in the set of skills that boys acquire along the way. In gold standard projectbased learning units, students learn how to problem-solve, how to collaborate and work in teams, how to effectively use technology, and how to manage projects.

together perfectly.” In recent years, the term “21st century learning” rapidly emerged in conversations about education, but Curt says it’s just a fancy way of saying “the world that we’re preparing our students for is in flux,” and that educators need to rethink their approach to teaching skills that have been valued for years.

Project-Based Learning at Fessenden As Fessenden’s first Innovation Lab Director, Curt Lewellyn is occasionally asked how a school with traditions dating back to 1903—and whose students wear coats and ties—can be truly innovative. He is continually amused by this question.

“Innovation and creativity have always been hallmarks of the School,” explains Curt. “And, tradition and innovation go

The School’s iLab has become a hub for project-based learning, providing Curt and Associate Director of Academic Technology Will Tuttle with a unique vantage point. They partner with teachers throughout the school who are seeking to augment their students’ learning with increased opportunities for innovation. Curt states, “I’ve been truly

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inspired by the work that they’re bringing into this space. As a result, we're engaging the artistic sides of boys you wouldn’t normally see otherwise.”

Headmaster David Stettler is pleased with the positive momentum and progress he has witnessed with regard to PBL and continues to underscore its importance. He often states that a growth mindset, or the recognition that talents and abilities are ever-changing rather than fixed, will help teachers become better educators. David explains, “This type of work will be ongoing, necessary, and exciting. Ultimately, it’s about serving our students as well as we possibly can to prepare them for the ‘volatile, uncertain, complex, and ambiguous’ world that they will inherit from us.”

Last April, Brad Belin and JJ Morrissey, members of the School’s history department, traveled to Atlanta, Georgia, where they received hands-on training in project-based learning at the Buck Institute for Education. As a mission-driven nonprofit organization, BIE trains teachers in the use of project-based learning in all grade levels and subject areas. Since then, Brad and JJ have worked to bring PBL best practices to Fessenden by leading numerous professional development initiatives and working closely with teachers in all divisions. Brad explains, “We’ve noticed an undeniable spark in the eyes of our colleagues who are energized by this type of teaching.” According to Brad, the momentum is growing and eight additional faculty members received training at BIE this spring.

Experts emphasize that true project-based learning is student-centered and teacher-facilitated. This can be intimidating for teachers—and parents—familiar with the teacher-directed, self-contained classroom model. During her first-ever PBL unit, Upper School English Teacher Sameera Anwar found it challenging to explore a new style of teaching. “It was a very interesting process for me, because in some ways I had to allow myself to let go,” she admits. “As a teacher you want to lead the class and student learning to ensure that all of the boys are getting as much as they can out of the project. Putting things into the hands of students requires a lot of trust, both in the boys and in yourself as a facilitator.”

This year, a group of ninth grade history students worked to design and rebuild Fessenden’s community garden as part of their project-based learning unit on the history of food, through which they learned about food production and how it impacts communities and civilizations. Here, students measure the garden beds to see how they will fit within the new student-created design.

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THE POWER OF PROJECT-BASED LEARNING

Based on their study of Lois Lowry’s novel The Giver, and inspired by the Mars One Mission—an initiative to create a permanent human residence on Mars by 2027—Sameera asked boys to create blueprints for a utopian community on the Red Planet. As she dipped her toes into the PBL pool, Sameera noticed how immersed her students became in the their work. She recalls, “I was impressed with their engagement from start to finish. They were fully invested because of the ownership they had of their projects.”

Fourth Grade Teacher Lauren Maiurano also embraced project-based learning this year. She designed a number of PBL units that fostered cross-divisional collaboration, and was most impressed with the depth and breadth of learning that transpired. In one project, she challenged her students to design a historical monument for the Museum of Fine Arts, and explains that, in a single project, boys “learned so much beyond the critical content.” Lauren adds, “They learned how to revise their work; they developed an understanding of how to dissect nonfiction text; they learned how to collaborate with each other, with older boys, and with faculty members; and at the end of the project, they fine-tuned their public speaking and presentation skills.”

These tangential learning outcomes are the results of projectbased learning when implemented successfully. According to the Buck Institute for Education, there are a number of essential design elements for project-based learning (see below).

During “A Real Call of Duty,” an Upper School PBL unit, boys were asked to improve the lives of veterans by examining the impacts of war. Here, students researched the effects of MREs, or Meals, Ready-to-Eat, and encouraged companies such as Blue Apron to offer veterans nutritious foods at low costs.

Essential Design Elements for Project-Based Learning (AS DEFINED BY THE BUCK INSTITUTE FOR EDUCATION) Key Knowledge, Understanding, and Success Skills The project is focused on student learning goals, including standards-based content and skills such as critical thinking/ problem solving, collaboration, and self-management.

Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.

Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.

Authenticity - The project features real-world context, tasks and tools, quality standards, or impact—or speaks to students’ personal concerns, interests, and issues in their lives.

Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.

Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.

Critique & Revision - Students give, receive, and use feedback to improve their process and products.

Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.

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BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

EARLY ADOPTERS OF PROJECT-BASED LEARNING SECOND GRADERS DESIGN AND CODE COMPUTER GAMES FOR PRE-K BOYS

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aptops were stationed around the perimeter of Becca Smith’s science classroom.

Under the fluorescent lights, noise was dense, yet hushed with concentration. Groups made up of enthusiastic seven- and eight-year-old students revealed problem-solvers who were engrossed in something big. This was their day to beta test their newly designed computer games prior to sharing them with pre-kindergarten students.

We want boys to be able to feel intrinsic ability to problem solve and to develop that muscle that allows them to try something new.

– Kim Fogarty, Academic Technology Advocate

Becca teaches second, sixth, and ninth grade science at Fessenden and knows firsthand that it’s not only Middle and Upper School boys who reap the benefits of project-based learning. “We wanted to take our second grade unit on energy and electricity and teach boys how to code, and also enable them to design something real that would be used,” she explains. And so, in her Lower School PBL unit, second grade boys were tasked with answering the following driving question: How can we design a computer game using programming and design tools—such as Scratch and Makey Makey—to reinforce a skill taught in Pre-K? Young students interviewed teachers to determine what types of skills might serve as the foundation for their games.

“Partnering boys with a younger age group and having them focus on promoting a Pre-K skill in a fun type of way created a nice backdrop upon which to work in the rest of the content we wanted to cover,” Becca reflects.

Academic Technology Advocate Kim Fogarty supported the boys in their coding endeavors throughout the project. She attests, “We want boys to be able to feel intrinsic ability to problem solve and to develop that muscle that allows them to try something new, and maybe not be successful but to try it again.”

Science Teacher Becca Smith helps a group of second grade students troubleshoot as they code their computer games.

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According to Becca, “The best type of teaching is when all of us are working together around a theme or real challenge where boys can learn their math and their history and their science by producing something that matters. Projects become so rich when they are collaborative at the adult level as well as the student level.”

THE POWER OF PROJECT-BASED LEARNING

THE ‘RIPPLE EFFECTS’ OF PROJECT-BASED LEARNING

This past fall, fifth grade students ventured to Madison, New Hampshire, for the second annual trip to Stone Environmental School. During the immersive, four-day eco-adventure, boys learned about natural habitats and the ecosystems around the camp. In the weeks following the trip, fifth grade science and English students continued their learning through a cross-curricular PBL unit, which fused science and current events with a multimedia and literacy component. For weeks, the students of Science Teacher David Banister and English Teacher Mac Jackson worked together in order to understand the ripple effects of our ecosystems. The goal was to learn more about the interconnectivity of the world and our place within it. We recently sat down with David and Mac to learn more about the project.

1:

HAT WERE YOU MOST IMPRESSED WITH W DURING THIS PBL UNIT?

Fifth Grade Science Teacher David Banister explores detritus (mud from the bottom of the pond) with a group of fifth grade students in search of benthic macroinvertebrates (BMI’s), which will tell them how healthy the ecosystem is.

David: The boys’ ability to fully grasp the idea of ripple effects.

It was amazing to see them make connections between what we were learning conceptually and the reality in which they live. I’d hear things like, “Aha! I get it. I see the impact of El Niño on weather patterns that are going to affect farmers who have to irrigate crops. I see it.”

how to communicate between groups, how to manage their time, and how to work collaboratively while also focusing on their individual responsibility to the group.

Mac: For me, it was really fascinating and gratifying to see

Mac: In cross-curricular work, you’re not confining yourself

our boys become curators of digital information. That’s a very important 21st century skill to have. To see them go from passive consumers of information to these active participants—which requires a lot of complex, critical thinking—was really impressive.

to a particular type of project, or to ideas you’ve had in the past. When you collaborate, the possibilities are limitless.

2:

HAT WERE SOME OF THE OUTCOMES OF THIS W COLLABORATIVE APPROACH?

Mac: For a long time, education has been compartmentalized

into subjects. Science. History. Math. English. I think there’s a subconscious shift in boys’ thinking when there is more freedom in learning. They realize that it doesn’t have to be linear.

David: It was new for them to have the freedom of choice.

In PBL, the “voice and choice” component is essential, as it allows students to make decisions about the project, including how they work and what they create. But it requires trust between teachers and students, which can be challenging at first. At the end of the project, it was gratifying to see how much the boys learned beyond the subject matter that we wanted them to absorb. They learned

3:

HAT WAS IT LIKE TO BE ABLE TO COLLABORATE W SO CLOSELY WITH A COLLEAGUE?

David: Having the freedom to do something like this was

enriching professionally. To develop an idea in my head from July to October, and to do it with a colleague in a completely open-ended and collaborative way was rewarding. And, to see how invested the boys were was particularly exciting. They were eager to share what they were learning. I’d hear things like, “Mr. B! Check this out, I just saw this.” Or, if I found an article about a drought, I’d share it with the boys. It was this amazing two-way street of communication and it wasn’t like a teacher-student project, we were all in it together.

4:

HAT DOES THIS APPROACH MEAN FOR W TEACHERS? HOW DO YOU HAVE TO SHIFT YOUR MINDSET?

David: You definitely have to check your ego at the door. Mac was questioning me and challenging me to provide more clarity about the intended outcomes of the project. To be receptive to that, and to not get defensive, was humbling.

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GETTING TO KNOW ASSISTANT HEAD OF SCHOOL ANGELA G. GARCIA

A

ssistant Head of School Angela Garcia never imagined herself at an all boys school. It simply wasn’t something that crossed her mind. But in 2009, when she accepted the position of Head of School at the Bishop John T. Walker School for Boys, an Episcopal school for boys of low-income families based in Washington, D.C., she had a revelation. In a quiet moment of self reflection she recalls, “I wanted to write a letter of apology to every male student I had ever taught.”

During her second year in a single-sex educational environment, Angela discovered that “boys are not always appreciated and they can be misunderstood.” She realized that boys are often denied opportunities when they are compared with girls, and, that she had spent most of her career teaching in a way that spoke to young women. She believes that a school like Fessenden allows boys to be themselves without being impacted by misguided gender roles and expectations that our society often projects. “I think the beauty of single-sex education is that boys have the space to be themselves.

Sure, they can be boisterous and loud, but they can also be emotional, vulnerable, and reflective.”

For Angela, teaching has always been driven by the notion of service. In addition to her role as Head of School at the Bishop John T. Walker School for Boys, she served as the Director of Lower School at St. Stephen’s and St. Agnes in Alexandria, Virginia, and was the Director of School Partnerships at the Center for Inspired Teaching, which provides professional development support to classroom teachers. Angela is delighted to be Fessenden’s Assistant Head of School. “I feel like my work here is a second chance to give boys an opportunity to learn and develop without feeling the pressure to conform,” she states. “Boys need to be challenged and they need to be nurtured, and I think Fessenden really gets that.”

Whether it’s spending time inside the classrooms, working with faculty and staff on curriculum development, organizing professional development days, or getting to know the School’s 525 students, Angela has already made a positive impact at Fessenden and looks forward to the future. She reflects, “There’s an excited and unified energy that I feel in this school. And the boys are just divine. They’re smart, they’re funny, they’re thoughtful, and I look forward to what the future will bring.”

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BUILDING CONNECTIONS THROUGH LEARNING COMMUNITIES When she arrived at Fessenden this past summer, Angela Garcia was impressed with the groundswell of excitement related to project-based learning and differentiated instruction. While the enthusiasm and building blocks were firmly in place, she noticed an apparent lack of time for faculty to exchange ideas. Over the years, Angela has designed professional development opportunities for public, private, and charter schools, and her expertise enabled her to efficiently establish a program at Fessenden called “Learning Communities” in order to increase collaboration.

The purpose of Fessenden’s Learning Communities is to provide teachers with a structured process that will enable them to think more deeply about their work and to seek constructive feedback from colleagues. These “communities,” which are made up of eight to ten faculty members, were designed purposefully by Angela and Director of Curriculum and Learning Cindy Metsch in order to create rich group dynamics and to facilitate school-wide connections. As a result, Angela notes that “not only are people connecting with colleagues in other divisions, but they are now planning units together, providing incredible opportunities to students. It has been unifying for the school, for children, and for adults.”

Fessenden Learning Communities meet regularly throughout the school year.

So, how do Learning Communities work? On professional development days, a teacher shares a projectbased learning unit that he or she is working on or has taught. Colleagues listen intently and ask clarifying and probing questions to help the presenter overcome roadblocks, and to expose any blindspots. In accordance with a detailed rubric, members share what they like, what they wonder, and recommend resources that might be of value. Asked about the benefit of dedicated time to ideate and collaborate, Angela says, “Learning Communities are tearing down walls and providing opportunities for people to interact with colleagues they rarely see, and to receive new ideas. I think it’s especially powerful for teachers at Fessenden because they can be more reflective about their practice, and think more deeply about the initiatives the School is advancing.”

The response to Learning Communities has been overwhelmingly positive, and Angela believes that this initiative will invigorate the powerful teaching that already exists. She notes, “Fessenden has such a solid history of rich traditions. Enhancing the experience and taking it to the next level is really exciting to me because it involves problem solving, it allows room for creative thinking, and it requires collaboration.”

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WORK HARD, PLAY HARD

THE IMPORTANCE OF ‘PLAY’ AT FESSENDEN PLAY IS THE WORK OF CHILDREN Imagine a playground without swings, a slide, or monkey bars. How would childhood play be transformed if you could replace fixed objects with dynamic, movable parts?

During the 2014–2015 school year, Fessenden assembled a Playground Committee—comprised of Lower School faculty members, administrators, and staff—to address these very questions. The result of months of deliberation, research, and planning came to fruition last summer, and, piece by piece, an experiential play space was constructed just in time for the first day of school.

“We set out to give boys a very different play experience,” explains Keith Fortier, one of Fessenden’s Pre-K teachers. He and his colleagues hoped to set the stage for a “deep, rich, collaborative kind of play.” The goal was to determine how to encourage young boys to become great problem solvers and acquire important life skills through imaginative and creative engagement. The Pre-K team has been pleased with the results.

The new area doesn’t contain many of the traditional playground components. To some, it looks more like a well-manicured garden. With a smile, Pre-K Teacher Greta Sanborn notes that while it might not seem like there’s much to do in this area, “you watch the boys for 30 seconds and

they prove you wrong.” A sandbox filled with hidden “fossils” serves as the nucleus of the re-imagined alcove. A shallow, twisting riverbed can come alive with steadily flowing water.

Perhaps most notably, the playground features an everevolving presence of “loose parts” that are introduced slowly and strategically, and change with the seasons, creating infinite potential for how boys can use them in creative ways.

One of the greatest benefits of the new playground, according to Pre-K/K Program Coordinator Olivia Spiak, is the opportunity for gross motor development. She says, “Every day the boys are out on the playground moving and building with large blocks or climbing ‘the web,’ which helps to develop coordination and major muscle groups.” Olivia attests that the increased physical strength also appears in the classroom, improving posture, alertness, and handwriting.

Keith points out that play is the work of children. He notes, “When you look at the boys on this playground, they’re all working together, they’re working hard, and they’re having fun.” He believes there is an “unwritten script” that the boys have, and when provided with the right balance of freedom and encouragement, they intuitively work together as a team to accomplish a goal.

The new Pre-K/K playground, named “Noah’s Garden,” was a gift of Dr. Susan-Louise “Mandy” Fessenden Brauer in memory of her son, Noah Fessenden Givets, Class of ’86. It was designed to encourage play and creativity among the School’s youngest students. The School is grateful to Mandy Fessenden Brauer for this generous and thoughtful gift.

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WEEKENDS AT FESSY It is a typical Tuesday afternoon. Boarding students are crowded in front of the bulletin board in the Gathering Room, playfully nudging each other and craning their necks to get a better look. More than 20 colorful illustrations depict various activities, and have just been added to the board by Judy Gobbi, the School’s Assistant Director of Residential Life.

Glow Bowling. Mountain Biking. Museum of Fine Arts.

Basketball. Yoga. Harvard Square. These are just a few of the pictures on the wall this week, and there will be an entirely new set of images on the board next week. This is Fessenden’s Non Academic Program, affectionately known as NAP, and these are weekends at Fessy.

Favorite Weekend Trips FROM THE 2015–2016 SCHOOL YEAR

Apple Picking and Hayride

Insanity Workout

Basketball and Yoga

Karaoke

According to Director of Residential Life Ken Howe, the excitement around the NAP Board isn’t just about teenagers looking forward to the weekend. It’s much bigger than that.

“They get to customize their weekends,” he notes. “They become managers of their own lives, and they’re very proud of that.”

Battlebots in the iLab

Kayaking on the Charles River

Bike Trip Along the Cape Cod Canal

Laser Tag

Boston Ghosts and Gravestones Tour

Mountain Biking Adventure

Ken and Judy are quick to point out that each student is different, and some students naturally fall into habits. Ken elaborates, “There are boys who will only sign up for active things, and there are also boys who thrive on the casual nature of a small apartment evening, which can include everything from making sushi to learning how to knit and crochet. They are attracted to that because they know there is going to be a small group of boys and a few adults, and that’s where they feel comfortable.”

Canobie Lake Park

In order to shake things up and expose boys to different experiences, Judy occasionally posts what she calls “mystery trips” to the NAP board. Boarding students are required to select one of the five available activities. Judy laughs as she recalls the first time she tried this method. “It was a riot. The boys were out of their minds trying to figure out what the trips were going to be, and who was going on them.” Despite mounting pressure from the boys to reveal the mystery, she did not divulge anything until after dinner on Friday night when the buses were lined up to take students to their destinations.

The point, she explains, was to encourage boys to take part in something that they might not have selected on their own terms. Whether it’s a trip to a museum or a yoga class, the result is always positive, according to Ken and Judy. Ken adds, “Boys will often admit that they never would have signed up for that particular trip if they had known what it was going to be, but they come back energized and happy that they tried something new.”

Comic Con Community Service Project Cranberry Harvest Festival

Make a Zombie Movie Movie and Mall Trips New England Aquarium New England Revolution Soccer Game

Drive-in Movie on the Field

Nintendo Mario Kart Tournament

Flashlight Maze

Recycle and Breakfast

Food on the Farm at Drumlin Farm

Roller World

Franklin Park Zoo

Scarborough Beach and Boogie Board

Friday Night Lights Soccer Event

Scary Movie Evening

Glow Bowling

Science Behind Pixar at the Museum of Science

Glow Stick Capture the Flag and S’mores

School Dance

Ski and Snowboard Expo

Grill and Chill Afternoon

Sushi Making

Harvard Hockey Game Harvard Square

The Goonies Outdoor Movie on the Boston Common

Head of the Charles Regatta

Things to Do: Errand Van

Hike in New Hampshire

Topsfield Fair

Home Cooking Competition Homework and Sundaes

Ultimate Frisbee on the New Turf Field

Indoor Mini Golf

Weight Room and Smoothies

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BEYOND THE BLAZER Your exclusive, behind-the-scenes look at Fessenden LIGHTS, CAMERA, ACTION!

UNDEFEATED!

Students took the stage for more than 15 arts events this year, ranging from plays and musical performances to rock concerts. Faculty and staff even joined in the fun during the 33rd annual Staffulty Cabaret. Here, second grade students perform “Gulliver’s Travels,” an adaptation of the satirical story by Jonathan Swift.

Fessenden’s varsity hockey team played an undefeated season this year. According to Head Coach Todd Eveleth, “The boys had tremendous momentum at the start of the season and worked hard to achieve a 15-0-2 record. We’re of course proud of their victories, but we’re equally proud of the sportsmanship they displayed along the way.” For more athletics scores and information, visit fessenden.org/athletics.

UNDER THE LIGHTS This past fall, thanks to a number of generous donors, Fessenden unveiled two turf fields on campus. The fields utilize natural, organic ingredients— including coconut shells, rice husks, and cork—and contain concussion mats underneath the surface for increased cushion and protection. The fields were celebrated with two night games that generated lots of excitement and school pride.

Watch a timelapse video of the construction at fessenden.org/ turffields.

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FESSENDEN CLUBS In addition to academic and elective courses, Fessenden builds time in its schedule for clubs, allowing boys to uncover passions and hidden talents. The Fessenden club program offers students more than 20 options a year, ranging from debate club, to tree house design, to Model United Nations, to sports blogging. The diverse offerings of the program allow boys to further pursue academic, athletic, or social interests. Fessenden also encourages students to develop their own ideas for clubs, and to seek faculty mentorship. Here, students work hard on creating a sustainable mini-golf course in the iLab. The driving question for the group of 13 boys was, “How can we design and build at least one interesting, portable, and playable mini-golf hole, on a budget, using as many found and recycled materials as possible?”

STUDENTS CLAIM STATE TITLE IN NATIONAL ROBOTICS COMPETITION A team of six Fessenden students can officially call themselves Massachusetts State Champions. This year, several boys in Grades 2, 4, and 5 entered the Wonder League Robotics Competition, the first elementary robotics competition that recognizes young students for their application of computer programming and robotics. In this contest, open to students ages 5–11, children were charged with completing seven outer space-related computer programming challenges using classroom-friendly robots named “Dash and Dot.” The boys placed first in the state and 22nd in the country (with more than 1,150 nation-wide entries).

Academic Technology Advocate Kim Fogarty led the boys in their challenge and was ecstatic to learn the news.

“I couldn’t be more proud of how the boys managed themselves to accomplish their missions in the short time we had, and of their efforts to work together to ensure that everyone had fun.”

Over the course of two months, the boys worked collaboratively to code solutions and upload videos of successful missions for each challenge. A panel of leaders in the education and computer science industries selected the winners in late December.

APPLE CRUNCH DAY In October, Pre-K and Kindergarten students celebrated National "Apple Crunch Day" with some bite-sized fun.

The goal was to raise awareness about the access and affordability of fruits and vegetables, and to promote better diets for our health and the environment, while supporting local farmers.

L. to R. Devin Jamal (second grade), Ben Visco (fourth grade), Grant Richmond (fourth grade), Alex Carlstrom (fourth grade), Amir Jamal (fifth grade), Nolan Carlstrom (second grade)

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BEYOND THE BLAZER

SINGAPORE MATH: A YEAR IN REVIEW As the school year comes to a close, teachers, students, and parents are reflecting on Fessenden’s new math curriculum, Math in Focus—a version of the highly respected “Singapore Math” program. Implemented in Pre-K through Grade 6 this year, Math in Focus has received positive reviews. “Instead of going a mile wide and an inch deep, we’re going an inch wide and a mile deep,” explains Fourth Grade Teacher Jamie Ames, who notes that his students are exploring math concepts more extensively than ever before.

Math Department Co-Chair Ed Johnson states that, while Math in Focus may be new to Fessenden, “it has elements of traditional curricula and includes strong problem-solving components.” Middle School Math Teacher Katie O’Hara echoes Ed’s sentiments. “The new curriculum encourages students to not only find an answer to a problem, but to understand the meaning of the solution.”

To learn more about Math in Focus at Fessenden, visit fessenden.org/mathinfocus.

ON THE RIGHT TRACK As part of Science Bob’s unit on simple machines, each fourth grade student was given a wooden panel in order to create a massive series of tracks on which marbles roll down. Boys were encouraged to incorporate levers, screws, and inclined planes onto their square panels using a variety of materials. Each student’s interests were showcased on the wall through their unique designs. The tracks were on display in Bernon Hall, creating a museum-like quality for all to see.

FOR MORE BEHIND-THE-SCENES INFORMATION ON LIFE AT FESSY, BE SURE TO VISIT FESSENDEN.ORG/NEWS OR FOLLOW US ON SOCIAL MEDIA! facebook.com/thefessendenschool

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@fessy

@fessendenschool

pinterest.com/fessendenschool

IN THEIR OWN WORDS

The voices of our community speak volumes about the Fessenden experience. We are confident, passionate, curious, and diverse. Here are a few sound bites that you might hear on any given day at Fessy:

Here at Fessy, I am quite lucky. I see the unsullied joy of play in the Lower School—and in the Middle and Upper Schools—every day.

A book nook creates such a love of literacy that really stems from the boys. They love books, and they want access to books. We give them that access and the choice of what they can explore and look at.

– Virginia Adair, Kindergarten Teacher, on promoting literacy at a young age

– Lower School Head Stephen Billhardt on the power of play

Hear more of their own words at fessenden.org/intheirownwords.

I believe strongly that providing a welcome and inclusive space for students to more personally explore ‘how they fit in’ is critical in fostering the kind of character education we hope to share with these boys.

My favorite poet is William Carlos Williams. A lot of his poems are short but they really explain things, and my favorite poem by him is called, ‘This is Just to Say.’

– Upper School Head Todd Eveleth on the importance of character education at Fessenden

– Carter B., Grade 5 on discovering his love for poetry

It’s all these little things that add up like pennies. A hundred pennies make a dollar, just like a lot of tiny little experiences add up to loving a class, loving your classmates, loving your teacher, and just wanting to learn.

– Felix C., Grade 7, on his favorite class memory

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A DAY IN THE LIFE

TWO STUDENTS. TWO SCHEDULES. ONE FESSENDEN EXPERIENCE. Boarding life at Fessenden is a rich and fun-filled experience. We asked two ninth grade boarding students (and roommates) to document their days to give you a firsthand look at the Fessenden experience from the time the sun rises above our athletic fields to when it sets behind the Waltham Street tree line. Galym Sarkytbayev is from Almaty, Kazakhstan, and Darius Ervin is from Brooklyn, New York, and they took time to show us what a typical day looks like in the ninth grade.

Galym Sarkytbayev (left) and Darius Ervin (right) spend down time in their dorm room.

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Starting the day with breakfast in the dining hall.

We start each day with Morning Meeting in the Schoolroom.

Organized chaos in the iLab.

Putting the finishing touches on my science project.

Nothing beats pizza day at Fessy!

Time for piano lessons!

Tracing where our clothes come from in history class.

Lacing up with Coach Tuttle.

Getting in an evening workout.

Hanging in the dorm before lights out with Jackson the dog!

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BY KI PERRY — DIRECTOR OF INSTITUTIONAL ADVANCEMENT

CHOOSING TO INVEST IN THE iLAB A

t The Fessenden School, tradition and innovation share the stage. Our faculty build upon the strong academic foundation and traditional teaching methods

that have served our students well since 1903, while recognizing that our boys require a 21st century education.

Follow @FessyiLab on Twitter

In May 2013, the Board of Trustees adopted a strategic plan that calls for a continued broadening of our pedagogy, including opportunities for project-based and passionbased learning. The strategic plan commits us to the inclusion of 21st century skills, including the “Six C’s” (critical thinking, communication, collaboration, creativity, character, cross-­ cultural competency) across all of our curriculum.

In the fall of 2014, the Board approved the opening of the “iLab 1.0” and it has been a tremendous success. Within a few short months, the Board realized the value of this space and the kind of learning that takes place within it, and approved plans to move ahead with The Center for Innovation—iLab 2.0.

Of course, the first step was to fund the $4M facility. One family came to believe in this initiative so strongly that they came forward with a lead gift to propel the project forward and inspire others to join them.

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Tara and Greg Ciongoli joined the Fessenden community in 2011 when their twins, Ace and Ty, were in kindergarten.

A year later, their son Duke became one of the School’s inaugural pre-kindergarten students after the program’s launch in 2012, and their youngest son Griff followed in his brothers’ footsteps a few years later.

As a trustee, Tara heard about the iLab in its conceptual phase, and admits she was skeptical. “I was nervous it would become a glorified way for students to play with iPads at school, rather than participating in meaningful educational experiences.”

Greg shared this concern. He reflects, “Technology obviously has the potential to be a powerful learning tool; however, we have limited our sons’ screen time at home because they are primarily interested in playing video games. It’s just not a productive use of time. However, the more we learned about the iLab, we discovered that our concerns were misplaced.

The iLab is not about using technology for entertainment.

It’s about harnessing students’ interest in technology to facilitate learning and problem solving.”

This year, the iLab’s impact on the Ciongoli family has grown as it has become one of their son's favorite places on campus.

Ace, a fourth grader, is in a class that uses the iLab regularly.

He loves sports, but hadn’t really found his true passion at school until he began visiting the iLab in October. Over the six week period from his first visit, he started to bring home all of the creations he had made in the iLab—from laser-cut pictures of NFL players to Christmas ornaments made on a 3D printer. Within a couple of months, the influence of the iLab expanded. Ace is now just as likely to be coding “for practice” as he is to be watching TV. On a recent Saturday, he even requested a trip to the iLab instead of a play date.

For Tara and Greg, seeing that kind of excitement in learning from one of their sons has been inspiring.

Ace’s experience led the Ciongolis to begin to imagine how a larger space with greater availability and access could positively impact the entire school. They began to envision how all Fessenden boys might be inspired and engaged at a deeper level during their foundational elementary and middle

The Ciongoli family (L. to R.) Tara Ciongoli, Ace Ciongoli (fourth grade), Griff Ciongoli (kindergarten), Greg Ciongoli, Duke Ciongoli (second grade), Ty Ciongoli (fourth grade)

school years, which are so critical to boys’ development.

Specifically, their son’s personal experience showed them firsthand how “21st century skills” are taught and applied.

Tara explains, “The phrase ‘21st century skills’ has become an educational buzzword but we saw how real it was in the iLab. These projects truly combine problem-solving, project planning, big picture thinking, collaboration, teambuilding, communication, public speaking, and the need to constantly revise, and be comfortable with uncertainty, and even failing.” A further benefit, as Tara explains, is that work is multidisciplinary, combining several subjects into one project. For example, a history class designed solutions for water sanitation and accessibility issues as a part of their study on urbanization. In an effort to build a prosthetic arm, one boy had to learn about brain functionality through neuroscience and coding. And, the long-standing fifth grade science unit on birds is now enhanced because the boys are able to actually design and build the birds they have adapted to fictitious habitats in Tinker CAD. Mostly, the Ciongolis saw that the work done in the iLab creates an incentive for boys to keep going until the problem is solved, which is a powerful life lesson.

Thanks to the Ciongolis and the many supporters who followed their lead, all of our boys will have exposure to project-based learning when the Center for Innovation—iLab 2.0 is unveiled this fall. Our hope is that Fessenden students will move on from the School with the critical 21st century skills they will need to be leaders in their secondary schools and in adulthood. “We love Fessenden and the ability to have an impact on the education of many children over many years and generations was incredibly compelling.”

Thanks to the Ciongolis and the many supporters who followed their lead, all of our boys will have exposure to project-based learning when the Center for Innovation — iLab 2.0 is unveiled this fall.

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ALUMNI PROFILES

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BY ANDREW MARCO — ARTS INTERN, CONTRIBUTING WRITER

MICHAEL GREENWALD ’99 APPOINTED U.S. TREASURY ATTACHÉ TO QATAR AND KUWAIT

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During his seven years at Fessenden, Michael Greenwald ’99 knew he wanted to be a part of something larger than himself.

Immersed in Fessenden’s international community, he saw the value of global relations, which would continue to shape his educational and professional pursuits. “I was very interested in how we could partner with countries around the world on a multitude of issues, particularly economic,” recalls Greenwald.

“I always wanted to represent my country in some capacity.”

This past fall, Michael found himself very much a part of something larger when he began an appointment as the U.S. Treasury Attaché to Qatar and Kuwait. As the Attaché, he has the mandate of leading the Treasury Department’s efforts to ensure macroeconomic and financial stability in the region.

To do the job well, Michael has learned that, “There is nothing more important than sitting down with someone and having a conversation.”

The appointment lasts two years, during which time Michael will travel throughout the Middle East.

Representing the United States abroad has its inherent challenges, but through it all, Michael has found ways to remain level-headed. “Perspective,” he notes, “is key to grounding one’s self. I keep a log of the important moments in my day in order to look back on where I’ve been.”

Michael’s road to success has been filled with hard work and determination, and is in large part due to his love for the world of academia. After graduating from Fessenden and then St. Mark’s School, Michael enrolled at George Washington University, determined to make a difference in the post-9/11 world. He went on to earn a master’s degree in international relations and a law degree, both from Boston University.

His first exposure to the Treasury Department was in its Office of Terrorism and Financial Intelligence.

He served in various capacities there as the U.S. Treasury Policy Advisor for Europe and as the head of the U.S. delegation to the Committee of Experts on the Evaluation of Anti-Money Laundering Measures and the Financing of Terrorism. Throughout his studies and early career, he has served on the United States Holocaust Memorial Museum’s Next Generation Board of Directors and is now Chairman Emeritus.

Michael remains connected to Fessenden and returns as often as possible. He enjoys sharing advice with students who are developing their own passions and learning about the possibilities that lay ahead. This past fall, Michael visited campus and offered students this challenge: “Constantly meet people, ask questions, and be curious. You never know how they are going to come back full circle into your life. Take initiative.

Read. Study. Focus. Be aware of the world around you and how it evolves and changes.”

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BY ALY MORRISSEY — DIRECTOR OF COMMUNICATIONS

EMILE BAMFIELD ’13 LEADS BY EXAMPLE

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During the fall of 2013, Emile Bamfield ’13 arrived at the picturesque campus of The Lawrenceville School in central New Jersey. The New York native was about to begin his sophomore year after a successful experience at Fessenden, where he attended eighth and ninth grade. As he absorbed the 700 acres that would become his home for the next three years, a nagging voice haunted him. “Am I smart enough?

Am I athletic enough? Do I belong here?” Through grit and perseverance, characteristics he attributes to developing during his time at Fessenden, Emile was able to quickly stifle that voice and carve out a place for himself at a new school.

He humbly reflects, “Being a proctor at Fessy ignited my love for leading and serving as a role model for younger kids.

When I got to Lawrenceville, I knew I wanted to carry that over. During my senior year I applied for the position of dorm prefect, and I’m grateful that my dorm parents selected me as a leader.”

In addition to serving as a prefect, Emilie continues to play an integral role in the spring leadership conference hosted by Lawrenceville. He explains, “What makes it so special is that it’s all student run.”

The program is geared toward underclassmen at Lawrenceville and includes student-generated activities to promote team building, character identification, and social justice awareness. Emile adds, “You never know how you can affect someone’s life or someone’s career at Lawrenceville, so it’s exciting to meet new people and guide them on a positive path.”

As a three sport athlete and captain of the football and track teams at Lawrenceville, Emile was recruited by coaches at Ivy League and NESCAC (New England Small College Athletic Conference) schools this past fall. During the recruiting process, he kept a level head and an eye on the future. “I didn’t look at it as a four-year plan, but as a 40-year plan,” he recalls, focusing not only on being a student athlete, but on the type of school that would prepare him for success. He notes, “I asked myself questions, like ‘Where can I make an impact, but also ensure that I’m in a position to do great things in the future?’” In December 2015, he committed to Trinity College where he will play football in the fall.

While he stars on the athletic fields, Emile also has an artistic side that is expressed through his passion for poetry. During an early fall day at Lawrenceville, he and a friend walked around a fair hosted by more than 70 student clubs, all eager to recruit new members. He realized quickly that a poetry club did not exist. Instead of choosing the next best thing, Emile took action. He notes, “We started our own spoken word poetry club where people can learn about poetry and share their own work.” The group of students tries to meet once a month to collaborate, share, and organize performances.

As graduation nears, Emile is proud of the positive and profound impact he has made on his school. As he begins his next chapter, he will remember his Fessenden experience. “My friends know that I carry Fessenden on my chest. I talk about the friendships I made there and the overall experience, and in a lot of public talks that I give, I say that going to Fessenden was a turning point in my life. The relationships I made are still present today.”

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BY DAN PAGE — DIRECTOR OF ALUMNI PROGRAMS & PLANNED GIVING

ALUMNI PROFILES

ZACH ELLISON ’08 ‘THINKS DIFFERENT,’ LANDS DREAM JOB AT APPLE

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It has been said that Apple’s corporate office is like Willy Wonka’s Chocolate Factory for techies. But don’t conjure up images of the archetype with thick-framed glasses, khaki pants, or even Steve Jobs’ signature black turtleneck. Before Zachary Ellison ’08 accepted a coveted engineering position at Apple, he was the captain of Stanford University’s lacrosse team and played the bass while still finding time to serve as a Resident Advisor and organize community service events.

In fact, Zach has been defying stereotypes since he was a student at Fessenden.

Fessenden’s Innovation Lab Director Curt Lewellyn remembers Zach well. “I always loved that he marched to the beat of his own drum. He threw himself into everything he did while he was a student here, whether it was practicing the cello, suiting up to play goalie in hockey or lacrosse, or exploring his interests in science and technology. It came as no surprise to me that he landed a job at Apple—a company that places a great deal of value on creativity, originality, and passion.”

Zach’s road to success has its roots in Fessenden, where he maintained honor roll grades, earned his teammates’ respect as varsity lacrosse goalie and captain, and played the bass and cello. He recalls his time at Fessenden with great fondness. “In my first U.S. history paper for Mr. Epstein, I interpreted the assignment very differently than what he expected. Instead of pushing me to change my interpretation, he guided me to think critically and fully explore my ideas. To me, this represents the best of Fessenden: a place where boys feel comfortable to explore, try, fail, and learn.”

Recently, the world felt a bit smaller for Zach, even at Apple’s sprawling corporate campus in Sunnyvale, California. He met with a fellow alumnus, who also happens to be a colleague, over coffee at Caffé Macs, an exclusive employee cafeteria. Zach, a recent college graduate and budding engineer, was eager to meet Christopher Balz ’83, who is a software engineer in global business intelligence at Apple. Chris was equally excited to meet a young alumnus. Of his meeting with Zach, Chris says, “It was great to meet a fellow Fessy who is really hitting it hard. It shows that being a gentleman, and being fit in body and mind actually works.”

In recognition of his many accomplishments, Zach received Stanford University’s Outstanding Achievement Award last May from the school’s alumni association. One of his nominators wrote, “The type of people that are really successful can see a larger vision; balance care for their particular community and the larger Stanford community; possess sound judgment, particularly in difficult and ambiguous situations; and can garner the respect of administrators and their peers.”

Zach certainly embodies the character, academic, athletic, and artistic qualities that Fessenden seeks to instill in its students. The School is proud of his accomplishments and is confident that he will continue to be successful in whatever he sets his mind to.

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BY DAN PAGE — DIRECTOR OF ALUMNI PROGRAMS & PLANNED GIVING

‘ALL THE WORLD’S A STAGE’ FOR TURNER FRANKOSKY ’09

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Recently, Turner Frankosky ’09 won the 2015 Jack Nicholson Award at the University of Southern California’s School of Dramatic Arts. Endowed by the actor, the award recognizes an outstanding performance actor or actress. USC is widely regarded as one of the best drama schools in the world, and is considered a training ground for many of today’s top actors.

Turner will graduate with a bachelor’s degree in fine arts with a concentration in acting this May. Turner’s love for acting was cultivated at Fessenden in Arts Department Chair Spider Alton’s videography class. Turner recalls, “We filmed a parody skit of the movie A Few Good Men with Aaron Cook, a former Fessenden science teacher.

He demanded to know the truth of the whereabouts of my homework, to which I replied, ‘YOU CAN’T HANDLE THE TRUTH!’” Turner remembers this as his first time on camera and the moment the seeds were planted for an acting career. He went on to win a lead role in the 2008 Fessenden full-length production of A Few Good Men. It is interesting to note that Jack Nicholson played the same role in the 1992 cinematic version, first produced as a play by Alan Sorkin on Broadway in 1989.

Arts Department Chair Spider Alton remembers Turner well. He recalls, “Turner was an incredibly talented actor, and I know great things will be coming his way. He is truly one of a ‘few good men.’”

In a recent correspondence, Turner returned the compliment. “Thank you for all your knowledge and inspiration. I am grateful to have had you as a teacher and mentor.”

Apply Today for the Taylor Scholarship In 2012, Turner Frankosky ’09 was selected as The Fessenden School’s Taylor Scholar. This scholarship provides significant financial support for alumni continuing their education in the field of performing arts, and is a gift of Timothy G. Taylor, Fessenden Class of 1964.

Fessenden is currently seeking applications for the Taylor Scholarship. A recipient will be selected prior to the 2016–2017 school year. For more information, please contact the Advancement Office by emailing Dan Page at alumni@fessenden.org.

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IN MEMORIAM 1934

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David M. Davis 8/30/2015 Harwichport, MA

F. Reed Andrews 3/9/2015 Chagrin Falls, OH

David S. McElwain 4/29/2015 Lexington, MA

Francis F. Fleetwood 5/8/2015 East Hampton, NY

1935 F. Edward Molina 9/1/2014 New Milford, CT 1940 Theodore N. Danforth 7/25/2015 Hobe Sound, FL

Milton E. Stone, Jr. 12/7/2013 Venice, FL 1945 Mr. Donald D. Kennedy 7/3/10 Naples, FL 1946

Stanley E. Gifford, Jr. 12/19/2008 Falmouth, ME

Peter B. Ward 8/20/06 Manchester, MA

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1947

Richard E. Rowse 7/26/2013 Fenton, MI

Richard W. Goss II 12/17/2015 San Francisco, CA & Fisher’s Island, NY

H. Scott Thomas, Jr. 9/10/2014 Rochester, NY

1952 Peter P. Cook 10/29/2012 Osterville, MA 1953 Michael H. Cook 10/19/2013 Westminster, CO 1958 John T. Rule, Jr. 9/5/2015 Janesville, WI

Richard E. Garrey 5/16/2006 West Hollywood, CA 1966 Paxson H. Offield 6/14/2015 Avalon, CA 1972 Michael Redstone 5/8/2014 Boulder, CO 1974 Jeffrey C. Dietrich 7/3/2015 Rockport, MA

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ALUMNI EVENTS 2015 – 2016

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1. 20th Reunion classmates and their teacher L. to R. Charles Parker ’96, Mr. Mark Hansen, Nicky Johnson ’96, Ross Singmaster ’96 2. L. to R. Mr. and Mrs. Jim Parker ’62, Kelly Bird, Andrew Froude ’02 3. L. to R. Adam Levin ’15, Gus Hoffman ’14, and Mr. Tim Murphy at the Thanksgiving Young Alumni Lunch 4. 25th Reunion classmates Todd Gordon ’91, Todd Marcus ’91, Will Stevenson ’91, Ean Briere ’91, Chris Goodson ’91, and Rob Hagopian ’91 5. L. to R. Ian Sloane ’15, Adam Levin ’15, Kevin O’Sullivan ’14, Kyle Welch ’14 and Jonathan Aldsworth ’16 at the Thanksgiving Young Alumni Lunch 6. Alumni gathered at the fall reunion in Sanderson Dining Hall.

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7. Red vs. Gray at the 24th Annual Alumni Hockey Game. Red won 4-3 8. The goalie for the Gray team getting ready for face-off during the Alumni Hockey Game 9. L. to R. Billy Wang ’15, Jacob Rutstein ’15, Sparky Yoo ’15, Brett Silk ’15, Chase Ackerman ’15, Eric Brock ’15, Craig Ackerman ’15 10. L. to R. Alumni Hockey Chair John Almy ’75 and Bill Curtis ’77 11. Kevin O'Sullivan ’14 playing lawn games during the 2015 Young Alumni Cookout 12. L. to R. Adam Haywood ’07, Ms. Lavette Coney, Charlie Schlager ’15, Ms. Karen Eveleth, Joe Okafor ’14, Tae-Hyun Tommy Lee ’08, Darryl Brown ’06 13. Join us for food, games, and fun with friends during the third annual Young Alumni Cookout! RSVP to rsvp@fessenden.org.

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BY DAN PAGE — DIRECTOR OF ALUMNI PROGRAMS & PLANNED GIVING

THROUGH THE GENERATIONS

TWELVE WELCH MEN SPAN EIGHTY YEARS OF FESSY HISTORY When Ryan Welch ’16 walks up to receive his diploma at the Fessenden Commencement Ceremony in June, he will follow in the footsteps of nine members of his family. It all began in the 1930s when Ryan’s great-grandparents, John and Delia Welch, went in search of a good school for their twins, Bernie and Peter, both Class of 1938, and later their youngest son, Richard ’42. John had emigrated from Ireland just a couple of decades prior and was incredibly proud to be able to send his sons to private school.

Thirty years or so later, a second generation of Welches attended Fessenden: Rich ’69, Philip ’71, Chris ’72, Charlie ’80, and Peter ’84. These brothers and cousins accomplished

much academically and athletically at Fessenden, and their achievements both on and off the field prepared them for success at top secondary schools, colleges, and universities.

Like the first generation, they always remembered their educational foundation at Fessenden and many of them became active alumni. Bernie and his brother, Richard “Dick,” gave back by serving as trustees for many years.

Peter ’84 has since been involved as a trustee (2007–2016), alumni council chair, and member of several trustee committees. His wife, Lisa, has been an active Parents’ Association leader in many capacities and a key volunteer for major school events.

Bernie Welch ’38 (front row, second from left) and Peter Welch ’38 (front row, sixth from left) pose with the Fessenden Class of 1938.

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Fessenden’s annual Grandparents' and Grandfriends' Day was particularly special for the Welch family in 2005. Bernard “Bernie” ’38, Peter ’84, and Kyle ’14—who was a kindergarten student at

facilities and learning spaces that rival most secondary schools. More improvements are in the works as well. I am struck by how well Fessenden works for all kinds of boys. There is something here for most everyone. Kyle and Ryan have their own personalities and ways of learning, and Fessy has worked great for them both. I think of how different my father and uncles were, and even my cousins and my brother, yet we all came here and found success and areas of interest and motivation that served us long after we graduated. My sister’s boys are here now, too, and they typify the very different types of boys who are finding enjoyment, growth, and fulfillment at Fessy.”

For Peter’s sister, Liz Maheras, and her husband, Greg, sending their twins, Niko and Peter, to Fessenden was an easy decision. “We are so thrilled that we chose to send our twins to Fessenden. The school has been great for two very different boys for different reasons. Fessenden does not mold its students, but provides a rich environment in which they can reach their full potential as confident individuals. There has been a lot of growth academically, athletically, and personally in just a year and a half.”

Welch family (L. to R.) Peter ’84, Lisa, Eden, Kyle ’14, and Ryan ’16

the time—spoke before a crowd of 500 people in the Performing Arts Center. Peter recalls, “To be on that familiar stage with my dad and son was truly special, as the school has meant so much to us through the generations. Dad would always say to Charlie and me that Fessenden was the best of all the schools he attended. He was right.”

Peter ’84 reflects on what the School has meant to his extended family. “Fessenden seems to consistently develop young boys into students of character, accomplishment, and broad interests.

The core of the school is the dedicated staff and faculty that truly get to know and mentor your son from so many different vantage points: in the classroom, on the athletic fields, in the dining hall, during study hall or academic advisory, and in the dorms. Nothing about that has changed through the years, but at this moment in time, the campus itself is shining like never before with incredible

The current generation—Kyle ’14, Ryan ’16, Nicholas “Niko” Maheras ’18, and Peter Maheras ’18 —is carrying on the family tradition. Kyle was an honor roll student and varsity hockey captain at Fessenden and is thriving at Andover. Ryan was academic head of grade and varsity hockey captain, and is off to Exeter in the fall. Niko and Peter came to the School last year as seventh graders and, in a short time, have found their own individual talents and passions, whether on the athletic fields or in the Innovation Lab. As one of just a handful of three generation families in the School’s history, the Welch family continues to choose Fessenden for the same reasons John and Delia did eighty years ago. Facilities improve and teaching methods evolve, but at the School’s core is the ability of its committed faculty to understand and educate boys to the highest standard of character, intellectual, and physical growth.

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FROM THE ARCHIVES Fessenden Then & Now

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1. A recent aerial view photograph of campus and the Boston skyline. 2. An aerial shot of campus from 1928. 3. Woodshop class in the 1940s. 4. A student in woodshop class this year. 5. A smiling student arriving at Fessenden during morning drop-off. 6. A group of students leaving campus in a Fessenden Pontiac “Woodie� during afternoon pick-up in 1940. 7. Headmaster David Stettler reading to Pre-K students on Dr. Seuss' birthday. 8. First Grade Teacher Ms. Rita Edelman reads to a group of students in 2002.

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THE FESSENDEN ANNUAL FUND BE A PART OF OUR SUCCESS

We appreciate the many supporters who have already given to the 2015–16 Fessenden Fund, and encourage everyone to participate by contributing by June 30, 2016. Your generosity demonstrates confidence in the hard work of our teachers and students.

The Fessenden Fund impacts every grade and every student by providing the academic resources needed to support the work of our faculty. The collective generosity to the Fessenden Fund provides important resources needed to provide an extraordinary educational experience for our boys.

PLEASE MAKE YOUR GIFT ONLINE OR BY MAIL TODAY: The Fessenden School Institutional Advancement Office 250 Waltham Street, West Newton, MA 02465 617-630-2310 Alex Ablon, Director of Annual and Capital Programs www.fessenden.org/gift

250 Waltham Street West Newton, Massachusetts 02465 ADDRESS SERVICE REQUESTED

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