2019 MAGAZINE
L EARNING, LIFE, AND LEADERSHIP
“Eye of the Storm” is the winner of the 2019 Red & Gray Magazine student photo contest. Upper School students were invited to submit up to three photos to be considered for publication. A panel of over 40 administrators, faculty, and staff members voted on images submitted by students.
ABOUT THE PHOTOGRAPHER This photo of a storm cloud moving across the Cape Cod Bay was taken off the shore in Sandy Neck, Massachusetts. I could see the cloud intensifying in mass and shade of gray, so I rushed to grab my camera and bolted to the beach to take the photo. I found this cloud formation so interesting because, although it was over water, it had the appearance of a funnel cloud. The photo invokes for me an awe-inspiring respect for the powerful force of nature! My interest in photography was really ignited this past year. I learned about light and perspective, and I became interested in conveying or reflecting a story through the lens of my camera. I love how photography allows me to capture a moment in time and then share that moment with others—sometimes encouraging a provocative response. The photography that I love most is surely landscape and portrait, but as long as I can be taking pictures then I’ll do any type. All in all, photography is certainly a passion that I hope to test in my life and to explore as a possible career. — Blake Ankner ’19
2018 – 2019 The Fessenden School BOARD OF TRUSTEES
Tara B. Ciongoli PRESIDENT
Keith B. Gelb ’85 VICE PRESIDENT
Christopher Bartel TREASURER
Sol J. Kumin ’90 CLERK
Adam A. Abramson Jeffrey W. Allen Stephanie M. Bucci Devin C. Condron William R. Elfers ’63 Craig N. Gemmell Grace R. Hoffmann Herbert L. Holtz ’75 Susan B. Levine Alexander R. Marx, Sr. Mark C. Moore Monica L. Palmer Alexander C. Sacerdote Michelle M. Sanchez Christine L. Todd Davide D. Visco Peter T. Wheeler ’65 EX-OFFICIO
Steven J. Armstrong HEAD OF SCHOOL
Laura L. Morris
PARENTS ASSOCIATION PRESIDENT
Gregory J. Rubin ’96
ALUMNI EXECUTIVE COMMITTEE PRESIDENT EMERITUS
Brian J. Conway Hart Fessenden, Jr. ’41 Ernest E. Monrad Peter A. Palandjian ’79 James J. Pallotta Thomas S. Roberts THE FESSENDEN SCHOOL
250 Waltham Street West Newton, MA 02465 617-964-5350 www.fessenden.org
FEATURES
IN EVERY ISSUE
4 Highlights of a Day in Fourth Grade
2 Message From the Head of School
7 Enjoying the William R. Elfers ’63 Center for the Arts
12 In Their Own Words
8 Life and Leadership A New Middle School Course
10 Leadership Lab Emphasizing the Relationship Between Leadership and Values-Based Self-Development
16 Beyond the Blazer 24 Alumni Events 27 Donor Profile: Richard Bargar, M.D. ’64 28 Alumni Profiles
14 Getting to Know Steve Armstrong
38 End-of-Year Ceremony Photos
21 NuVuX at Fessenden
40 In Memoriam
Inspiring Tomorrow’s Changemakers
30 From the Archives
41 The Annual Fund—Thank You for Being a Part of Our Success
Fessenden Then and Now
36 Faculty and Staff Honored at Annual Recognition Dinner
EDITOR
Jessica Spierer
DIRECTOR OF COMMUNICATIONS ASSOCIATE EDITORS
Abby Buccella
DIRECTOR OF INSTITUTIONAL ADVANCEMENT
Lindy Gruen
DIRECTOR OF ADMINISTRATIVE AND STRATEGIC AFFAIRS CONTRIBUTING WRITER
Myrhia Brewer DESIGN
Graphic Details, Inc. PHOTOGRAPHY
Kathleen Brophy Richard Gaskell Mackey Howe Sarah Kouhaila Curt Lewellyn Tim Murphy Becca Palm Len Rubenstein
Mission Statement The Fessenden School cultivates each boy’s talents and develops in balance his character, mind, and body in an inclusive and joyful community.
BY STEVEN J. ARMSTRONG — HEAD OF SCHOOL
Message
FROM THE HEAD OF SCHOOL
T
he act of teaching is all about leadership. That is what educators do each and every day. Be it in the classroom, on the field, or in the studio, our faculty and staff are always leading our boys. Our messages are conveyed verbally, by example, through practices or rehearsals, and by listening. While our leadership styles vary, we are always guiding our students. At the core of our collective leadership efforts is the focus of caring for our students. Be they our Pre-Kindergartners or our ninth graders, these boys are somewhere on the path to adulthood, and our jobs are to help them develop into their best selves as they progress on their respective journeys. The ultimate goal for each of us is to play an active role in helping them become good young men. That is what faculty leadership at Fessenden is all about—helping to ensure that our boys become the best people they can be.
Steven J. Armstrong, Head of School
As part of guiding students to develop their character, we are also committed to helping them develop as leaders. With this work occurring in every grade throughout the School, Fessenden believes that all of our boys are leaders. Yes, their individual styles will prove unique. Some will lead through example, some through spoken or written words, some in “official” leadership roles, and some collaboratively. Regardless of style or approach, each boy has leadership ability, and he needs to recognize this in himself and continue to develop with each subsequent year. Teaching leadership at Fessenden assumes many forms. For example, each ninth grade boy is required to share a “meditation”—a personal story or meaningful message— with the full Upper School community during Morning Meeting. Boys work hard to write their meditations, practice them vigilantly, and, of course, deliver them with success. These are risky, challenging moments for our boys. For many, public speaking is a nerve-wracking endeavor. Yet, after each boy shares his meditation, he has gained confidence in himself as a public speaker and has developed his own leadership repertoire.
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“Building leadership in our students is a fundamental aspect of our mission to develop character, and we are excited about this work we do with our students.�
Commendations during Lower School Morning Meetings are meaningful opportunities for boys in this division to learn about leadership. When a commendation is offered, the boy is asked to stand amongst his Lower School peers to hear a tribute about him from a Fessy adult. These commendations articulate a special act of kindness, extra effort, or act of selflessness by the recipient, and they indicate how this boy has provided leadership for his peers through his actions. Good deeds are recognized, and in doing so, an example is heralded for all the boys in the division. The Middle Makers class for Middle School boys provides an opportunity to impart academic lessons of leadership. All boys in this division partake in this class and, in doing so, are asked to engage in designing innovative academic projects. In a world prizing creative leadership, our boys get to practice this skill as part of their school lives. We believe an innovative approach to learning is a fundamental tool for every Fessenden boy, and so we help them become leaders in this area at a young age. Building leadership in our students is a fundamental aspect of our mission to develop character, and we are excited about this work we do with our students. Our efforts begin with a dedicated, caring faculty who convene around the common value of growing boys into good young men, and it is born out in our daily efforts and through our various programs. As faculty and staff, we are fortunate to share this commitment and to impact positively the leadership skills and character development of our students. As an educator, this is incredibly rewarding work, and we see each and every day how our students benefit.
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BY JESSICA SPIERER — DIRECTOR OF COMMUNICATIONS
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t Fessenden, fourth grade is a unique and formative year. Students create strong, meaningful connections with their peers, and they take on increased responsibility for their own individual learning. From their first day in September, they are informed of their role as leaders of the Lower School. As such, these boys broaden their contributions to the school community. In a fourth grader’s day, he is presented with a number of opportunities to show himself as an eager learner, a good friend, and a role model for younger students in the division. 7:35 a.m. Bounding into Bernon Hall with oversized backpacks and smiles to match, the buzz of a new school day crescendos as each student enters. While some boys head straight to their classrooms, others read or play chess in the hallway.
8:05 a.m.
7:45 a.m. As boys begin to arrive to their home rooms, they are greeted with a “to do” on the board. Today they are instructed to get a book and read silently. On other days, they may have a math problem or a writing prompt. These activities are designed to get the students ready for a day of learning. Throughout each day, homeroom teachers guide boys’ learning across multiple disciplines, including math, social studies, reading, and writing. 8:05 a.m. The entire Lower School files eagerly into the Kelley Room for Morning Meeting, as they do twice each month. These meetings build community by bringing the whole division together for group experiences, such as interactive games and discussions, movement activities, or innovation challenges. As the leaders of the Lower School, fourth graders sit strategically throughout the room to serve as role models of attentive listening. After greeting one another, boys hear a guest presentation called “NED’s Mindset Mission,” which is about the adventures of a cartoon boy who ultimately shares an important message: “Never give up, Encourage others, and Do your best.” Next, the presentation of commendations creates a stir in the room. With special notes written to
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particular boys by their teachers or other adults in the community, commendations recognize students for showing remarkable character, achieving academic success, or going above and beyond to help a classmate or teacher. As each boy’s name is called his peers cheer for him in a whisper, as all applause is to be held until the end, and each student stands with pride as his accomplishment or good deed is shared in front of the entire Lower School. Finally, a morning message is shared, and the students depart the Kelley Room ready to continue their day.
9:30 a.m.
10:55 a.m.
9:30 a.m. In class with Lower School Art Teacher Kathleen Brophy, fourth graders have a choice for how they spend their time. They have started two projects—three-dimensional marble paintings and the creation of a town or landscape with small pieces of cut, painted paper. Kathleen provided the deadline for both projects, and the boys have the freedom to choose which one they work on during each class period. By being given this independence, fourth graders have ownership of their learning process, and they develop their time management skills. In Middle School, boys are confronted with more self-directed projects, and this increased responsibility in fourth grade helps to prepare them. 10:15 a.m. During social studies in Fourth Grade Teacher Jamie Ames’ class, boys are about to embark upon the Oregon Trail project. While the academic focus of this annual project is the Oregon Trail and westward expansion, the framework is designed to teach and cultivate leadership skills in the boys as they prepare for fifth grade. Each student is assigned a character who, at this time in history, would have made the trip from Independence, Missouri to the state of Oregon. After being split into teams and voting for captains, they work in groups and collaborate to determine the best path forward, amassing “points” along the way. They are also able to collect points by demonstrating leadership skills and good behavior throughout all parts of their day—and they are encouraged to go above and beyond to do so. Academically, this project culminates in a research paper, but the biggest takeaway is their developing ability to look outside of themselves and see the bigger picture in their day-to-day life. 10:55 a.m. The excitement is visible in the Sanderson Dining Hall. The chalkboard menu reads, “Fessy Pan Pizza”—a favorite among students. Seated with boys from each grade, students in Grades 1–4 join a faculty member for a family-style meal. (Boys in Pre-Kindergarten eat in the Stettler Pre-K and Kindergarten Wing, and once Kindergartners have adjusted to the school year, they join the older students at their own tables in the dining hall.) The piping hot pizza is already present at the table, and third grade boys, with hurried commitment, retrieve water and milk for their fellow students. They are busy today—third graders are also responsible for getting “seconds” of any portion of the meal, and the pizza is gobbled up quickly. With students from several grades present at each table, boys get to know many other students in the Lower School, especially as the table assignments change on a consistent basis.
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1:30 p.m. Many aspects of lunch time are designed intentionally, and leadership opportunities are present during clean-up. Third and fourth graders return all the items to the kitchen. Fourth graders also have the special responsibility of bringing dessert to the table and, as a privilege, have the first choice off the plate. Expanding their roles as leaders of the Lower School, a rotating group of fourth graders help the Kindergartners clean their tables. Taking pride in this responsibility, the older boys always arrive promptly, excited to help the younger students. 12:00 p.m. Over in Fourth Grade Teacher Marjie Hendrick’s class, boys are putting the finishing touches on their American Revolution projects in the Ciongoli Center for Innovation (CCI). Working with Innovation Coach Lauren Maiurano, they have used Gravit or Tinkercad, two design tools, to create their own two- or three-dimensional symbols that represent their American Revolution topic. They have made these designs come to life by printing them on the laser cutter or threedimensional printer. Each set of partners also made an iPad video game about their topic using Hopscotch, a coding application. Leading up to this design work, students collabor ated with a partner to make several choices about their own learning throughout this two-month, project-based learning unit. Together they selected multiple texts, and after reading broadly for a few weeks, each pair of students chose one topic on which to become experts. After conducting their research and taking copious notes, they worked to share their knowledge in many forms, including writing, illustrating, and digital storytelling.
1:30 p.m. The day ends with Science Teacher Bob Pflugfelder, affectionately known as “Science Bob.” Boys enter his classroom eagerly, as today is the competition for their catapult projects, the culmination of their unit on levers and the scientific method. The students were charged with building a catapult that would launch miniature balls to a designated spot across the room. As they worked on various iterations of these simple machines, they determined the correct angle, distance, and force so the balls would land on target. Each day, fourth graders walk out of school more and more prepared for what lies ahead of them. Throughout fourth grade, boys develop strong character and are taught to be leaders in many ways. By the time they get to the Lower School Closing Ceremony in June— where they stand individually and share their most impactful memory or experience from Lower School— they have all the tools they need for their next step. As thoughtful leaders and productive learners, they are well-poised to be successful in Middle School.
Feeding Fessenden’s Neighbors BY GRETA SANBORN — LOWER SCHOOL SERVICE LEARNING COORDINATOR, KINDERGARTEN TEACHER
Each year, the week before Thanksgiving marks the end of the Lower School canned food drive. After boys in this division collect over 1,000 cans in a few weeks, fourth graders are tasked with getting all of them from school to the Waltham Food Pantry. On the delivery day in November, they gathered in the hallway after school, and, as they awaited their instructions, their eagerness and anticipation grew.
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charge of making sure that each can was collected. Then the boys, who could not be contained any longer, were set free to begin the task of gathering all of the cans. Running between classrooms, their joy was palpable. As they collected bag after bag of canned goods, their excitement shifted to amazement, and they were saying things such as, “I can’t believe we collected all of these cans! There’s no way that we’ll fit them all into the food pantry!” The boys traveled with the cans to the food pantry, and, as they do every year
with a little help from teachers and parent volunteers, they managed to fit all the donations onto the shelves. By the time the fourth graders departed, they had left behind enough canned goods to provide supplemental support to a community of people for at least two weeks. They knew that, together with the rest of the Lower School, they had done meaningful and important work—the work of serving others.
ENJOYING THE
WILLIAM R. ELFERS ’63 CENTER FOR THE ARTS Completed this past April, the William R. Elfers ’63 Center for the Arts has provided a multitude of spaces for Fessenden students to enjoy. From the new performance venues and rehearsal rooms to the visual arts studios, the boys loved spending the spring exploring the center, and we look forward to the additional creative and innovative experiences that this state-of-the-art facility will bring.
CLASS OF 1985 AUDITORIUM
LIN RECITAL HALL
MUNRO GALLERY
LOWER SCHOOL VISUAL ARTS CLASSROOM
WOODSHOP CLASSROOM R E D & G R AY M AG A Z I N E 2 0 1 9
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BY JESSICA SPIERER — DIRECTOR OF COMMUNICATIONS
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he energy is vibrant in the Life and Leadership classroom. Boys are buzzing around the room and brainstorming ideas about friendship in pairs or small groups, pausing every now and then to fill in parts of their worksheets. They are considering the attributes of a good friend, how friends treat each other, and the responsibility of being a friend. This activity at the start of class is a “walkand-talk,” designed to get their brains and bodies moving. Each day the class begins with this type of warm-up activity. Then, through group discussion or teacher presentation, they learn about the topic of the day. Other topics include community building and decision making, and the class always concludes with reflections and a mindfulness activity.
The Life and Leadership course, new this past year, is based on social and emotional learning, “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”1 Fifth graders take the class
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during the first half of the school year as a way to help them transition from Lower School to Middle School, and sixth graders take it in the second half of the year to help prepare for Upper School. This class functions as a bridge into a new stage of development, with a special focus on socialemotional well-being. Developed during the summer of 2018 by three Middle School teachers, this course utilizes content and techniques from Responsive Classroom and Connected and Respected: Lessons from the Resolving Conflict Creatively Program by Jane Harrison and Ken Breeding. Responsive Classroom is “an evidence-based approach to education that focuses on the strong relationship between academic success and social-emotional learning,”2 and Connected and Respected offers a variety of ways to understand social awareness, The Collaborative for Academic, Social, and Emotional Learning Website; www.casel.org. 1
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Responsive Classroom Website; www.responsiveclassroom.org.
social dynamics, self-awareness, conflict resolution, and bullying prevention. Working together to cultivate the course themes and develop the lessons, Wellness Coordinator and Latin Teacher Stacey Smalley, Math Teacher Katie Currie, and Science Teacher Graham Oxman merged methods and content from these two programs with thoughtful written reflections and discussions. The goals of Life and Leadership in the Middle School are to encourage boys to become more cognizant of themselves and their surroundings, develop an awareness of their connections with classmates and teachers, and cultivate the tools and skills needed to make sound decisions as they move through their time at Fessenden and beyond. Ray Ducheine, who taught the course this past year, shares, “I aim for the boys to see a concrete skill, see how it’s applied across every facet of their lives, and see why that skill is important to develop.” In this class, students roleplay real-life scenarios, engage in critical thinking activities, and reflect both verbally and in writing. The course covers several themes, such as identity, self-esteem, empathy, social dynamics, boundaries and conflict resolution, sense of belonging, and community.
By engaging students in these topics, Stacey highlights, “the course truly embodies the School’s mission to develop each boy’s character, mind, and body in an inclusive and joyful community.” Students benefit from their experience in Life and Leadership in a myriad of ways. Katie remarks that, through this course, they are building trust in their community. Furthermore, former Head of Middle School Lulu Kellogg notes, “This class has given students a sense of belonging outside of their homerooms, and they know that it is a safe space for them to ask questions and discuss anything that may be concerning them.” The course provides the opportunity for boys to discuss what they are seeing and hearing in the world outside of Fessenden and process it together. As students explore topics such as identity and decision making, they learn about life in Middle School—but they also learn about life itself. And in the process they become leaders. For some, this means being the vocal one at the front of the group. For others, it means staying after class to help a teacher clean up. No matter how these boys embody leadership, in this course they develop skills that will serve them well throughout their lives.
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BY JESSICA SPIERER — DIRECTOR OF COMMUNICATIONS
“B
eing is a leader is not having a role—it’s not having a title. It’s bringing out the best in your peers; it’s supporting others; it’s being a good collaborator and teammate; it’s being kind in all that you do; it’s stepping up when nobody wants to,” Upper School Dean of Students Kyle Beatty shares. This philosophy— that leadership manifests in many ways—was central to the creation of the Leadership Lab this past year. Along with Kyle, Language Department Chair Megan Leahy and former Associate Director of Secondary School Counseling Pete Bidstrup worked together to create this Upper School student group that serves as a platform for the development of social-emotional skills. Leadership Lab values the implicit relationship between leadership and values-based self-development, and it emphasizes traits such as empathy, persistence,
kindness, and mindfulness. As always, the School’s core values of honesty, compassion, and respect serve as the foundation for work with students. The first goal of the group is to introduce leadership development and to cultivate these skills within Upper School students. Second, it seeks to gather feedback about students’ school experiences in an effort to improve the environment for everyone in the community, and to create initiatives where the boys can practice what they’re learning and try to effect change both within and beyond the walls of the School. Through group discussion and projectbased learning initiatives, students are asked to consider their personal leadership journey while honing their skills throughout the community. To this end, this past year the Leadership Lab focused on two initiatives, or sub-groups,
As part of the Leadership Lab’s recycling and sustainability efforts, students ran a schoolwide drive this past year to collect used sneakers for the MORE Foundation Group, the largest nonprofit recycler of used sneakers in the United States. The foundation uses proceeds from selling these sneakers to buy seeds and plant seedlings in service of a long-term effort to reforest Ghana, Africa. (From L–R: Carter Bartel ’20, Ethan Friedberg ’20, Asad Syed ’20, Jack Patel ’20) 10
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that were developed from a list of ideas provided by students: sustainability and Upper School Morning Meeting. The boys chose which one to join, and their work has been student-directed. They have set their own goals and designed their own methods of achieving them. This engages them in real-life projectbased learning—resembling problem solving in the real world. The sustainability initiative is focused on enhancing these practices on the Fessenden campus, work which has been ongoing for several years. Students met with Chief Operations Officer Mike Grossman to discuss the School’s practices, and they enjoyed learning about various processes and seeing how decisions are made. Kyle remarks, “Sitting around the table with adults who have larger roles allows the students to see what skills other leaders embody and how they utilize those skills in real life.”
The boys who are part of the Morning Meeting initiative present to the entire Upper School every Wednesday. While the quality of their presentation is emphasized, there is also a focus on the process they go through to arrive at the final product. Through this work, boys build their confidence and develop their planning, organization, and public speaking skills. Here, Peter Shea ’19 leads Morning Meeting this past spring.
How a Closed Network Opens the Conversation
The inaugural members of the Leadership Lab gathered at a meeting this past spring. The format of each meeting varies, with opportunities for group discussion, adult presentations on various topics, video viewing, and breakout sessions for boys to continue conversations and further their initiatives.
The sustainability group has also focused on modeling behavior change by reducing, reusing, and recycling materials on campus. They have been encouraged to take note, during their day-to-day lives, of where these efforts can be enhanced. For example, one ninth grader noticed that cardboard from the dormitories could be brought to the Ciongoli Center for Innovation—rather than be recycled—and used for the many various projects that occur in the space. Because all of the work in Leadership Lab is student-driven, it allows the boys to act independently in productive and meaningful ways. As they conduct discussions and make plans for next steps, the faculty leaders give them autonomy over the process while offering guidance to point them in the right direction. Kyle explains, “We are there every step of the way, and we make sure they don’t give up even when things are not going as flawlessly as they would like.” More important than the success of the product is how the boys get there. Along the way, they learn about the importance of a work process and develop the confidence to come back and try again. In the Leadership Lab, anyone in the Upper School who wants to be involved
can be. With over 40 students, Megan notes, “This model encourages participation by boys who may not be comfortable with leadership initially, and it gives them all a chance to be leaders in things they’re interested in and passionate about.” Furthermore, the group complements Fessenden’s commitment to diversity and inclusion. By creating the Leader ship Lab, Pete explains, “the School has developed a program that is more inclusive than the election-based model, which is finite in nature and could only accommodate 10–15 boys.” The students who participate are diverse in terms of age, experience, country of origin, and social group. Kyle highlights, “What’s unique is that you have so many personalities and types of boy who come to this opportunity with their own experiences, and they are all finding equal success and really learning from one another.” By working with this varied group of peers, students develop and enhance their cross-cultural comp etency—the appreciation of and ability to collaborate with people from diverse cultural backgrounds, and the development of skills to be successful in an increasingly global world.
In addition to in-person meetings, the Leadership Lab uses Mighty Networks, an online application that boys can access on their computers, Chromebooks, or smartphones. Fessenden has a private group comprised of the student members and faculty advisors. The teachers pose questions and post articles and videos on the group page, and the boys can reply to any topic they choose. This educational resource is effective and helpful for allowing conversations to continue outside of meetings. As a digital and social networking tool, Mighty Networks meets boys where they are in the online world, and it gives them the opportunity to advance their own learning. Finally, it enables them to reflect on leadership as a whole, as well as through the lens of their initiative.
The students’ work in the Leader ship Lab comes together to enhance their self-awareness, authen ticity, and perseverance. According to Pete, “leader ship development ultimately helps kids be more self-aware and better able to persevere.” He explains that it is critical to help children be more mindful, find more meaning in their lives, collaborate more effectively, and learn to let go and be comfortable not knowing the answer. As boys learn these important skills, “they are able to keep moving forward and be authentic to who they really are.” Eager to see how the Leadership Lab will impact both the division and the community, Head of Upper School Jason P. Lewis shares, “The potential for the Leadership Lab is as broad as it is exciting. By harnessing the energy of each boy who opts in, and channeling it through the format this group provides, the benefits will be tremendous.”
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IN THEIR OWN WORDS Honesty. Compassion. Respect. Fessenden’s core values serve as a solid foundation for students— from Pre-Kindergarten, all the way through to ninth grade and beyond. With these values central to their education, they begin to learn about leadership early on, in age-appropriate ways. As they grow, leadership begins to take on different meanings for different boys. Students in all grades had the opportunity to share, and here is a selection of their answers to the questions: What does it mean to be a leader? What does leadership mean to you?
“Comfort someone who is hurt or sad even if you’re not the Class Comforter.” — Connor M., Kindergarten
“Leadership to me means setting an example and doing the right thing.”
“A leader is someone who steps up when no one does and guides everyone in the group.”
— Peter H., Grade 2
“A leader should place his or her priority on understanding other opinions and should act as a connector to combine the different ideas.” — Jason K., Grade 8
“I think leadership means being responsible, forgiving, and patient.”
— Daniel T., Grade 6
“To be a leader means to be a role model, do the right thing, and be an example.” — Alexander H., Grade 7
“Being a leader means being honest, compassionate, and having respect.” — Fanuel A., Grade 3
— Edward Y., Grade 6
“Leadership means showing knowledge and setting a good example.” — Devin J., Grade 5
“A leader helps people to never give up.”
“Being a leader means to help people who are in a tough spot and to be a good role model.” — Calder R., Grade 7
“Leadership is doing the right thing when no one’s looking!”
— Gray A., Grade 1
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— Barrett W., Grade 3
“Leadership means that when everybody is doing something wrong, you do the right thing. Even if you get criticized for it, nothing should stop you.” — Dean Y., Grade 4
“A leader is someone to look up to, someone to be your inspiration.” — Miles B-B., Grade 6
“Being a leader means being present.” — Alvin M., Grade 1
“Leadership is stepping up when no one else will and standing up for what’s right when no one else agrees with you.” — Peter S., Grade 9
“A leader is someone you can trust to be honest and responsible.” — Owen K., Grade 3
“I think a leader helps, demonstrates, and is kind and nice to other people.” — Jim X., Grade 2
“Leadership means thinking of others before yourself, making the people around you feel safe and happy, and making everyone else feel comfortable and confident. Being a leader means that you have to be caring and willing to put yourself out there to help other people.” — Ethan K., Grade 9
“Leadership means a lot of things to me. It means setting the example for others to follow your lead, doing the right thing, understanding expectations and following them, and finally, doing the right thing when it’s hard to do. It means to take charge and make sure that others are doing the right thing, whether you’re at school, outside of school, or at home. Being a leader is someone who does the physical or mental actions of leadership. Finally, being a leader is someone who steps up and sets the example when things are going wrong and rights the ship, so to speak. That is the true testament of being a leader.” — Ben W., Grade 6
“Leadership is being kind to someone else and kind to yourself.” — William L., Grade 1
“Be kind even if other kids aren’t being so kind.” — Teddy A., Kindergarten
“Leadership, to me, is being a present and active member in your community, no matter the instance, and looking out for the people around you.” — Asad S., Grade 8
“A leader means to be a good role model for younger people and older people.” — Noah G., Grade 5
“Leadership is the ability to display courage and great empathy at the same time, enabling people to look toward you for guidance.” — Finn M., Grade 9
“Set an example for your friends.”
“For me, leadership means that others will follow your example. For people to do this, you need to show that you will make the right choices at the right time. To be a leader, you need to be smart, kind, and strong. Strong does not have to be strong in muscle. Strong can be in the mind. That is what I think a — Jesse K., Grade 4 leader is.”
— Cooper L., Kindergarten
“Leadership is doing the right thing while other people aren’t.” — Alex M., Grade 5
“I think leadership means being kind to others.” — Zach C., Grade 2
“A good leader will listen to other people’s input and use it to make a change in their community.”
“I would describe leadership as an influence or motivation to achieve any certain type of goal. I think of a leader as someone who sets an example and inspires others to follow the same path or direction as them. I believe that a great leader has a special drive to fulfill their goals and bring people together doing so.” — Akash M., Grade 8
— Lucas C., Grade 6
In Pre-Kindergarten, boys first begin to learn about leadership from the perspective of friendship. Here is what some of them shared about what it means to be a good friend.
“Hug someone if they’re sad.” — Jack M., Pre-Kindergarten
“Play with them.” — George K., Pre-Kindergarten
“If someone is sad, you can help them.”
“Read with them.” — Davis P., Pre-Kindergarten
— Kai G., Pre-Kindergarten
“Be kind.” — Dash A., Pre-Kindergarten
“If you broke something, help them fix it.” — Quinten O., Pre-Kindergarten
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GETTING TO KNOW
STEVE ARMSTRONG
This past spring, Head of School Steve Armstrong answered some questions about himself and his time so far at Fessenden. What was your childhood like? I grew up in Ithaca, New York. There were six kids in the Armstrong clan. I am number five—with four older brothers and one younger sister. We went on a lot of athletic trips for the family, but outside of that the world, for me, was pretty much Ithaca. It was a really nice town to grow up in.
Can you share a bit about your family? My wife, Jane, and I met in college, and we have been married for over 25 years now. Every anniversary, she re-ups for
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Head of School Steve Armstrong had the opportunity to meet the Fessy Bear on his first day in July 2018.
another year. We have three kids. Matt, who’s 22, is a junior in college. Mike, who’s just a year younger than Matt, is a sophomore in college. The youngest is our daughter, Katie, who is a junior at Nobles. We also have a dog, Lila.
the best week of the year. The other thing I really love is watching my kids do almost anything. They’ve always been involved in music and sports. Jane and I love to be at anything they’re involved in. It’s a blast.
What do you like to do for fun?
What is your favorite ice cream flavor?
As a family, we’ve always tried to take at least a week to spend some time together in the summer. We tend to travel places where there are mountains that we can hike. And it’s pretty simple—peanut butter and jelly sandwiches, bottles of water, and backpacks, and off we go. That’s always
I love ice cream so it’s hard to narrow it down, but a few of my top choices are coffee, coffee Oreo, and mint chocolate chip. In the summer my order would be a coffee milkshake...During my first week of college, I needed some comfort food so I went out and ordered a milkshake at Brigham’s Ice Cream. When they
gave me just milk and strawberry flavoring, I quickly learned that a milkshake is called a “frappe” here in Boston. I was so disappointed, but that never happened again.
You spent a long time at Belmont Hill, and now you’re here at Fessenden. What is it about the all-boys school environment that you like? It’s the combination of playfulness and humor. Also, boys are very com passionate, and they’re extremely empathetic in boys’ schools. I know they have each other’s backs, and I have their backs. Having grown up with four older brothers, I understand how boys relate to one another. The younger guys here look up to the older ones in the same way I looked at my brothers back then.
What drew you to Fessenden? I’ve known of this place, and the terrific people, for a while. I’ve taught and coached a few Fessy boys through the years, and my sons have some really close friends that spent years here. So, it’s a school I’ve known of and worked with for a long time, and I’ve always admired and respected it. It’s a great place to be. It’s great for my family, and I’m very happy to be here.
really matters. Of course it matters at all schools, but what we do for these guys really matters. It’s never difficult to go to work, no matter the day, because at the end of the day we have 510 boys here in our care. It’s a great job.
Living on campus, you have many opportunities to interact with boarding students. What have you discovered is your favorite way to do so? I really enjoy dinners with the boarders because it’s the full boarding community all together. It is served family style, yet the meal is relaxed. And I just like making my way around the room and seeing the boys, checking in with them, and asking questions. I also like to come up on Saturday mornings during breakfast and ask the boys what they’re doing that day. Of course they say that they’re tired, but it amazes me to hear all the different trips and activities that they have— from something as low key as the mall or a movie, to skiing or snow tubing. You name it! Saturday is just such a great day for the boys here.
What are you looking forward to next year and in the years to come? I’m looking forward to seeing things for the second time around and being able to know what’s coming. I’m eager to get to know the boys better—that is really important to me. I’m also looking forward to thinking about where the School is going over the next four or five years as we embark upon the strategic planning process during the 2019–20 school year.
Lastly, and most importantly, Dunkin’ Donuts or Starbucks? Oh, I am a huge “Dunks” fan! It’s my favorite restaurant, and it’s really all about the coffee. Every once in a while, I also get myself a muffin. Several mornings a week I go to Dunks to get coffee, and I bring back a chocolate chip muffin for my daughter—and that’s how the day starts.
So, you have a dog. What does she think of Fessenden? Lila loves Fessy. She has all kinds of dog friends, the biggest front yard, a great backyard, and a nice home. There is a band of dogs that get together at 6:30 every morning, and they all run and play. It’s a great home for Lila.
What is your favorite part about working here? It’s the people, and the boys are always at the top of the list. The adults are great, too. There is great energy from both the boys and the adults, and the work here
In February, Steve spoke to parents at “An Evening with the Head of School” in the Lin Recital Hall.
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At Fessenden, we are united—but not defined—by our dress code. Whether on campus or off, beyond the sea of blazers and ties exists a vibrant and diverse community. Get a behind-the-scenes glimpse of life at “Fessy” with these stories and photos.
A relaxed music session in the new ensemble and percussion rehearsal room in the William R. Elfers ’63 Center for the Arts
Kayaking on the Charles River near Boston
BOARDING PROGRAM OFFERS MORE THAN 800 TRIPS PER YEAR Over the course of the school year, the Residential Life program coordinates over 800 “trips,” or weekend activities for boarding students. Ranging from skiing, to museum excursions, to relaxed apartment evenings on campus, boarding students have the opportunity to enjoy Fessenden’s campus facilities as well as the Boston area at large. With new trips each and every weekend, boys choose their own activities and are able to customize their weekends.
Skiing in New Hampshire
Apartment evening with Memorial Hall Dorm Parent and Upper School English Teacher Lila Bhan
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BEYOND THE BLAZER
Working with Newton at Home
STUDENT DIVERSITY LEADERSHIP CONFERENCE Boys at BINA Farm
MIDDLE SCHOOL COMMUNITY SERVICE After the end of each sports season, Fessenden offers an afterschool program called “Mud Week,” during which Middle and Upper School boys participate in alternative activities. Students choose their activities each day, and they may opt to play sports or other games, join community service trips, or spend extra time in study hall. At the end of the season last fall, students had the opportunity to attend a different community service trip each day, organized by Middle School Service Learning Coordinator and Spanish Teacher Alyssa Hansen. Middle School boys traveled to BINA Farm, where they learned about their mission to use equine therapy to bring together individuals with and without disabilities, and did some manual labor to help the farm; they visited homes in the area to complete yard work and rake leaves with Newton at Home; and they went to multiple local food pantries where they assisted with organization, stocking, and preparation for upcoming distributions.
At the end of 2018, a group of students attended the National Association of Independent Schools’ Student Diversity Leadership Conference in Nashville, Tennessee. (From L-R: Fejiro Esievo ’19, Jack Ryan ’19, Emilio Justo ’19, William Ji ’19)
GRADE 8 PRESCHOOL FRIENDS An Upper School community service initiative, every Thursday morning a group of eighth graders walk down to the Fessenden Children’s Center on campus to read to toddlers in preschool. R E D & G R AY M AG A Z I N E 2 0 1 9
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BEYOND THE BLAZER
Every fall, the Fessenden community celebrates “Movember” to promote awareness of men’s health, both physical and mental. This past year, the month culminated with a day for boys to wear mustache-shaped bow ties with visual representations of their answers to two driving questions: What makes you you? What do you do that makes you healthy?
UPPER SCHOOL STUDENT PERFORMANCE Last fall the choral group Upper School Voices performed “America the Beautiful” at a Providence Bruins hockey game.
THIRD GRADE INTERVIEWS RICH EISEN Leading up to the Super Bowl, third graders video chatted with Rich Eisen, host of the NFL Network and The Rich Eisen Show, who was in Atlanta preparing for the big game at the time. Boys practiced their interviewing skills and asked him questions about growth mindset, teamwork, sportsmanship, and, of course, the Super Bowl. Students even got to see the Vince Lombardi Trophy!
RED SOX WORLD SERIES TROPHIES TRAVEL TO FESSENDEN In January, all four of the Boston Red Sox’s World Series trophies won since 2004 visited Fessenden. Each accompanied by a personal guard, the trophies were on campus for the entire morning. Every student had the chance to see the trophies up close, take a photo with them, and enjoy a highlight reel of the 2018 season while they were at it. Needless to say, everyone—both students and adults alike—had a blast!
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UNDEFEATED SEASON FOR VARSITY BASKETBALL
BEYOND THE BLAZER
The 2019 varsity basketball team completed a perfect season with a record of 17-0. Highlights of the season include victories over four junior varsity high school teams and one varsity high school squad that included 11th and 12th graders. Athletic Director and Varsity Basketball Coach Pete Sanderson remarked, “This may have been the most talented varsity team in my more than 30 years at the helm!”
FOURTH ANNUAL PRE-K MARATHON Pre-K students completed their fourth annual “marathon” run this past spring. As preparation for the event—for which the boys run 26 times around the center circle on the Kumin-Loring Field—boys learned about proper nutrition, physical training, and the power of teamwork.
GRADE 6 B#SHARPS AT SCANDINAVIAN LIVING CENTER The sixth grade B#Sharps sang for residents of the nearby Scandinavian Living Center before last winter break.
FESSENDEN AND NOBLES ORCHESTRA FESTIVAL Middle and Upper School orchestra students participated in a joint rehearsal and performance with the Noble and Greenough School’s Middle School strings group earlier this year. Professional violinist Sophie Wang coached the students for the morning, and the musicians from both schools performed together, led by Instrumental Music Teacher Matt Glenn, in the Lin Recital Hall. To watch a video of their performance, visit www.fessenden.org/ orchestrafestival. R E D & G R AY M AG A Z I N E 2 0 1 9
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BEYOND THE BLAZER
MIDDLE SCHOOL STUDENTS HOST POP-UP VISUAL ARTS SHOWS Last fall, the community enjoyed pop-up art shows from Middle School boys. Faculty, staff, and fellow students had the opportunity to view newly-created pieces and ask questions to the artists.
STUDENTS SELECTED TO PERFORM AT REGIONAL HONORS CONCERT BY MATT GLENN — INSTRUMENTAL MUSIC TEACHER
GRANDPARENTS’ AND GRANDFRIENDS’ DAY More than 500 guests visited the Fessenden campus to attend the 41st Annual Grandparents’ and Grandfriends’ Day! Here, Kindergarten boys perform a number from the Kindergarten and Grade 1 musical, “A Race to the Finish.”
Earlier this year, Andrew Ohn ’20 (violin), Jason Kim ’20 (bassoon), and Shawn Yang ’21 (violin) took the stage in the Massachusetts Music Educators Association’s Eastern District Junior Honors Festival. They were three of 450 students— out of almost 1,000 who auditioned—selected to perform in the honors orchestra. This success marks these students as some of the finest young musicians in the state! (From L-R: Matt Glenn, Shawn Yang ’21, Jason Kim ’20, Andrew Ohn ’20)
FOR MORE BEHIND-THESCENES INFORMATION ON LIFE AT FESSY, BE SURE TO VISIT FESSENDEN.ORG/NEWS OR FOLLOW US ON SOCIAL MEDIA! facebook.com/thefessendenschool @fessy @fessendenschool
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BY TIANDRA RAY — NuVuX FELLOW
NuVuX AT FESSENDEN
INSPIRING TOMORROW’S CHANGEMAKERS there are only 12—to develop the program within their school and train teachers who engage with students using this curriculum.
New Innovation Studio Class
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he Ciongoli Center for Innovation (CCI) has welcomed hundreds of visitors annually since its inception three years ago. Teachers, administrators, admissions officers, technologists, librarians, artists, and more have come to learn about this exciting new space at the forefront of a much larger movement in the field of education. Visitors’ initial reactions are mostly of awe at the striking physical space and intrigue about the “creative buzz.” After learning more, they realize that the creation of this vibrant, collaborative makerspace has more to do with pedagogy than it does with specific tools or applications. The School has worked closely with NuVu, an innovation school in Cambridge, Massachusetts, since the creation of the original innovation lab in 2013 and through the design
and launch of the CCI in 2016. NuVu was founded to train students to develop innovative approaches to realworld problems, which is an essential skill set for success beyond primary and secondary education. The NuVu pedagogy utilizes the principles of the architectural studio model and is centered around hands-on learningby-doing under the guidance of experts in their given fields. With multidisciplinary projects, the goal is to help students navigate the creative process through collaboration, iterative design, and critique. This past year marked the beginning of an even more meaningful relationship with NuVu through NuVuX, a relatively new initiative developed to bring design, creativity, and innovation to schools around the world. NuVuX works with each partner—of which
At Fessenden, NuVuX designs and implements studio programs as part of Innovation Studio, an Upper School elective course. This class is managed day-to-day by the CCI and Wheeler Library staff along with NuVuX Fellow Tiandra Ray. In addition, the program is overseen by the NuVuX team in Cambridge. The on-campus group includes Director of the Ciongoli Center for Innovation Curt Lewellyn, Innovation Coach Lauren Maiurano, Upper School Librarian Erika Hoddinott, Middle School Librarian Marie St. Germain, and Lower School Librarian Lulu Kiley, along with Tiandra, the on-site NuVu curriculum expert. This group mentors students to develop their projects through an iterative process over the course of a semester. Using the architectural design studio model, coaches guide students as they work to solve complex, comprehensive problems. Within each multidisciplin- ary studio, students explore problems rigorously by focusing on a single, semester-long project. Throughout their months-long work, they are required to document their progress through the use of a digital portfolio on the NuVuX platform. The curriculum incorporates skills such as robotics, three-dimensional printing, and laser cutting, while working broadly through the lens of a given theme. On a broader scale, studio learning also requires synthesizing,
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Ninth Grade Cohort Program Exploring the Food Industry and Biomimicry In the newly-established ninth grade cohort program, this past year boys were separated into groups, and each group was in the same English, Global Citizenship, and biology classes. This program was created to allow for more crossdisciplinary, project-based learning (PBL). Last fall, the students explored the topic of food and its impact on cultures and society in a PBL unit called “Food for Thought,” which focused on this subject through the lens of three different disciplines. In English, students researched and reflected on food from a cultural perspective; in Global Citizenship, they looked at the economic, political, and social aspects of food; and in biology, they took a nutritional and scientific approach to food.
This past spring, with the help of NuVuX, ninth graders participated in a three-week studio learning experience shaped around the idea of biomimicry and its potential impact on authentic problem solving. Biomimicry is an approach to innovation that seeks sustainable solutions to human challenges by emulating nature’s time-tested patterns and strategies. The prompt that framed this studio was, “How can observing the natural world help us find solutions to human problems?”
The ninth grade cohort model provided a schedule and structure that is a strong fit for the NuVuX model of studio learning, as it allows more time and longer periods for students to conduct extensive research and refine their project ideas. Students continued to build on their cognitive skills of identifying themes, asking questions, and making connections to real-world situations through collaboration, critical thinking, communication, and creativity.
incorporating, and navigating the delicate balance between technical skills, creative acumen, and human empathy in an effort to form a cohesive creative proposal and final project. This past fall in the “Activist Install ations” studio, one group explored the issue of redlining by designing a board game aimed at creating awareness about the inequity inherent in the systematic denial of services to residents in particular communities. Another pair of students worked to create an immersive “virtual experience” that helped shed
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light on the issue of access to education and the plight of many young Boston public school students due to a lack of resources. For the spring semester, in one studio students designed and prototyped “evolutionary body extensions” that respond to the effects of climate change and the impact that warming temperatures will have on humanity. In another studio, they created games that use play to invoke connection and empathy. The key to all of these projects? Moving from a base
of technical knowledge and skills cultivated in the CCI to a higher understanding of how to apply the iterative design process to real-world problems. Another crucial piece of this work is developing the ability to receive critiques from peers and teachers, and then interpreting and incorporating that feedback moving forward. Erika notes, “The CCI has become a hub of learning, exploration, empathy, and problem solving in an increasingly relevant way.” Speaking about how the CCI has continued to hone its mission
Changing the World With Innovation Skills Throughout this process, boys exercise research, imagination, critical thinking, and self-reflection skills while engaging collaboratively in the iterative design process and the art of storytelling. Not only are they learning about the qualities and traits necessary to make a change in the world, but they are managing peer relationships and failure in a safe and constructive environment.
and approach to teaching and learning, she adds, “The evolution of this space and the ways it has come to be used is really inspiring to me as an educator. Early on I watched boys pursue passion projects and experiment with new technologies, but with the addition of NuVuX—and with Tiandra’s guidance—we have been able to help the boys use their new skills to delve deep into relevant issues and create solutions to real problems.”
Using the Studio Model With Younger Students The studio approach is not isolated to Fessenden’s oldest students. The School’s innovation coaches and librarians, as a result of working with Tiandra, incorporate the NuVu studio model into their practice and instruction with boys in Middle School classes—through CCI Bootcamp (Grade 5) and Middle Makers (Grade 6). They also integrate principles of the NuVu pedagogy when working with Lower School classes in the CCI. For example, this past spring, the third grade classes embarked on a month-long studio guided by the theme of “Changemakers.” Third grade teachers Jillian Collito and Maggie Amorello collaborated with Tiandra and Lauren to develop a studio that took a creative look at historical,
cultural, and political changemakers through the lens of superheroes— likening their leadership, innovation, and compassion to real-life superpowers. For example: What if Harriet Tubman had had the ability to make both herself and others invisible? Working in pairs, the students designed and prototyped wearable devices that embodied these superpowers, such as an invisibility cloak that Harriet Tubman could deploy as she wrapped her arms around those she sought to free. Lauren shares, “The growth that comes from young boys collaborating and navigating a partnership is a large part of the work we do in this space. They must begin to understand how to respect one another’s views and ideas while merging their thoughts and feelings together.” The studio model is applicable to our youngest students for multiple reasons. Their natural sense of playfulness and imagination makes them ripe for this type of learning. In addition, the self-contained classroom, where the possibilities for multidisciplinary work are much more flexible, makes the Lower School an ideal setting for exposing boys to this method of engaging with material at a very young age.
Looking ahead, Fessenden will explore new and exciting avenues for boys to engage with current issues through the collaboration with NuVuX. Students will continue to develop the skills to analyze their own ideas for change and channel them into creative, innovative expressions of advocacy and empathy. Tiandra notes, “We are moving beyond the realm of just making cool things, which is key in the beginning to get students comfortable with the space, process, and tools.” She explains, “The most impactful part is when the boys gain the confidence to take this design process and make the connection between the world they want to see and their own capacity to effect change. It’s when they realize the power of their own creativity, and that no problem is unsolvable.” This article was written in collaboration with Upper School Librarian Erika Hoddinott, Director of the Ciongoli Center for Innova tion Curt Lewellyn, and Innovation Coach Lauren Maiurano.
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ALUMNI EVENTS 2018 – 2019 ALUMNI GATHER IN CITIES ACROSS THE COUNTRY Alumni and Fessenden faculty caught up at the annual April reception in New York City. From L-R: John Domesick ’82, recently retired History Teacher Steve Cincotta P ’98, Jim Bartlett ’82, and Jared Goss ’81.
Alumni in Los Angeles attended an LA Kings hockey game vs. the Dallas Stars at the Staples Center with Head of School Steve Armstrong and longtime faculty member Dan Kiley P ’97, ’07, ’07.
San Francisco-area alumni enjoyed a reception and dinner in celebration of Fessenden with Head of School Steve Armstrong, Director of Alumni Engagement and Development Myrhia Brewer, and longtime faculty members Dan Kiley P ’97, ’07, ’07 and Steve Cincotta P ’98.
FESSENDEN FORWARD: ALUMNI NETWORKING BREAKFAST In March, Fessenden hosted the Boston Alumni Networking Breakfast, “Navigating the Workforce in an Ever-Changing Landscape.” Moderated by Board of Trustees Member Susan Levine P ’16, ’18, ’18 (second from right), the panel discussion featured Sol Kumin ’90, P ’25, ’26 (left), Brack Baker ’97 (second from left), and Director of the Ciongoli Center for Innovation Curt Lewellyn (right).
ALUMNI CONNECT WITH CURRENT STUDENTS
This past spring, professional singer and songwriter Matt Nathanson ’88 came back to visit campus. He performed for Middle and Upper School boys and reflected on his time as a student during question and answer sessions. Matt also had the chance to be an audience member for a terrific student performance. 24
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Harvard Law School student Matt Weinstein ’08 spent time in class with Upper School students in November and explained important constitutional amendments and the history of American democracy.
Ben Driver ’05 spoke to the class of 2019 at the Ninth Grade Alumni Breakfast on the day before Commencement in June. He is pictured here with recently retired History Teacher Steve Cincotta P ’98.
Last October, Alumni Executive Committee President Greg Rubin ’96 visited campus. He presented to the Upper School at Morning Meeting about his trip to Iraq in the summer of 2017 with the Malala Foundation, and then he spoke in depth with Middle and Upper School history classes throughout the day.
ALUMNI GET TOGETHER ON AND OFF CAMPUS
Students and their alumni parents congregated for a photo in Hart House at the beginning of the school year.
Alumni who have celebrated their 50th reunion were invited to visit campus last fall for a luncheon with Head of School Steve Armstrong.
Red and Gray teams competed during the 27th Annual Alumni Hockey Game in January.
Ugochukwu Precious Achara ’16 (left), Jude Timmons ’19 (second from left), Jordan Grivekov ’19 (second from right), and Jacob Blackwin ’17 (right) caught up at Berkshire School last fall.
Young alumni returned to campus in November to visit friends and faculty at the Alumni Thanksgiving Lunch.
Director of Secondary School Counseling Tim Murphy spent time with alumni while he was in Korea earlier this year. From L-R: James Kim ’08, Kevin Seo ’09, Tim Murphy, Sean Shin ’09.
Members of the class of 1966 organized a mini-reunion. From L-R: Rick Cowen ’66, Ed Howland ’66, Bruce Shaw ’66, Gren Anderson ’66, George Parker ’66, Bruce MacNeil ’66, Steve Gifford ’66, Duncan Browne, III ’66.
Alumni at Brooks and Governor’s gathered at a fall football matchup between the two schools. From L-R: Peyton O’Leary ’18, Myles Foster ’17, John Donahue ’17, Shane O’Leary ’17, and John Fritz ’17.
REMEMBERING ALUMNI Left: Pictured with former longtime faculty member Elie Gentile P ’88 (left) and Tony Gentile P ’88 (right), Amir Jamal ’20 received the first annual Marcello Gabrielli Gentile Award. Given in memory of Marcello Gentile ’88, this award is presented to a member of the varsity hockey team who embodies strong character, integrity, leadership, and a love of hockey. Right: Members of the class of 2014 gathered with Lolly Anderson P ’08, ’14 at the memorial service for her son, Charles Vieth ’14.
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6TH ANNUAL YOUNG ALUMNI COOKOUT Young alumni caught up with Memorial Hall Dorm Parent and Upper School English Teacher Lila Bhan and Sanderson Hall Dorm Parent Robin Leonard. Front row (From L-R): Emmanuel Aweke ’18, Lila Bhan, Robin Leonard. Back row (From L-R): Ian Kaplan ’18, Graham Kaplan ’16, Duncan McCarthy ’18, Martin Ma ’18, Mike Hu ’13.
Michael Kwashie ’17, Blane Zhu ’17, Alan Du ’17, and Justin Simon ’17 enjoyed meeting up at the Young Alumni Cookout.
Members of the class of 2014 celebrated their Fifth Reunion. From L-R: Daniel Anderson ’14, Coleman Shea ’14, Jason Montima ’14, Dineh Toshiharu Pandian ’14, James Ammirato ’14.
Young alumni returned to campus for outdoor games and fun. From L-R: Tommy Reynolds ’19, Noah Kalvelage ’19, Jack Zioze ’19, Nate Krawshuk ’19, Peyton Rose ’19, Charlie Irwin ’19.
ALUMNI DINNER AND REUNION
Alumni reminisced at the annual Alumni Dinner and Reunion. From L-R: Luke Baybutt ’10, Matt Cunningham ’09, John Snow ’09, Kyle Dickey ’09.
David Pierce ’04 (left) and Stu Badrigian ’04 (right) celebrated their 15th Reunion.
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Friends and former hockey teammates Bill Curtis ’77 (left) and John Almy ’75 (right) connected on campus in June.
Will Schoch ’99 (left) celebrated his 20th Reunion. He is pictured with John Ganson ’51 (right), who represented the earliest graduation year in attendance at the Alumni Dinner.
Jennifer Baker (left) and Brack Baker ’97 (second from left) enjoyed catching up with Michael Greenwald ’99 (second from right) and Nolan Wein (right).
Bill Curtis ’77 received the Distinguished Alumni Award, presented by Head of School Steve Armstrong, at the Alumni Dinner and Reunion in June.
BY ABBY BUCCELLA — DIRECTOR OF INSTITUTIONAL ADVANCEMENT
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ot many can remember a significant moment in their education as early as third grade. But Richard Bargar, M.D. ’64 can. It was his first day at Fessenden, and he was sitting in Mrs. Goodhue’s third grade class. Rick and his classmates were asked to start a project, but rather than partnering with the other students, he recalls “sitting around and goofing off.” When it was time for recess, Mrs. Goodhue dismissed everyone. Then, Rick shares, “She turned to me and said, ‘But not you. You didn’t do the work. You’re going to sit down, while everybody else goes out, and complete the work.’”
This pivotal moment paved the way for a lifetime of success. It was then that Rick understood the true importance of an education, and “where it first occurred to me that you’re supposed to do the work.” He studied diligently throughout the year, and in June he was awarded the medal for most improved, an accolade he remembers fondly. Rick continued to succeed in his subsequent years at Fessenden; he excelled in math, played soccer, was a member of the model train club, and loved cottage pie in the Sanderson Dining Hall. It was in sixth grade math class with Mr. Goodhue, his third grade teacher’s husband, where his excitement for numbers flourished. Mr. Goodhue embraced and encouraged Rick’s enthusiasm, and he shares, “Those two teachers were the most important parts of my Fessenden experience.” Following Fessenden, Rick attended The Roxbury Latin School and then Harvard College. As a result of his interest in math and science, he was encouraged to pursue chemistry. Though this path was not his original intention, along the way he was exposed to the incredible work of future winners of the Nobel Prize in Chemistry. Rick remarks, “The people I came into contact with were brilliantly devoted to their work, and I always learned something from them.” Realizing that chemistry was not his passion, he applied his knowledge to a related field and, following in his father’s footsteps, earned his medical degree from Weill Cornell Medical College. A renowned orthopedic surgeon, Rick was in practice for over 40 years in Massachusetts until his retirement in 2013. While Rick has made a difference in the lives of many outside of Fessenden, his impact on today’s students, faculty, and staff is felt through his contributions to the School. Inspired by his time on campus, Rick has given to the Annual Fund
Richard Bargar, M.D. ’64 (right) with his brother, Robert Bargar, M.D. ’70 (left)
for more than 35 consecutive years. The Fund enriches the community by helping to support innovative classroom projects, provide financial aid to boys of all ages, and attract and retain outstanding faculty and staff—such as those who have an impact on current students like Mr. and Mrs. Goodhue did on Rick. As Rick reflects on his time at Fessenden, he appreciates the School’s deep influence on the path he chose and encourages students “to make the experience your own.” When asked what advice he would give to boys today, Rick recommends, “get off the conveyor belt, and think of your own idea and follow it.” He adds, “If you do, you’ll have the opportunity to do something which, at worst, could open resources to you that you never imagined existed. And, at best, you might change the world.”
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ALUMNI IN THE FOOD INDUSTRY
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fter leaving Fessenden for secondary school and college, graduates embark on a number of different career paths. With over 7,500 alumni in every corner of the globe, they can be found in board rooms, operating rooms, classrooms, and art studios—among many other places. However, one thing they all have in common is the importance of the lessons from Fessenden that they bring with them wherever they go. From oyster farming on the ocean, to developing software products for restaurants, to consulting for Michelin-starred eateries in New York City, the following Fessenden alumni are making an impact in the food industry. Learn more about them below.
FEISAL LAGOS ’98 CHEF/CONSULTANT New York, New York Tell us about your job. What does a typical day look like?
After years of toiling in the kitchen until the wee hours of the morning, working precisely and quickly to complete a battery of seemingly insurmountable tasks, my typical day now is much less intense. In focusing on the most important part of my career, the learning years, I’d say there was no typical day. Each day was difficult, unglamorous, and filled with failures; the reward was growth. Despite the challenges, one thing is certain: when the first guests walk in the door, and your chef (or your leader, mentor, or employer) announces, “first table!” it’s time to shine. Then, before you know it, dinner service is over, and it’s time to break it all down, wipe the slate clean, and coordinate tomorrow’s performance. In my current job as a consultant, I share the failures I was lucky enough to experience while working at Michelin-level restau rants for several years. The goal is to impart the best practices I have adopted and distribute the wealth of information and know-how I’ve absorbed from the best in the business. Today, I work with Michelin-starred chefs, collaborating on multiple dinner series in New York City, and with restaurateurs helping to build teams and systems for great new restaurants with the aim of pushing the boundaries of their respective cuisines and ensuring product consistency and brand success. What is your favorite aspect of your job? The most challenging aspect?
Teaching is both my favorite and the most challenging aspect of my job. 28
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Can you find any parallels between lessons that you learned at Fessenden and what you are doing today in your adult and professional life?
Honesty, compassion, and respect. And the School’s motto, “Labor Omnia Vincit,” which means, “work conquers all.” What I can say with certainty is that I am a Fessy boy. I make choices and decisions based upon the cumulative effect of my childhood, a big part of which was my time at Fessenden. The most important thing boys learn at Fessenden is excellence in character. The rest requires hard work and patience. Do you have any advice for Fessenden boys today?
Character is what you do when no one else is around— remember that and you’ll be fine.
THOMAS CECIL ’10 CO-FOUNDER AND CHIEF EXECUTIVE OFFICER OF ORCHARD SYSTEMS Raleigh, North Carolina Tell us about your job. What does a typical day look like?
It varies from negotiating deals with national banks to deep dives into product features. There’s really no “typical day.” I’m grateful that this path has afforded me many experiences that would otherwise be reserved for senior-level executives at prestigious companies. How did you get into the food industry?
My co-founder and I started an online ordering company while we were students at Dartmouth. That quickly grew to almost half a million dollars in revenue over the course of the ninemonth school year that we managed it. Ultimately, this led us into the restaurant point-of-sale software industry because we thought (and still think) that most of the solutions restaurants rely on aren’t equipped for what their modern customers demand. Fast forward a few years, and now Orchard—a venture-backed food service technology company—offers a portfolio of software products in addition to its own custombuilt operating system!
What is your favorite aspect of your job? The most challenging aspect?
The best part of this job is the responsibility. There are very few opportunities in life where you are completely on your own to figure something out and there are objective measurements determining your success and failure. Accordingly, I’ve been exposed to many business lessons at a young age. This independence is also the most challenging aspect because there are no training wheels. Failure is a very real possibility, and that drives both our company and myself to improve every day. What is your favorite Fessenden food memory? Favorite meal at Fessenden?
Jean-Guy Poirier’s bread, of course. Always great. That’s a meal all to itself! Do you have any advice for Fessenden boys today?
Remain curious and just enjoy the ride. I would give anything to be back at Fessy as a student!
WILL MACKAY ’99 OWNER/OPERATOR OF LITTLE NARRAGANSETT BAY OYSTER COMPANY Stonington, Connecticut Tell us about your job. What does a typical day look like?
One of the joys and challenges of operating a farm, whether it’s on land or in the ocean, is that there are no typical days. However, most of my time on the farm is spent tumbling and sorting oysters as they grow. How did you get into the food industry?
I ate an oyster for the first time 10 years ago, and I couldn’t believe how good it was. When I found out I could make a living farming oysters on the ocean every day, I was hooked. What is your favorite aspect of your job? The most challenging aspect?
My favorite part of my job is being outdoors on the ocean— seeing the sunrise over Little Narragansett Bay, jumping in the water to cool off in August, taking an extended lunch break to chase albies out at the breakwater. The most challenging aspect of my job is that it’s a farm, and each farm is unique. Nature is constantly changing, so there is a lot of trial and error.
From L-R: Brothers Will MacKay ’99, Morgan MacKay ’04, and Chris MacKay ’06 pictured with their father, Sandy MacKay ’59, at Morgan’s wedding in June 2018 What is your favorite Fessenden food memory? Favorite meal at Fessenden?
The chocolate chip cookies were always incredible, but I loved the Congo Bars—nothing like a brownie-shaped chocolate chip cookie with a glass of milk! Do you have any advice for Fessenden boys today?
I’m sure people have mentioned it to you before, but you are all extremely fortunate to be at Fessenden. Take advantage of this opportunity to pursue your interests. Engage your teachers and peers. Always challenge yourself. Read lots of books. R E D & G R AY M AG A Z I N E 2 0 1 9
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FROM THE ARCHIVES Fessenden Then & Now
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Students flying kites outside in 1980
Middle School boys basking in the sunshine during recess while flying kites this past year
A Lower School boy contemplating the next step for his clay creation this past spring
A student working on a clay model of a puppet head in 1946
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Boys enjoying the afternoon in their dorm in 1992
Upper School students spending time together in a Hart House dorm room earlier this year
Current Lower School boys playing checkers, as many do each morning before school starts
Two students engaged in a game of checkers in 1983
Boys conducting a science experiment in the early 1980s
Students working on projects in the Ciongoli Center for Innovation last May
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BY MYRHIA BREWER — DIRECTOR OF ALUMNI ENGAGEMENT AND DEVELOPMENT
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he unmistakable clink of wine glasses and echoes of laughter filter up through the floorboards and into the offices of Dry Creek Vineyard in Healdsburg, California. Dave Stare ’54 sits back in his chair and muses at the journey that led to this very seat as the founder of a popular California winery filled with guests even on a rainy Sunday in February.
Dave with his daughter, Kim Stare Wallace, breaking ground for Dry Creek Vineyard in 1972
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In the late 1940s, Dave and his family moved to Needham, Massachusetts, and Dave enrolled in Fessenden’s third grade. One of his most enduring memories from his seven years on the top of the slope, aside from the wooden desks in the Schoolroom, was joining the model railroad club. Dave remembers spending countless hours in the old train room, foreshadowing his first job many years later. While at Fessenden, Dave played the piano and competed in both soccer and baseball. He laughs, remembering one particular day on the baseball field, “someone hit a pop fly in my direction, and the coach said, ‘Heads up!’ And I looked up and got hit in the head with the ball.” Dave departed Fessenden after eighth grade, and he attended Phillips Academy Andover and then the Massachusetts Institute of Technology before receiving his MBA from Northwestern University and accepting a job with the Baltimore & Ohio (B&O) Railroad. The spark that would ignite his passion for wine came in 1967 when he quit his job at the railroad and moved to Germany, beginning a two-year journey living on the Rhine River, south of Cologne. It was during this European experience that Dave first became interested in wine, “just as a hobby.” By the time he returned to Wellesley in 1969, his one-time hobby had grown into a potential career opportunity. Dave enrolled in wine appreciation classes in the summer of 1970 before returning to Europe on a trip to the Burgundy and Bordeaux regions of France, where the entrepreneurial seed of wine cultivation began to mature. “Fortunately for me,” Dave shares, “after coming back from the trip, I saw an article in The Wall Street Journal talking about what a great future California had for becoming a world-class wine destination.” In the summer of 1971, Dave moved to California to pursue his newfound career.
Original winery construction in 1972
Dry Creek Vineyard today
Following a year at the University of California, Davis, which has one of the country’s preeminent programs in viticulture and enology, Dave decided to purchase land in Northern Sonoma and open Dry Creek Vineyard in 1972. He built the winery from scratch—starting with 1,300 cases in the first year and maturing with the guidance of some of the industry’s best mentors. Today, Dry Creek produces and distributes over 130,000 cases internationally each year. Dave’s approach to leadership blends well with his appreciation for the mentors who helped guide him. He explains, “To be a good leader you need to listen to your people.” Dave adds, “You can guide them and suggest trying to do this or that, but you hire good people and let them do their job.” That philosophy has been his blueprint for success, as the winery currently has 40 full-time employees. Now, Dave has transitioned day-to-day operations to his daughter, Kim Stare Wallace.
Coast frequently, whether to sail in Maine during the summer or to visit his sister and watch the New England Patriots win the Super Bowl together. As the laughter and cheers begin to fade from the tasting room below, Dave becomes thoughtful about the unique opportunity that Fessenden provides and has a message for the boys: “Study hard—you are at a good place to learn. Enjoy the time while you are in school because when you get out, the real world is not quite as much fun!” Looking around the rolling hills of Northern California and the views from Dry Creek Vineyard that Dave has created, it’s easy to agree with his sentiment of studying hard, but the real world looks pretty good as well.
Dave’s life while running a winery with international demand and distribution has certainly had its challenges, but none have been harder than this past year when the Sonoma firestorms destroyed his home. Thankfully, Dave was out of town at the time, and his wife and dog were able to evacuate before the fire overtook the property. All of his belongings were lost in the fire, but he has begun to rebuild and speaks more to the value of his experiences than his possessions. Dave continues to create new memories and experiences for himself in retirement by remaining active in his community. He plays the trombone in the New Horizons Band of Sonoma County, the banjo in a separate Dixieland combo, and the ukulele on the side for fun. Dave also travels back to the East Dave and his daughter, Kim
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BY MYRHIA BREWER — DIRECTOR OF ALUMNI ENGAGEMENT AND DEVELOPMENT
D
ineh’s plan worked. His time and dedication to modeling had paid off when a chance encounter on the street in London launched his international career. And it has been an exciting whirlwind ever since. Fashion and Fessenden Even at Fessenden, Dineh had a passion for fashion. He reflects, “I’ve always had a love for it, even before I knew that it was what I wanted to do.” Dineh often came to school wearing different colored blazers. Looking back now, he realizes that these blazers didn’t match well, but he enjoyed integrating his personal style into the dress code. A Fessenden student from Kindergarten through ninth grade, some of Dineh’s fondest memories include spending time with his mom, Lavette Coney, in her classroom with his friends. Lavette is the Co-Chair of the School’s English Language Learners Program during the academic year. He remembers, “Honestly, I loved having my mom at school because when I was growing up—and now, too—I loved her to the max, so it was great that I could visit her throughout the day.” Dineh also recalls memories from recess in Lower and Middle Schools. He and his classmates would often skip their snacks and run straight to the “slab,” a popular play area during recess, to play basketball. “Afterward, even though we would be so sweaty,” Dineh laughs, “we’d still have to put our blazers back on!”
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Developing a Passion for Modeling Following graduation from Fessenden, Dineh went on to attend the Noble and Greenough School. During his junior year, a classmate asked him to model some of the jackets she designed and created for her senior project. Dineh obliged and enjoyed the experience of bringing fashion to life, so his friend connected him with photographers in Boston. Ultimately, this led to a weekly, paid modeling job for Riccardi, a high-end boutique on the city’s famous Newbury Street, throughout the spring term of his senior year and more frequently over the summer. When working with this store, Dineh would model clothing for photo shoots to capture “looks,” comprised of unique outfits with shoes and accessories, for the store’s website. The group would then move on to lifestyle photo shoots, where they traveled to different locations in Boston to take photos of at least five outfits and scenes. Upon arrival to each place, they would “shoot the look, change, and repeat.” This experience, and Dineh’s desire to travel and develop relationships with a wide range of people, furthered his passion for modeling and working in the fashion industry.
“your posture has to be straight but casual,” “don’t bounce,” and “keep your head still so that it looks like you’re not walking,” he refined his technique. Shortly thereafter, Dineh booked his first runway shows in London, each of which had a unique element. One involved a zigzag runway in an abandoned church during London’s Fashion Week, and another involved unanticipated platform sandals, which Dineh had never worn before. This show, including both of Dineh’s walks, was featured online by Vogue, the magazine.
Lessons From Fessenden
In May 2018, Dineh finished his freshman year at Skidmore College. He took advantage of Skidmore’s unique program, the “First-Year Experience in London,” and spent the fall of 2017 studying abroad there with the hope of furthering his modeling career. On his third day in London, Dineh strolled Oxford Street, one of the busiest shopping streets in Europe and the United Kingdom, which is known to be a popular location for modeling scouts. Two scouts approached Dineh and asked if he would be interested in joining their agency. “At first I was nervous, and I wondered if maybe it was sketchy,” Dineh laughs. After giving him their business card, they told Dineh to do some research and let them know. Luckily, he already had contacts in the industry to confirm the agency’s credibility. Dineh contacted them, thereby beginning his modeling career. The agency taught Dineh how to walk the runway, something that was brand new to him. “My first day was basically just me walking back and forth for an hour,” Dineh recalls. After a few critiques:
Through these fashion shows, Dineh made friends in London and appreciates that both his family and Fessenden education prepared him to do this. “The experience of meeting new people from different backgrounds every year made me able to have a conversation with anyone,” he reflects. Dineh continues to work with photo graphers in Boston and New York while at Skidmore, and he recently participated in a shoot for Off-White, the fashion label, for next season’s release. He is double majoring in business and fashion, and he credits Fessenden for giving him the ability to balance both his studies and his budding modeling career. Dineh says, “The time management skills that I learned at Fessy have enabled me to feel comfortable pursuing college and modeling at the same time.” Most importantly, Fessenden—and, of course, his mom, Lavette—taught Dineh, “if you want to have good results, you have to put in the work for it.” It is clear he is building on the solid foundation he created at Fessenden. Dineh has already seen results from his passion and dedication, and there is no doubt that he will continue to do so as he walks the runway of life.
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FACULTY AND STAFF HONORED AT ANNUAL RECOGNITION DINNER
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ach year, Fessenden employees gather together to celebrate the School’s mission, the quality of the program, and the value of the relationships within the community. At the 14th Annual Faculty and Staff Recognition Dinner this past April, Head of School Steve Armstrong awarded 14 employees with faculty and staff prizes. In Steve’s opening remarks, he noted, “You will often hear me comment that this school is all about the students—all about the boys.” He added, “But, it is the faculty and staff who make this place work. You bring the Ciongoli Center for Innovation to life, greet the boys curbside every morning, and pick them up when they fall down at recess. You are the ones who make boarding weekends so interesting and exciting, who guide boys to find passion in the arts, and who help them with the quadratic equation and Spanish vocabulary.” Finally, Steve highlighted, “We have incredible facilities and a top-notch program, but all of you make this place tick. In celebrating a few of our colleagues this evening, we celebrate all of our collective efforts on behalf of all students at this school.”
Front Row (From: L-R): Megan Leahy, Sally Smart, Lila Bhan, Stacey Smalley, Lisa Gresser; Back Row (From: L-R): Curt Lewellyn, Katie Baum, Marcie Howard, Marjie Hendrick, Maura Chapman, Krishen Bhan, Victor Llacuna; Not Pictured: Ray Dunn, Mbakwe Okafor
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The M&M Award was presented to Second Grade Teacher Katie Baum to fund her participation in “Designing Learning Envi ronments in a Social World” at the Boston College Lynch School of Education, and to Fourth Grade Teacher Marjie Hendrick to fund her participation in the Embodied Positive Psychology Summit at the Kripalu Center for Yoga & Health. The Schlager Award was presented to Learning Resources Skills Teacher Lisa Gresser in order to support the pursuit of her Math Specialist Certificate from Cambridge College. The Rita Edelman Prize was presented to Second Grade Teacher Marcie Howard, who best cultivates the values of honesty, compassion, and respect in her students. The Marilyn Shaughnessy Staff Award was presented to Lower School Division Assistant Sally Smart and Buildings and Grounds Staff Member Ray Dunn, who carry out their jobs without fanfare while showing unflagging dedication to the School. The Gregory L. Palandjian Award was presented to Upper School Math Teacher Maura Chapman, who encourages and inspires students to achieve to the full extent of their capabilities through hard work and determination while adhering to a solid code of values. The Grandparents’ Award was presented to Assistant Director of Admissions and Coor dinator of Diversity Recruitment Mbakwe Okafor, who extends his responsibilities far beyond the walls of the classroom and selflessly assumes the role of surrogate parent, big brother, friend, advisor, and mentor.
The Wheeler Family Award was presented to Upper School Spanish Teacher Victor Llacuna, who in his daily interactions encourages and teaches boys to be good citizens as well as good students and shows by example the real impact of the Fessenden values of honesty, compassion, and respect. The Conway Family Award was presented to Language Department Chair, Upper School Spanish Teacher, and Hyde II Dorm Parent Megan Leahy, who best embodies the mission of The Fessenden School by helping boys develop their individual potential through multiple mentoring relationships. The H. Joachim von der Goltz Prize was presented to Director of the Ciongoli Center for Innovation Curt Lewellyn, who shows an exceptional level of teaching and best exemplifies the qualities of a Fessenden master teacher. The Jeffrey Stevenson Residential Life Award was given to Memorial Hall Dorm Parents Lila and Krishen Bhan, who fulfill the roles of dorm parents, advisors, mentors, leaders, and friends. Lila is also an English teacher in the Upper School. Their devotion to the School helps to create an environment where Fessenden boys feel at home. Steve also recognized Lisa Gresser, as well as Middle School Latin Teacher and Wellness Coordinator Stacey Smalley, for their service of 25 years each to Fessenden. They join the esteemed group of 26 other current employees who have served the School for more than 25 years.
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LOWER SCHOOL CLOSING CEREMONY
MIDDLE SCHOOL CLOSING CEREMONY
EIGHTH GRADE FAREWELL CEREMONY
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COMMENCEMENT Congratulations, ninth grade graduates!
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1939
1947
1951
1969
Stephen L. Washburn 6/21/18 Concord, MA
George Hagopian, Jr. 7/18/2018 Wrentham, MA
Lewis Roberts, Jr. 1/12/18 Stratham, NH
William C. Congleton 9/10/2018 Nicholasville, KY
1941
Charles B. Ohl, Sr. 1/10/2019 Glen, NH
1953
1988
Stephen W. Wolfe 8/15/2018 Boston, MA
Marcello G. Gentile 7/3/18 Sandwich, MA
1955
2014
Rev. Dr. Richard H. Parks, Jr. 7/27/2018 Sheffield Village, OH
Charles E.H.T. Vieth 1/5/2019 Miami, FL
Oren Pollock 11/2/2018 Chicago, IL 1943 Bradley P. Noyes 6/1/2018 Key Largo, FL
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1948 Rev. Dr. Alexander S. Daley 8/12/17 N. Andover, MA
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Bruce J. Gillies, Sr. 1/20/2019 Scarborough, ME
THE FESSENDEN ANNUAL FUND THANK YOU FOR BEING A PART OF OUR SUCCESS
We are incredibly grateful for the generosity and outpouring of support for the 2018–19 Annual Fund. We extend a heartfelt thank you to more than 1,000 donors who helped us raise over $2 million for the Annual Fund for the first time in the School’s history. Central to the Fessenden community, the Annual Fund touches every student and every grade by providing the academic resources needed to foster the work of all teachers, coaches, and mentors. Every gift makes a difference and helps create extraordinary experiences for our boys.
Thank you for your continued commitment and dedication to Fessenden. To learn more about the Annual Fund, contact Alexandra Ablon, Director of Annual and Capital Programs, at 617-630-2310 or visit www.fessenden.org/givenow.
250 Waltham Street West Newton, Massachusetts 02465 ADDRESS SERVICE REQUESTED
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