Westminster Bulletin
Forming Lasting Relationships
Multicultural Affairs and Diversity ALUMNI EDUCATORS
SPRING 2016
Students and faculty participate in a group discussion in Gund Reading Room during Diversity Day.
Westminster Bulletin
SPRING 2016
FEATURES
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Forming Lasting Relationships
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Fostering a Compassionate and Thoughtful Environment
Small Moments Can Bring the Greatest Rewards
WALKS Foundation to Celebrate 60th Anniversary
DEPARTMENTS
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Headmaster’s Message
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From the Archives
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Hill Headlines
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Martlets on the Move
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Athletics
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Class Notes
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Supporting Westminster
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Closing Thoughts
Cover photo, clockwise from top left, Chelsea Simpson ’17, Gary Simons ’17, Anissa Joseph ’17, Cléa Guerrand-Hermès ’19, Nathali Madrid ’17 and Director of Multicultural Affairs Lisa McGrath. 1
FROM THE HEADMASTER
Dear Members of the Westminster Community, Westminster School’s accreditation occurs on a 10-year cycle coordinated by the New England Association of Schools and Colleges (NEASC). The process begins with a yearlong self-study and concludes with a four-day visit by a committee of colleagues from peer schools. Since my first year on the faculty in the fall of 1983, I have experienced four of these accreditations at Westminster and led a number of accreditation Visiting Committees at other schools. Veteran colleague and English Department Chair Michael Cervas, assisted by faculty member Mark de Kanter ’91, led this accreditation process, which involves a comprehensive review of literally all aspects of a school’s operations. Michael and Mark deserve our shared appreciation for taking on this enormously time-consuming leadership role, as do the entire faculty, many trustees, parents, students and alumni, all of whom devoted countless hours in preparing our self-study and hosting the Visiting Committee. Upon completion, the entire faculty, as well as the Board of Trustees, endorsed our self-study. The self-study process includes responding to 14 different standards for accreditation ranging from mission, to program, to the experience of the students, to infrastructure, along with 10 other topics. To these required standards of accreditation, for this cycle we added an additional area of special focus — civic engagement. Simply put, we believe that extending into our community beyond Williams Hill, through programs such as Todd Eckerson’s Westminster Crossroads Learning Program, is a critical part of our school’s program. Candidly, this self-study process is the most valuable part of the accreditation process. The four-day visit by colleagues from peer schools always offers fresh, helpful insights, but the introspection and collaboration that accompany the self-study process are invaluable. No matter how well a school is doing, room for improvement always remains, especially when scrutinized by those who know the school best — faculty, students, parents, alumni and trustees. Significantly, the reflection that surrounds this process remains ongoing at Westminster School. In fact, in the years preceding it, we had undergone a detailed strategic planning process that involved all of our constituencies, the search process that resulted in my appointment, and in my first year as headmaster, renewal committees studied all aspects of school life. In this regard, while we welcome NEASC’s 10-year cycle of accreditation, we know that ongoing self-review and reflection offer our most promising pathway for advancement. Even so, affirmation is always welcome, especially when it is fundamental to mission and core values. Throughout the Visiting Committee’s report, which passed us on every standard, that affirmation was palpable, as revealed by two telling passages in
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which the committee described its journey from personal skepticism to authentic appreciation: As the Chair of the Visiting Committee noted to the Headmaster, she had been offered a job as a teacher at Westminster School in 1981 and had turned it down. She now wonders if she made a big mistake as the school seems to be a great place for someone who loves working with teenagers while wearing a variety of different hats. As the Visiting Committee drove onto the Westminster campus, we noticed the flags on the light posts with the school motto and core values [of] Grit and Grace. … At first we were skeptical … [but] [a]s we spent time on campus and got to know the people and the places, it became apparent that Grit and Grace do play a major role in the lives of the people who are part of the Westminster community.
Even more, though, I was struck by what at first may seem to be a relatively modest commendation offered by the Visiting Committee: “Westminster School is to be commended for:” Truly being a happy place strengthened by the values of Grit and Grace.
I doubt many other schools receive this sort of commendation, yet how gratifying it is, especially as offered by the peers who comprised our Visiting Committee, hailing from schools such as Brooks, Groton, St. Mark’s and St. Paul’s. Martlets Fly Together!
William V.N. Philip P’06, ’09 Headmaster
HILL HEADLINES
Students Win 2015 Congressional Student App Challenge Congresswoman Elizabeth Esty (CT-05) announced at a Westminster assembly Feb. 22 that Fourth Formers Albert Gao and Ryan Lee were the winners of the 2015 Congressional App Challenge. Esty was joined by faculty and students at the event, as well as Simsbury First Selectman Lisa Heavner. “Congress has hosted a national art competition for over 50 years, but there has never been a science competition for high school students,” said Esty. “That’s why my colleagues and I launched the ‘app’ competition — to encourage students interested in science, technology, engineering and math to develop their own programs and coding projects. We have seen tremendous interest and support for this event across central and northwest Connecticut the last two years, which shows how important it is to engage students with creative and innovative technology.” The winning app is called Galaxy, and the students developed it on their own. It is a game where the player has to control a spaceship to dodge rocks that spawn randomly and come from the top and the left. It has three modes: Endless, Timed and Hungry. The game progresses in difficulty while users track their progress on their device. “It was fairly difficult to develop since it was our first established project with the programming language Swift, a language solely for iOS and OS X app developments,” said Albert. “We spent a lot of time learning the language and how it was related to the graphics and understanding Object-Oriented Programming.” Albert and Ryan were unaware they had won the competition until Esty announced the winners during her visit. “Winning the competition was a
complete surprise to us,” said Albert. “In the future, Ryan and I may develop more projects together.” Their app will be on display in the U.S. Capitol. “Albert and I wanted to build a revolutionary game that was user-friendly and simple enough so that everyone can play with only a basic understanding,” said Ryan. “We hope to add useful features for the user such as new modes and characters and release the app on the App Store. I am very excited about winning the award and hope we can develop the app further.” Both students are members of the school’s Computer Science and Math clubs. “Westminster School is delighted about the recognition two of our students have received from Congresswoman Esty in winning the Congressional App Challenge for the 5th District,” Headmaster Bill Philip said. “Albert and Ryan’s initiative in using their computer science and coding knowledge to develop an awardwinning app in their first collaborative project is impressive and makes everyone at Westminster extremely proud.” The App Challenge is an annual contest designed to highlight the value of computer science and STEM (science, technology, engineering and math) education and encourage all students to engage in these fields. Submissions were judged by a panel of local STEM experts, including Peter Angelastro, division director for STEM at Naugatuck Valley Community College; Shawn Monteith, chief technology officer and vice president of engineering at iDevices LLC; Richard Portelance, founder of Career Path Mobile; Catherine Lesser, who recently
“Albert and Ryan’s initiative in using their computer science and coding knowledge to develop an award-winning app in their first collaborative project is impressive and makes
Top, Albert Gao ’18, left, and Ryan Lee ’18, right, display awards Congresswoman Elizabeth Esty, center, presented to them at an assembly in Armour Academic Center; above, Albert Gao describes the app he and Ryan developed called Galaxy.
retired from IBM after 36 years of service to the company; and Kelley Johnson, founder of Doors to Explore Inc. Esty is the co-chair of the New Dems’ 21st Century Jobs Skills Working Group and sits on the House Transportation and Infrastructure, and Science, Space and Technology committees. Her bipartisan STEM Education Act of 2015, cosponsored by Science, Space and Technology Committee Chairman Lamar Smith, was signed into law by President Obama in October 2015. The legislation strengthens STEM education efforts and expands the definition of STEM to include computer science.
everyone at Westminster extremely proud.” Spring 2016
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HILL HEADLINES
Diversity Day Focuses on Identity and Belonging Westminster students and faculty participated in a full day of activities related to identity and belonging Jan. 29 as part of Diversity Day. The day began with a one-act play about race and identity titled “Incognito,” which was performed by actor and director Michael Fosberg. The play chronicles Michael’s search at age 34 for his biological father, his discovery that his father is black, his reunion with his father and his father’s family, and his confrontation with his mother about the circumstances of his birth. Prior to this revelation, Michael had believed he was white, having been raised in a white working-class family by his biological mother and adoptive father. “I was not raised black, does that make me any less a black man?” he asks during the play. “Do I need a box to fit in? I am more than a label, a race. I am a kid with two dads and three heritages.” After the play concluded, he questioned
Actor and director Michael Fosberg presents a one-act play about race and identity.
the audience about their feelings during various parts of the performance, and he responded to their questions. Fosberg regularly presents “Incognito” for schools, colleges, corporations and military bases. “It is a story about identity and the search for who we are and all about diversity and inclusion work,” he explained. He published a memoir in 2011 titled “Incognito: An American Odyssey of
“Do I need a box to fit in? I am more than a label, a race. I am a kid with two dads and three heritages.”
Race and Self-Discovery.” Following the play, students and faculty participated in breakout groups where they discussed how first impressions are not always true and explored personal identifiers and different aspects of self-identity. Student facilitators led the Third Form and Fourth Form groups, pairs of faculty facilitators led the Fifth Form groups and Michael Fosberg met with the Sixth Form. During an afternoon session, students either attended an affinity group discussion or viewed two videos: one related to unconscious bias and the other
Above, students and faculty meet in a breakout group during Diversity Day.
Left, UConn Taiko, a Japanese-style drum group, gives a performance in Werner Centennial Center. 4
Westminster Bulletin
HILL HEADLINES
Westminster Delegation Brings Home Awards From Yale Model UN
UConn ThundeRaas, a nationally competitive Garba/Raas dance team, performs.
about how polarity eliminates individual experience. They then attended a meeting of their advisory group to discuss the day and issues related to identity and peer group influences. Diversity Day concluded with performances by UConn Taiko, a Japanese-style drum group, and UConn ThundeRaas, a nationally competitive Garba/Raas dance team. Director of Multicultural Affairs Lisa McGrath, who organized the day, thanked students and faculty for their participation and encouraged them to “push yourself to continue the conversations you have had today.”
Westminster’s Model UN squad headed to Yale Jan. 21-24 to participate in the 42nd Yale Model UN Conference. Joining more than 1,500 other students, the 32 Martlets participated in a wide range of committees that attempted to solve some of the world’s most pressing problems. This year’s group was the most energetic, prepared and experienced delegation that Westminster has sent to the conference. While the weekend had some unpredictable moments, highlighted by a blizzard that led to cancellation of some committee sessions, the conference proved to meet everyone’s expectations. Westminster’s Model UN president, Nicole Fox ’16, did an outstanding job organizing and preparing delegates leading up to the conference. Using the Westminster club Global Forum as a venue to hone debating skills over the past few months, students felt confident about their ability to engage their peers and defend their ideas. Their hard work paid off. Three Westminster delegates won awards: Cléa GuerrandHermès ’19 and Nicole earned honorable mention honors for their committee work. Cléa represented Cambodia in the UN High Commission on Refugees, and Nicole was in a specialized committee for the Iranian National Security Council. Maggie DeDomenico ’16 was named Outstanding Delegate for her work on the Advisory Legal Panel on the Case of Muammar Gaddafi, a specialized committee. All three girls were responsible for pushing through resolutions and took a leading role in their committees. With a number of young students involved in Model UN and Global Forum, the future for similar efforts looks bright. The delegates returned to Westminster energized about their experience and eager to continue to engage in discussions about the world in which they live.
Nicole Fox ’16, Maggie DeDomenico ’16 and Cléa Guerrand-Hermès ’19 Michael Fosberg leads a discussion with members of
display the awards they received at this year’s Yale Model UN conference.
the Sixth Form. Spring 2016
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HILL HEADLINES
“Baby With the Bathwater” Westminster Dramat presented the play “Baby With the Bathwater” Nov. 12-14 in the Werner Centennial Center. Audiences witnessed the drama unfold in this bitingly funny, skewed look at the trials and tribulations of parenting. The satiric, dark comedy by Christopher Durang centers on two new parents who are completely unprepared for parenthood and are too polite to check their newborn’s gender. They decide the child is a girl, which leads to all manner of future concerns when the child is actually a boy. The play was produced by special arrangement with Dramatist Play Service, Inc. of New York City.
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Westminster Bulletin
HILL HEADLINES
“Nice Work If You Can Get It” Abundant laughter filled Werner Centennial Center during Dramat’s production of “Nice Work If You Can Get It” Feb. 19-21, featuring music and lyrics by George and Ira Gershwin and based on the book by Joe DiPietro. It was inspired by material by Guy Bolton and P. G. Wodehouse. Set in the 1920s, the musical is the story of an oft-married playboy who meets a rough female bootlegger the weekend of his wedding to an obsessed modern dancer. Thinking the groom and bride-to-be will be out of town, the bootlegger and her gang hide cases of alcohol in the basement of the groom’s mansion. When the couple and the bride’s prohibitionist family show up at the mansion for the wedding, the bootlegger and her cohorts pose as servants, causing high jinks galore. “Nice Work If You Can Get It” was presented by arrangement with Tams Witmark Music Library, Inc. of New York City.
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HILL HEADLINES
Winter Performing Arts Concert Members of the Westminster community enjoyed performances by the Dance Ensemble, Concert Band, Jazz Ensemble, Jazz Quintet, Chamber Choir and Chorale during the Winter Performing Arts Concert held in Werner Centennial Center March 8.
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Westminster Bulletin
HILL HEADLINES
Latin Teacher Receives Prestigious Award Westminster Latin teacher Maureen Lamb has been named the recipient of the Classical Association of New England’s 2016 Matthew I. Wiencke Teaching Award. She was honored at the association’s banquet March 18 at Smith College, where she led a workshop earlier in the day on the use of technology in the Latin classroom. Maureen, who is in her seventh year at Westminster, is known for her Maureen Lamb dedication, enthusiasm and professionalism. She teaches Latin 1, Latin 2, Latin 3: Literature, AP Latin: Vergil and Caesar, and has taught a half-credit course in Greek and an independent study. During her tenure at Westminster, Maureen has significantly modified the Latin curriculum, making it possible for students to delve into literature at the beginning of their third year — one year ahead of where they had been previously. She has also rotated the literature studied in Latin 3 to allow students who are not quite ready for AP Latin to take another year of Latin without repeating the same literature. In the area of professional development, Maureen often gives presentations, prepares videos and writes about the use of technology in the Latin classroom. She has a very active Twitter handle, blog and YouTube channel where she posts ideas about various technology tools. Maureen has spent summers in Italy and Greece, attended numerous conferences and was awarded a Klingenstein Summer Institute Fellowship in 2010. She started a chapter of the Junior Classical League at
Westminster and takes students to the annual Classics Day at the College of the Holy Cross. Her students have won top prizes in the National Junior Classical League Creative Writing Contest, and they have entered the Classical Association of New England Creative Writing Contest. Recently, she has organized a meeting of area independent school Latin teachers and a language education camp in Connecticut. “Maureen’s command of the subject matter, in addition to her constant drive to not only better herself as a teacher but to also add to her knowledge of Latin studies, make her one of the best Latin teachers around,” said Sara Deveaux, head of Westminster’s Language Department. Maureen earned an A.B. in Classics with a double major in music at the College of the Holy Cross and an M.Ed. at The University of North Carolina Greensboro. Prior to her appointment at Westminster, she taught Latin for two years at Portsmouth Abbey School in Rhode Island. She is an active member of several Classics organizations including the Classical Association of New England, the American Classical League and the Vergilian Society. She also is a board member of the Classical Association of Connecticut and has led students on a study tour abroad. “I am honored and humbled to receive such a prestigious award named for an inspirational educator,” said Maureen. “I am so grateful for my supportive colleagues and my wonderful students who have challenged me to always better myself as a teacher. As I often tell my students, they are my inspiration.” In addition to loving Classics, Maureen is a professional musician, singing as a soprano with several choirs and playing clarinet in community bands.
Poet and Artist Melissa Croghan Exhibits Artworks Award-winning poet and artist Melissa Croghan exhibited some of her artworks in Baxter Gallery earlier this year. On display were landscapes, portraits, narrative art, refugee art and a group of oil paintings called the “Mother America Series.” The exhibit opened Jan. 15 following a reading she gave for the Friday Nights in Gund series. Melissa is a Connecticut writer and a multimedia artist of works on paper and canvases. As a writer, she is a poet, novelist and memoirist. She published the novel “The Tracking Heart” in 2012 and “Cliff Walk: Poems and Paintings of Mackinac and Beyond” in 2014. In 2015, she spent time in Jordan, teaching poetry and art to Syrian refugee children. Her line drawings became popular “coloring book” art for the refugees. Spring 2016
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T I T/L/E/ / /
AT H L E T I C S / / / / / Sports Information Director Peter Decoteau shares some highlights from the fall and winter seasons.
Fall Season
Emmett de Kanter ’19 Oumou Kanoute ’17
First Cross Country First Cross Country had strong showings at season-ending tournaments, setting a number of individual best times and earning league and regional honors. The boys’ team was led by recordbreaking performances from Emmett de Kanter ’19 and by the leadership of cocaptains Ben Shaver ’16 and Jordan Gabbidon ’17. At the Founders League Tournament, de Kanter became just the
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fourth Westminster harrier to break 17 minutes in the past 20 years, earning AllFounders League honors with his eighthplace finish. He also earned All-New England honors at the New England Championship, finishing just six seconds off the Westminster School record set by Aaron Rubin ’15 in 2014. The girls’ squad also saw a number of personal-best times at the end of the
season. Oumou Kanoute ’17 showed great improvement throughout the fall and finished with two of her best runs. She earned All-Founders League honors with a ninth-place finish in the Founders League Tournament, followed by a 17thplace finish at the New England Championship to earn All-New England recognition.
First Field Hockey First Field Hockey capped a 15-2-1 regular season with a second-place finish in the NEPSAC Class A Tournament. The team entered the tournament with a No. 4 seed and faced off against a fast and aggressive No. 5 Tabor Academy team in the opening round. Anchored by stout defending and outstanding play from Leah Klassen ’17 in goal, the girls eked out a 1-0 win. Next, Westminster was faced with the challenge of taking on No. 1-seeded Hotchkiss in a semifinal road game. The teams played two scoreless halves and two scoreless overtime periods to force the game into a penalty shootout. It took three rounds, but the Martlets eventually found themselves on top of the topseeded Bearcats after Kendall Brown ’17
hit the game-winner to secure a spot in the championship game. The Martlets faced off against Phillips Andover the following day in the NEPSAC Class A Championships. Andover scored first to take a 1-0 lead into halftime, but Klassen continued to play lights-out in goal to keep the Martlets in the game. Sixth Former Eliza Mell found the equalizer with 21 minutes remaining in the game, and the team prepared for another round of overtime. After two scoreless overtime periods, Westminster once again found itself in a penalty shootout — its second in as many days. Catherine Crawley ’16 made
two crucial shots to keep the Martlets in the game, but in the end, Andover found the winner and took the trophy. It was a great season and an incredible tournament run for First Field Hockey that fell just one goal short of a NEPSAC Championship. At the end of the season, Crawley and Sarah Migliori ’16 were selected to represent Westminster in the WNEPSFHA All-Star game.
Sarah Migliori ’16
First Field Hockey celebrates a NEPSAC Tournament victory over Tabor Academy in round one.
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/ / / / / AT H L E T I C S / / / / /
First Boys’ Football Led by co-captains Isaiah Green ’16 and Chaz Ruffin ’16, along with Sixth Formers Carl Doucette, Robert Ebrahimi, Ricardo Vasquez and Teddy Batchelder, Westminster's First Football team earned its second straight winning season (5-3). The season got off to a hot start, as Green broke the school record for rushing yards in a single game with 286 yards and three touchdowns in the opener against St. Mark’s. Green finished the season with 1,070 yards, the second highest number of yards by a Martlet player in a single year in the last 20 seasons. Green and Ruffin were both selected to the 2015 All-New England Prep Class B Football Team, and Ruffin was also co-winner of the 2015 New England Prep Class B Lineman of the Year Award.
Isaiah Green ’16
J.P. Schuhlen ’16 Jacqui Richard ’16
Individual Honors Individual honors for the season included the selection of J.P. Schuhlen ’16 of First Boys’ Soccer to the WNEPSSA All-Star game, and the selection of Jacqui Richard ’16 and Katie Simeon ’16 of First Girls’ Soccer to the WWNEPSSA All-Star game.
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Westminster Bulletin
Winter Season
First Boys’ Squash After finishing the regular season with a 12-11 record, First Boys’ Squash raised its game in the postseason to take first place in the Feb. 26-28 Class B New England Tournament. Westminster went 19-6 in the weekend tournament to earn 90 points out of a possible 112, while Choate finished in second place with 84 points and Kent took third place with 78 points. Playing in the No. 6 slot, Sam Worcester ’16 (2-2) secured a sixth-place finish, while Henry Amory ’18 (4-1) had a thrilling comeback victory in his final match to take fifth place at the No. 3 position. At No. 2, Wonjune Kang ’16 (1-2) battled through injury to finish in fourth place, and Declan Horrigan ’16 (2-1), playing on his 18th birthday, fought back in his last match to take third place at No. 6. Will Leathers ’17 (3-0), Bryan Yekelchik ’16 (4-0) and Aly Tolba ’18 (3-0) each took first-place honors in their respective positions at No. 5, No. 4 and No. 1. Leathers, not to be outdone by Amory and Horrigan, had a pair of great comeback wins to propel himself into the finals against a Choate opponent he had faced just one week prior. With a good game plan, Leathers took the first two games, turning a 1-7 deficit in game two into an 11-8
victory. He lost the third game 10-12 and was showing some fatigue, but managed to hold on to take an exciting 10-8 win for first place. Yekelchik was hot from start to finish, winning all of his matches during the weekend in three games. He handily defeated an opponent from Kingswood Oxford on Saturday morning and then bested the No. 2 seed from Kent on Saturday afternoon. On Sunday, Yekelchik faced a heavy hitter from Berkshire, but he was able to get the low, hard balls back to put his opponent in the rear corners. The games were close, with Yekelchik winning the final game 12-10 to emerge as the champion. After a bye on Friday night, Tolba swept his opponents from Loomis Chaffee and Phillips Andover on Saturday to earn a spot in the finals — a rematch against a tough competitor from Kent who defeated him 11-9 in the fifth and deciding match back in January. On Sunday, the outcome was more definitive. Although the first two games were close, Tolba played well the last three games. He lost the first game 11-13 after hitting seven tins, but fought back to win the second 13-11 and then settled down to win 11-5 and 11-5 to become the champion at the No. 1 position.
Members of First Boys’ Squash with their trophy: Bryan Yekelchik ’16, Aly Tolba ’18, Henry Amory ’18, Declan Horrigan ’16, Addison Cilmi ’16, Wonjune Kang ’16, Sam Worcester ’16, Director of Athletics Tim Joncas ’00 , Will Leathers ’17 and Coach Peter Doucette.
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/ / / / / AT H L E T I C S / / / / /
First Swimming and Diving The Girls’ Swimming squad swam well in both the Founders League and New England Championships, breaking two school records and setting a number of personal best times. At the Founders League Championships, the 200-medley relay team of Elizabeth Brewer ’17, cocaptain Charlotte Lennox ’16, Nornia Xu ’17 and Leta Giordano ’17 began the meet by breaking Westminster’s school record in the event. Giordano also won a third-place bronze medal in the 200-yard freestyle and a second-place silver medal in the 100yard butterfly. Giordano had an even better showing at the New England Championships the following weekend, winning first place in the 200-yard freestyle and breaking the Westminster School record in that event. Jack Norman ’16 made some of his best dives of the season in the championship meets, taking fourth place in the one-meter springboard at the Founders League Diving Championships, and winning second place overall in the New England Diving Championships.
Sarah Poling ’16
Leta Giordano ’17
First Girls’ Squash First Girls’ Squash had a strong showing in the New England Tournament, winning 15 of 24 matches to place seventh out of 16 teams. Caroline Percival ’19 was a tough out at No. 3, twice going to four games in losses and twice coming from behind to win in a ninth-place showing in her draw. After going 2-1 on Saturday, Abby Newman ’16 won a seesaw five-setter Sunday morning against a higher-seeded player, but fell in four in her final match to take sixth place at No. 7. At No. 1, Abby LeBlanc ’17 posted a 4-1 record on the weekend en route to a fifthplace finish. Sarah Poling ’16 also went 4-1 for fifth place at No. 5, with her only loss coming on a tough four-setter, (7), 5, 12, 9. Finally, the best individual finish went to Katie Deveaux ’16. Her consecutive five-set wins on Saturday — 8, 9, (7), (3), 7 against St George's and 9, 9, (8), (5), 9 against Westover (avenging a loss to the same opponent at the National Tournament) — put her in the semifinals. Two tough losses on Sunday left her with a fourth-place finish. The girls can be proud of the way they brought their season to a conclusion.
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Taggart Corriveau ’16
First Boys’ Hockey First Boys’ Hockey had a terrific season, boasting a 17-9-2 record, a Flood-Marr Championship trophy and a deep run in the Large School Martin/Earl Tournament that culminated in a second-place finish. In December, the boys capped a hard-fought FloodMarr Tournament run with a thrilling, last-second victory over an undefeated Kimball Union Academy team to take home the tournament championship trophy. In March, No. 2-seeded Westminster opened up the Large School Martin/Earl Tournament at home against No. 7-seeded St. Sebastian’s School. In front of a jam-packed Jackson Rink, the team fought back from a first-period deficit to win 4-2, with goals from Johnny McDermott ’16, J.P. Schuhlen ’16, Taggart Corriveau ’16 and Jack Flanagan ’17. In the quarterfinal game against No. 6 Belmont Hill, the Martlets capitalized on their momentum from the previous game to take an early 1-0 lead off a goal from Patrick Dawson ’18. Jay Powell ’17 scored two minutes into the second period to give the Martlets a 2-0 advantage, but Belmont clawed its way back into the game with a goal of its own midway through the second. Shortly after that, Schuhlen answered for Westminster to extend the lead back to two heading into the final frame. In the third, Belmont once again cut the deficit in half, but the Martlets sealed the win with another goal from Schuhlen. Martlet goaltender Stephen
Gasior ’16 made 35 crucial saves to hold the challengers at bay in the semifinal win. Westminster’s Martin/Earl Tournament Championship ambitions were dashed in the finals, as the team fell to a fast and physical team from Thayer Academy by a final score of 6-3. Nevertheless, the team had an impressive 2015-2016 campaign. For his outstanding play in the regular season, Taggart Corriveau ’16 was named to the All-New England Team by the NEPSIHA Coaches Association.
Additional Honors Congratulations to Oumou Kanoute ’17 and Emma Merlin ’16, named NEPSGBA Class B All-Stars for their excellent play on the First Girls’ Basketball team. Connor Lloyd ’16, J.P. Schuhlen ’16 and Taggart Corriveau ’16 celebrate a goal against St. Sebastian’s in the opening round of the Large School Martin/Earl Tournament. Emma Merlin ’16 Spring 2016
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Westminster Bulletin
Forming Lasting Relationships ONE OF THE CLOSEST RELATIONSHIPS A STUDENT CAN HAVE AT WESTMINSTER IS WITH HIS OR HER ADVISOR.
ALL STUDENTS ARE PAIRED WITH A FACULTY
ADVISOR WHO PROVIDES THEM SUPPORT AND GUIDANCE IN ALL ASPECTS OF LIFE AT SCHOOL.
AN ADVISOR IS THE “GO-TO” PERSON FOR STUDENTS, THEIR
PARENTS AND THEIR CLASSROOM TEACHERS.
New students are assigned an advisor while returning students get to select a faculty member with whom they have formed a special connection. Dean of Faculty Greg Marco P’08, ’11 manages the advising program and makes the assignments. Typically an advisor for new students might be someone affiliated with their dormitory — if they are boarding students — or a classroom teacher or someone with whom they share an interest, such as a coach. All returning students are given an opportunity during the spring term to request their advisor for the following year. Some students keep the same advisor throughout their Westminster career while others elect to change advisors. “It is rare that someone would request a new advisor and not get one of their choices,” said Greg. New students find out who their advisor is right before school starts after variables such as housing and classes are established. Advisors contact their advisees and their families to introduce themselves. Faculty members usually have students from various forms in their advisory group. “I don’t put advisory groups together as groups,” said Greg. “Students come to a faculty member’s advisory group through their own path. This year, I have five boys and five girls in my group, including both day and boarding students.” Advisors meet weekly for 15 minutes with their advisory group during a designated time block Monday mornings. It is a time to share individual and school news, and discuss topical issues. Sometimes there is a formal agenda such as when the groups meet as part of the school’s Digital Citizenship Program
Clockwise from top left, Kate Lovas ’18, history teachers Sara Mogck and Colleen Joncas, Chelsea Simpson ’17 and Erin Gorham ’16 at a joint advisory group meeting. Opposite page, Dean of Faculty Greg Marco hosts members of his advisory group at a dinner in his residence in Gund House. Clockwise from the top, Greg, Sam Worcester ’16, Fraser Allen ’17, Sam Monte ’17, Lily von Stade ’17 and Jason Chung ’17. Spring 2016
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“If the student wants input on choices that he or she is making and feels comfortable asking for it, that is what you are hoping to have in the relationship.”
to discuss issues related to the use of technology. Advisors also gather their advisees on an informal basis throughout the year for special activities. Individual meetings between advisors and each of their advisees are another important part of the program. The two establish times to talk regularly about concerns, classes and extracurricular activities. Referrals may even be made to other Westminster resources such as the Health Center or a dean. Ideally, each student feels comfortable going to his or her advisor for help on various aspects of school life. “If the student wants input on choices that he or she is making and feels comfortable asking for it, that is what you are hoping to have in the relationship,” said Greg. Advisors are also in regular contact with their advisees’ parents. Often there are exchanges of messages and phone calls as well as informal meetings at school events. More formally, advisors prepare comments about each of their advisees that are included three times a year with term grades. The comments might elaborate on course grades, achievements or thoughts on how a student could progress toward a certain goal. Another major role of the advisor is to assist students with their course planning for the following year. Advisors maintain regular contact with their advisees’ classroom teachers, college counselors and parents to address concerns and gather input during the course selection process. “Our daughters’ advisors have been an invaluable resource to us and have done a great job of monitoring the ‘pulse’ of what’s happening at any given time, whether it be in class, on the fields or in the dorm,” said Jeff Lynch ’85, P’15, ’17. “As an alumnus, I know that much of the learning at Westminster takes place outside of the classroom, and as a parent, I know firsthand that it can be a challenge at times to get complete information from a 16-year-old. As a result, advisors are the key resource to address any concerns or issues that arise in any area of school life. The core of the advisor program, and what
Economics teacher Peter Briggs ’71, P’01, ’05, ’07 and his advisees Wick Carter ’19, Eli Cohen ’19, Ian Broadbent ’18 and Drew Brownback ’19 at a birthday celebration at Peter’s home. 18
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makes it such an incredible resource to parents and students alike, is the dedication of Westminster’s faculty and staff.” The advising program at Westminster goes back decades. In fact, economics teacher and former Dean of Students Peter Briggs ’71, P’01, ’05, ’07 was the advisor for science teacher and Director of Academic Technology Mark de Kanter ’91, P’19 when Mark was a student. “As far as advisees go, Mark was sort of your dream advisee,” said Peter. “He was very bright, extremely capable and pretty much a self-starter. He was also a fairly good communicator. We got along very well.” Both recall trips Peter organized for his advisees to his parents’ home in Old Lyme along the Connecticut River. “We would have a cookout, go canoeing and hiking and just enjoy the day together away from school,” said Peter. “Peter was always very attentive when we met,” said Mark. “He took notes and was all-in in terms of being engaged with his advisees. I felt like I really did have an advocate and a person who was watching out for me. He was very helpful with course selection and day-to-day issues. When there were hard moments, he was a good voice.” The two kept in touch over the years before Mark was appointed to the Westminster faculty in 1997. “I followed his progress since I knew he would do very good things,” said Peter. Today, Peter and Mark both have advisee groups. Peter says the advising program has become more formalized over the years. “Communication years ago was not what it is today,” he said. “Every advisor has a different style and approach with his or her advisees. I would say I am an active but not a ‘helicopter’ advisor. I like the opportunity to look at my advisees’ academic, extracurricular, athletic and social pieces at a personal level. As a parent of three Westminster students, I was able to see the role of advisor from a parent’s perspective. All of my children’s advisors were good matches, and I am grateful to them.”
Science teacher and Director of Academic Technology Mark de Kanter ’91, P’19 meets with his advisory group in Baxter Gallery. Clockwise from center top, Mark, Jeffrey Guiliano ’17, Tim Harris ’17, Ben Shaver ’16, Jack Horrigan ’16, Katherine Eckerson ’17, Jordan Gabbidon ’17, Ally Marenco ’18 and Andrew Doucette ’18. Snacks are often a part of advisory group meetings.
While Peter no longer has the home on the Connecticut River to visit with his advisees, he often invites them to his faculty home for a meal or snacks. He also enjoys watching them participate in extracurricular activities. “I go to support them whenever I can,” he said. Mark agrees that the current advising program at Westminster has a greater emphasis than when he was a student. “I think the baseline is much higher in terms of the engagement of the advisors in the life of students,” he said. “In a lot of ways, they can be the most meaningful relationships you have with students as a faculty member, especially if it is for multiple years and you see the students grow. Much like parents, an advisor is giving students an outside view of where they are and little prompts about what they might do. We can all use that. And
from the perspective of students, it is someone who knows the school and knows them, and can really help them make the connections that will be beneficial.” Mark takes advantage of his weekly advisory group meetings to urge students to get more engaged with the school community. “I want them to have that in the forefront of their mind,” he said. “There are constant opportunities not only to look at, but to grab. And when my advisees are involved, I like to highlight it to the group. It is a nice reminder of the good things people are doing.” “It creates another small community within the larger school community with opportunities to connect and socialize in ways that I otherwise wouldn’t have,” said Jack Horrigan ’16, who has been in Mark’s advisory group for three years. “It is
Spanish teacher Sandy Palala-Carlisle P’19 meets with her advisory group: Maeve DeFronzo ’16, Mariah Davis ’16, Brinley Cuddeback ’17, Sandy and Emma Merlin ’16.
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also a good opportunity to have multiple sources and opinions when discussing topics like the school’s cellphone policy.” Jack likes having an advisor with whom he can speak, ask questions and help set goals. “Mr. de Kanter is very straightforward and down to earth, so I feel like I can be real with him,” said Jack. “He is also very funny and seems to genuinely care about my well-being inside and outside of Westminster.” Associate Head of School Nancy Spencer P’13, ’15 has been an advisor at every school where she has served on the faculty. “My first advisor experience was at Albuquerque Academy, and I am still in touch with those girls who are Jack Horrigan ’16, right, meets with his advisor, Mark de Kanter. now in their 40s,” she said. “I joke about being an advisor for life.” In addition to her administrative and teaching responsibilities at Westminster, Nancy unfold organically because I know I have plenty of time to spend has nine advisees. “The advising program is important because with them over the course of four years. As they get older, they it provides students someone with whom to have a deep usually welcome the opportunity to spend more time with you.” relationship,” she said. “It personalizes the school. I really Nancy often solicits her older advisees to help mentor believe that most of our students crave adult contact, even younger ones. “Last fall, when one of my new Third Form though they may not show it. At the end of the day, my role as advisees was having a hard time at the beginning of the year, some an advisor is to help my advisees navigate the difficult years that of my Sixth Form advisees really took her under their wings.” are adolescence.” She says a large part of being an advisor is facilitating Nancy says the dynamic with new advisees can be different communication between the student and his or her parents. from that with longer-term advisees. “I have learned that in the “I am the student’s advocate, but the relationship is with the beginning of the Third Form year, students are much more parents as well,” she emphasized. “I try to be in contact with interested in getting to know other students than spending time parents periodically to see how they think their child is doing with their advisor, so I don’t push it,” she said. “I let the relationship and to see if they have any concerns.”
French teacher Gloria Connell P’99, ’00 meets with her advisory group in her classroom: Gloria, Sydney Autorino ’17, Sarah Melanson ’16, Maddie Dwyer ’18, Kait McCausland ’16, Byran Rome ’19 and McKenna Burelle ’17. 20
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“All three of my daughters have had the most wonderful “In a lot of ways, they can be the advisors,” said Boo Huth P’12, ’15, ’16. “They are part mother, most meaningful relationships you part therapist, part cheerleader, but a huge resource for me as a parent. They help run interference by checking in with teachers, have with students as a faculty coaches and dorm parents. They have such a vested interest in your child and know their well-being and success at school.” member, especially if it is for multiple “Ms. Spencer is like having another parent away from home years and you see the students grow.” and has gone above and beyond for me many times,” said Jacqui Richard ’16, one of Nancy’s advisees. “Early last summer, I really needed to visit a college and neither of my parents were able to take me at the time, so instead, Ms. Spencer offered to take me. She and I went on a two-day road trip to visit the university. The trip was awesome, and I had a great time. It was a very important aspect of my college process that I still owe her a big thank you for.” Jacqui also values the support Nancy provides her at school. “Ms. Spencer has helped me tremendously to make sure that I am both pushing myself academically and not taking on more than I can handle,” said Jacqui. “She has helped me find that middle ground that has allowed me to really get the most out of my experience at Westminster. On top of that, she is also there as a support system when I am mentally having a tough time with my schoolwork and problems.” Nancy sees the benefits going both ways. “I am a better educator for having had these interactions with students and parents,” she said. Associate Head of School Nancy Spencer P’13, ’15 meets with some of her advisees Director of Theater A-men Rasheed has in Edge House: Nancy, Lucy Noel ’18, Elizabeth Casey ’18, Caroline Kelter ’19 and often been paired with advisees related to shared Nina Montross ’16. interests. “I may have had them in the theater or a class,” he said. “It is nice to be asked to be an advisor. In my opening talk with them, I tell them they can utilize me for as much as they need. They know they have 24-hour access to me. It is just being in touch, and I will do whatever I can for them.” He emphasizes to all of his advisees that their advisory group is like a family. “We are very open with each other,” he said. “There are a lot of similarities and a lot of differences, but when we are together, it is fantastic.” When another teacher contacts A-men about one of his advisees, he gets in touch with the advisee quickly. “I tell the student to make sure he or she is taking care of the issue, and in our follow-up meetings, we talk about action plans related to the situation. I always end my meetings with well-being. I ask my advisees how they are doing because it is Jacqui Richard ’16 and Nancy Spencer on a college visit
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important. They are very busy, and often they won’t have time to take stock of that at school.” A-men says he personally benefited from relationships he had with two high school teachers who were his advisors. “They called me out on my nonsense and kept me honest,” he said. “I think the most important part about my relationship with them was they allowed me to be me, with all of my flaws. They then helped me find the right path, so I was doing right and still being true to who I am. That is, ultimately, what I try to do with my advisees.” “Mr. Rasheed is another person to talk to who cares,” said Ellen Gyasi ’16, who serves as junior prefect and has had A-men for her advisor since her Fourth Form year. “He is very insightful and genuinely invested in me. He has helped me through so much these past few years and always seems to find a way to make me feel better about a situation or at least figure out a game plan. He has been a key part of my involvement in student council.” Ricardo Vazquez ’16 joined A-men’s advisory group this year, but the two have had a close relationship since Ricardo became a student at Westminster four years ago. “Mr. Rasheed has always kept an eye on me and offered his help whenever I needed it,” said Ricardo. “I appreciate the helpful advice he gives to all of his advisees on any school, social or family situations. The advisor plays a crucial role in a student’s academic experience. His or her opinion on how to approach managing a new class or a new schedule is key because they are telling you how one can succeed at Westminster.” Faculty member Amy Stevens P’07, ’09, ’12, who serves as a librarian in the Cole Library and as the chapel coordinator, has had numerous advisees from families she has gotten to know over the years. “Once I left teaching English and moved to the library position, I wondered who would want to have a librarian for an advisor, but I seem to always get an amazing group of advisees,” she said. “I love having a group of students who I know are my responsibility. I like it when I see their names brought up for accomplishments, whether that is singing or a dance program or on the sports field.” She sees a major part of advising as helping advisees make choices. “They know they have one person with whom they can bounce off ideas,” she said. “A lot of times you have seen a situation before and can suggest different ways to look at it.”
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Director of Theater A-men Rasheed meets with his advisees: top, with Ellen Gyasi ’16; above, with Ricardo Vazquez ’16; and below in a group meeting with Dallis Alvarez ’18, Cynnie White ’17, Chris Hark ’17, Jeremy Cutler ’17, Ellen Gyasi ’16, Sarah Alibrahimi ’16, Ricardo Vazquez ’16, Jeremy Mason ’16, Emma Alfeld ’16 and Gary Simons ’17.
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“I go to her with just about any good or bad news, and she gives me great advice whenever I’m having trouble or need a boost to make it through those extra-long days. She even comes to visit my dorm some nights to check in or just say hello.”
“Mrs. Stevens is my rock,” said Annie Ogden ’17, who has had Amy as an advisor for two years. “I go to her with just about any good or bad news, and she gives me great advice whenever I’m having trouble or need a boost to make it through those extra-long days. She even comes to visit my dorm some nights to check in or just say hello.” Amy finds her weekly advisory group meetings a good way to start the week. “We see what the week looks like for everyone and schedule one-onone time,” she explained. “Often it is a time when I will ask a Sixth Former to share advice with a new student.” “Having an advisory group that meets on Mondays is really beneficial for me because it is a time when I know my advisor and I will both be Top, librarian Amy Stevens P’07, ’09, ’12 and some of her advisees decorate available to discuss anything,” added Annie. “I cookies at Amy’s home: Mary Kille ’18, Elisabeth Morin ’18, Ally Lynch ’17, also like getting to know all of the other students Amy and Annie Ogden ’17; below, Amy meets with her advisee Annie Ogden ’17 in my advisory and having a quick break in the in the Cole Library. middle of the school day, even it’s just for 15 minutes. And of course, I cannot leave out Mrs. Stevens’ excellent baking skills. Her cookies never “Westminster advisors have played a critical role in our fail to brighten any rough day!” daughters’ success at Westminster,” added Jeff Lynch. “While Amy exchanges cellphone numbers with the parents of her the advisors have played an integral part in helping navigate and advisees right from the start. “Parents know they can call or text connect all aspects of the boarding school experience, I think the me at any point and do a check-in,” she said. “And if something most significant — and lasting — contribution has come in the has come up with a student, I will call and check in with the form of helping foster and develop skills such as thoughtful parent to see if we are hearing the same thing.” problem-solving and decision-making, independence and selfOftentimes, advisees and advisors stay in touch for years advocacy. I am certain that the relationships our daughters have after the students have graduated. “Certainly these are with their advisors will extend far beyond their years at relationships that we value,” said Amy. “It is wonderful hearing Westminster.” from an advisee out of the blue who I haven’t heard from in a while, saying, ‘I am still alive, I survived college, I got married.’”
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Small Moments Can Bring the Greatest Rewards Many Westminster alumni have chosen careers in education. Some entered the field right after college while others spent time in other endeavors before making a career change. The following alumni discuss their work as educators in a variety of settings: public schools, independent schools and higher education. What they share is a passion for a profession that brings them continual rewards from their students.
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Sally Richards Lehr ’86 World geography teacher Sharon Middle School Sharon, Mass. Sally Lehr teaches seventh grade world geography at Sharon Middle School in Sharon, Mass. She teaches heterogeneous classes and develops new curricular case studies. She found that she loved middle schoolers Sally Richards Lehr ’86 teaching at Sharon Middle School. during her student teaching and has been teaching them for the past two decades. After graduating from Westminster, Sally earned a testing, so it provides me with some freedom to explore topics more B.A. in American studies and political science from Colby College, an in-depth. In the past several years, I have been revamping and M.A. in political science from Northeastern University, and a Master of creating environmental case studies on topics such as deforestation, Arts in Teaching from Boston University in social science education. desertification, pollution and global warming. Students often have plenty to say about these topics. In addition, I have been creating “articles of What are your responsibilities at your school? the week,” a concept I learned about a few years ago after reading a I have taught a variety of social sciences classes including political book by Kelly Gallagher. science, economics, history and even a little sociology. Since 2005, I have been teaching world geography and cultures, and serve as a team leader. I helped bring an advisory program back to our school and have been involved in revamping our curriculum several times. I sat on our prereferral committee for five years and have mentored both student teachers and new teachers.
What motivated you to become a teacher? I turned to teaching after working for a brief stint as a new employee trainer. It sparked my interest in teaching, although I always thought I would be a teacher or a lawyer. Many of my teachers — the good, the all-inspiring, the challenging and even the bad — have inspired me. Specifically, several Westminster, Colby and graduate school teachers and professors helped me find my way. At Westminster, Mr. Rodney showed me that teachers care outside the classroom when he challenged me to break the 100-meter record in track my freshman year. He recorded my name on a dollar bill and kept it in his wallet until I did. He would take it out and show me it periodically and, eventually, I earned the right to keep it. Mr. Hovey would beckon me into his office when he’d see me pass by just to check in. Mr. Eckerson pushed me to think critically and for myself. What is your style of teaching? I believe in teaching the whole child. Middle school children are incredibly diverse, and they change daily. Students today come to class with a host of challenges, both learning and emotional, and I try to meet each child and grab their attention through hands-on learning projects, technology and current events. Do you have an area of special interest? I am fortunate that my subject changes and evolves, so I am never bored with the curriculum. I can show students how and why people settle where they have in the past but also relate it to current issues in the news. My subject is not attached to any state-mandated standardized
Have you changed as an educator over the years? Before I had my own children, I didn’t have the same perspective about what it is like for a child and his or her family outside of school. I think it has provided me with a greater understanding and empathy. Technology has caused me to evolve and find that balance between face-to-face student interaction and the use of technological software and devices that are available to me. What are the rewards of your work? Like any educator, the greatest reward is that moment in your classroom when a struggling student “gets it” (the infamous light bulb goes on) or an unhappy child begins to laugh, or a reserved child frantically waves his or her hand to participate. These may seem like small moments, but they are a wonderful perk of the profession. Sometimes I receive a letter from a student with a thank you, and once I heard from a past student who said I inspired her to go into teaching. I taught her my first year and would not have thought I had the ability that year to inspire anyone. It was a wonderful moment. What are some of the biggest challenges? Like many public school teachers, our challenges are dealing with class sizes that are sometimes too large and an incredibly diverse group of learners, including increasingly complex 504 and Individualized Education Program (IEP) plans. Sadly, though, in recent years, it is the children who come with mental health issues that are the biggest challenges. However, I love being in my classroom with my students. Kids are kids. I see them as a good challenge, one that I want to spend my time figuring out. Overall, I wish I had more time just to be with students and teach rather than tackle the increasing number of administrative demands placed on us. Those administrative challenges are what turn some good educators away from the profession.
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Chris Burr ’69 English teacher and coach Noble and Greenough School Dedham, Mass. Although Chris Burr is in his 11th year on the faculty at Noble and Greenough School in Dedham, Mass., he says it feels like he has only been there a couple of years. He teaches English, coaches squash and tennis, and enjoys spending time with his 10 advisees, as well as other students and his faculty colleagues. Following Westminster, he earned a bachelor’s degree in political science at Middlebury College. He later attended Harvard Divinity School, where he earned a Master of Theological Studies.
Was there anyone who inspired your interest in teaching? My father was born on a farm and graduated from Yale in 1940. He was captain of the hockey team and quarterback on the football team. Some of his classmates were Henry Ford and McGeorge Bundy, secretary of state. My dad had no interest in business or other hallowed careers. Deep down, he never left the farm, and all he wanted was a simple life of meaning. Like many fathers from the Greatest Generation, he was a distant figure in my life, but I revered his accomplishments and his humility. I was his youngest, and we never spent much time together. I just watched him, breathed him in and loved trying to live up to all the best attributes I saw in him. The only trip we took together was to his 25th reunion to Yale. I was 15, and it was the only reunion he ever attended. When it was over, we got in the car to return home, and he turned to me and said, “I just want you to know that I didn’t meet a single person who loved their life as much as I love my life.” The imprint of those words never left me.
While my father was my biggest inspiration, the joy I saw in Dave Hovey, the self-effacing, kindness I appreciated in Squibby, the gentle leadership of Pete Keyes, the dedication of Rankine Hinman and Don Werner’s stunning array of talents were also inspirations. I am ever grateful for the gifts I received from all of them.
Have you held other teaching positions during your career? After graduating from Middlebury College, I taught and coached at Westminster, and Noble and Greenough for a total of six years. At Westminster, I taught Third Form and Fourth Form English, and coached football, hockey and tennis. I also helped run a dorm (Milliken) and worked in Admissions. Given all my responsibilities, I remember sprinting across the senior lawn in order to make sure I was never late for an interview. On occasion, Don Werner was kind enough to take me with him to gatherings for prospective parents. I couldn’t figure out why he did this, but it was an encouraging gesture that kindled a new confidence in me. While at Nobles for three years in the late ’70s, I taught English in grades eight, nine, 11 and 12, and coached football, hockey and tennis. I then ventured into the world of business, working at a real estate company in Boston for 10 years and then starting my own real estate company, Burr Associates, that I ran for 11 years. What led you to your graduate work at Harvard Divinity School and have those studies affected you as a teacher in any special way? My curiosity about faith began in my first year as a teacher at Westminster. I began an early morning discipline that included biblical study, exegesis and prayer. I’ve spent most of my adult life pursuing achievement in sports and business but found those quests provided only momentary happiness. While running my real estate business, I decided to apply to Harvard Divinity School, never imagining that I’d get in, but when I was accepted there was no way I was going to miss that opportunity. I try to live out my faith every day, and I fail every day, but my faith continues to encourage a way of life that took me decades to believe and embrace. Do you have a favorite English course you like to teach? At Nobles, I’ve taught 11th grade and ninth grade, but a few years ago, I decided ninth grade was perfect for me. The kids are still kids and not quite so wound
Chris Burr ’69 with students in one of his classes at Noble and Greenough School.
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up about grades and college transcripts. Most importantly, ninth grade can be a difficult year of transition for kids, and teaching ninth graders gives me the opportunity to help them through the challenges they face. When they walk into class, I always greet them by name, look into their eyes and try my best to see how they’re doing. While I’m fully prepared, everything I do in class depends on what I see in my students in that moment. To teach is to notice.
Do you have an overarching goal as a teacher? I want my students to learn, to laugh and to know that they’re loved. Do you have a favorite area of focus? School life provides an abundance of experiences that I’m grateful for every day. My favorite “area of focus” is my time with the kids, whether it’s giving them extra help, understanding their struggles, watching them compete and perform, or witnessing them blossom in ways we may have never imagined. Witnessing their growth at this formative time in their lives kind of takes my breath away. Have you changed much as an educator over the years? My mantra in schoolwork and business remains the same. How can I, or we, do this differently and better? I never stop trying to answer this question, and I hope it continues to improve everything that I do. What are the greatest rewards of your work? My time with the kids is my greatest reward. I’ve come to a point in my life when I know that spending 30 minutes with a student is more valuable to me than receiving a big check from a yearlong real estate negotiation.
Whitney FitzPatrick ’09 Special education math teacher Denver School of Science and Technology Cole High School Denver, Colo. After teaching two years in the Bronx with Teach for America, Whitney FitzPatrick sought new opportunities closer to the mountains where she likes to hike and ski. She took a position last August with Denver School of Science and Technology (DSST) Public Schools in Denver, Colo., as a special education teacher in an inner-city public charter school with a STEM focus. She teaches high school math and helps teachers serve all students equitably. She also has an advisory of ninth grade boys that will stay together all four years. Whitney graduated from Dartmouth in 2013 with a B.A. in environmental studies and a minor in international studies. While
Whitney FitzPatrick ’09 with two students on an environmental science field trip.
working in New York City, she earned a Master of Education at Fordham University with a focus on special education for grades seven through 12.
Why did you apply to Teach for America? I graduated from Dartmouth with a degree in environmental studies and, while there, started a club that created curriculum for and coordinated a farm-to-school program at a local elementary school. I had ideas of working in the environmental sector but didn’t want to jump into a corporate job so soon after college, or maybe ever. I applied to Teach for America and was placed in New York City. Teaching in a failing public middle school in the Bronx was, hopefully, the hardest thing I will ever do, but I’m so happy I stuck with it. I teach special education, meaning I work with students with mild to moderate learning and emotional disabilities, and I focus on math and science. Teaching special education was an accident; Teach for America schedules your interviews, and there is a huge need for special educators in this country. Although it’s challenging at times, I’m happy I teach special education because it has become a true passion of mine to help those students who need it the most. What were your responsibilities with Teach for America? With Teach for America, I was a middle school special education teacher. I taught both self-contained (smaller class, only students with disabilities) as well as integrated co-teaching classes with a general education teacher. My classes were almost entirely male, and the students hadn’t been held to high expectations. Since I taught them two consecutive years, I was able to form positive relationships with them and get them to pass the eighth grade, but it was a challenge. How do you approach teaching and learning? I love learning, reading and challenging myself to present information to my students in new and engaging ways. I think a lot of this came from my Westminster education. My teachers were always coming up with
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new ways to teach familiar concepts. Ms. Spencer’s Outsiders In American History class is a perfect example. I try to adopt these techniques in my own classroom and help my students fall in love with learning like I did in high school.
Do you have an area of special interest? This year, I am teaching high school math, however, in New York I taught middle school science, which was great because toward the end of the year, I could come up with my own curriculum around my areas of interest and what I studied in college. We did projects on the environment, sustainability and food, which were all educational but also relevant to the lives of the students. How have you grown as a teacher? I have learned to plan lessons with more purpose. At first, I was so concerned with putting an activity or a lesson in front of my class and following the curriculum stringently that I didn’t even realize if my students were obtaining the information or not. Now that I have more experience, it’s easier for me to reach the students who are not grasping the concepts and explain them in different ways. I also like projects. In New York City, I felt so much pressure to finish all of the testable concepts that we just took notes and tests the whole year and still didn’t finish. I have found that it’s more effective to have students really understand the big concepts than skim over everything. Projects are also a great way to incorporate students’ other interests and skills into a holistic educational experience. What do you like about your work? It takes a lot of hard work on the student’s and teacher’s parts, but when students are happy and proud of themselves, that is my greatest reward. What are some of the biggest hurdles? There is so much that goes into teaching — lesson plans, grading, testing, field trips, fundraising — that there are just not enough hours in the day. Additionally, my students have challenges in their lives that I could not have imagined while in high school.
Ricky Padro ’87 Math teacher The Sound School Regional Vocational Aquaculture Center New Haven, Conn. Ricky Padro is in his ninth year teaching math at The Sound School, an interdistrict, college preparatory school that is part of the New Haven Public School System in Connecticut. Located on the banks of New Haven Harbor, it is the first full-time center to concentrate on the study of aquaculture and marine trades. The school prepares students for college, technical school or for entering employment upon graduation. Ricky
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Ricky Padro ’87 in a classroom at The Sound School.
currently teaches Algebra 1 and precalculus, and is on the freshman team, helping to identify and support students in danger of failing. He earned a B.A. in Soviet and East European studies at Yale and a master’s degree in bilingual education at Southern Connecticut State University. Ricky also has served as a Sheltered Instruction trainer for Southern Connecticut State University’s Training for All Teachers Summer Institute.
What responsibilities have you held at your school? Our freshman team is developing a project-based learning task related to student research and engagement within the greater New Haven community. I have also co-directed a Committee on Culture and Diversity, aiming to raise awareness of diverse student backgrounds and needs — related to language, social integration and success within the classroom. Depending on course needs, I also teach Algebra 2, both regular and honors. What led you to teaching? I had spent 13-plus years in the art business, traveling to various countries and organizing exhibitions as an art agent. During a third exhibition in Singapore, I realized that my passion for this line of work was running thin. I preferred to be close to my growing family, and I learned that there was a desperate need for high school math teachers in New Haven. I felt it would be a wonderful chance to salvage my own education, while also giving back to the community. Was there anyone who helped inspire this interest? My wife was already a great ESL teacher. Every day, she would share stories about her students and their eagerness to learn and become part of American society. I regularly helped her develop engaging lesson
plans, and I was amazed by how much her students valued them. I was soon pulled in the direction of teaching. I must confess, I initially had doubts about myself as a math teacher, since I remembered how high the standard was at Westminster with amazing teachers like Mr. Jackson and Mr. Pinkos.
What are the greatest rewards of your work? The greatest reward is letting go of the bike, and instead of seeing a crash, finally watching my students pedal around and eventually away. Occasionally, they’ll pedal back to say thanks and to let me know that they’re doing well. They become like family.
What attracted you to working at The Sound School? I grew up on the shores of Long Island Sound in Milford, Conn., and the Sound was my playground where I swam, fished, sailed, caught crabs and lobsters at low tide and simply dreamed. I love that our school’s focus is on aquaculture and marine biology because some of our students’ work involves learning about the rich history and biodiversity of the Sound, and subsequently, helping to rejuvenate it. For example, when the Sound experienced a big lobster die-off several years back, I had one student whose father was adversely impacted as a lobster fisherman. Yet later, we had other students who were involved in tagging lobsters to help identify population and recovery trends. I also get to see a whole other dimension of my students’ abilities when I go out on the water in a sailing boat and watch them take command with such things as “tacking” and “gybing.” Suddenly, with the menacing waves crashing all around us, factoring a quadratic expression no longer seems like a vital skill.
What are some of the biggest challenges? The biggest challenge without a doubt is challenge itself. Finding the right level of challenge that will keep each student engaged without quitting is tough. Some students are motivated primarily by grades (not ideal), but many students are not even motivated by grades (even worse). With some students, just getting them to believe in themselves or care about their future is like trudging a mile through quicksand; it’s exhausting, but perhaps it’s also the most important aspect of my job.
How do you integrate aquaculture into your courses? I occasionally integrate aquaculture into my classroom with lessons on exponential growth or decay and/or regression analysis concerning fish populations. Laws of Sines and Cosines as well as lessons on vectors are also tied into boating scenarios. Funny note: My Algebra 1 class once took an article about the Sound’s history and calculated the slope of the giant ice sheet that covered our region. Thus, 22,000 years ago, a Westminster student could sled down to our school in New Haven on a gentle slope of about 1 inch down for every 25 feet forward. How would you describe your approach to teaching and learning? I strive to have my students approach learning with real-world relevancy in mind. I love having discussions with my students about “why” we are learning a particular concept. I try to encourage them to also make connections with their own experiences, surroundings and ambitions. Group work, exploration and social interaction have also proven key components of effective lessons in my classroom. Do you have a favorite area of concentration? I enjoy teaching projectile motion and resultant vectors because every student can relate to these topics in vivid and meaningful ways. They feel empowered when they learn that they can solve dynamic real-world problems by means of functions and trigonometry. How have you grown as an educator over the years? I have learned to integrate new technologies and online resources into lessons, and I have become more responsive to the diverse learning and emotional needs of my students.
Was there anything about your Westminster education that influenced this career choice? Westminster taught me how to learn and how to persist in academics and life no matter how challenging the pursuit. At Westminster, I was privileged to have incredible support structures, resources and dedicated educators who believed in me. Often when I am working with my students (many who are underprivileged), I feel I am spreading this wealth along with the Westminster creed of developing great citizens.
Lindsay Leal ’01 Math teacher, dorm head, class dean and coach The Taft School Watertown, Conn. Lindsay Leal is in her fourth year on the faculty of The Taft School in Watertown, Conn., where she serves as a math teacher, dorm head and class dean for the 10th grade. She also coaches field hockey and lacrosse. This year, she is teaching precalculus and a marketing elective for seniors. She has also taught Algebra 2 and geometry. After earning a B.A. in economics and women’s studies at Skidmore College, she spent three years at Digitas, where she began as a human resources coordinator, became a media coordinator and finished as a media planner. From there, she worked for nearly three years at Yahoo as a senior account manager, designing and managing a new media buying channel. Most recently, she worked for VivaKi as manager of activation, where she supervised a team of account managers in optimizing digital performance campaigns for major agency brands.
What led you to change careers? It was an accident. I was working in corporate advertising for almost eight years when I had my aha moment at an alumni event at Westminster. I decided that I didn’t know if I would be the world’s best teacher, but I had a longing to be back in a boarding school community.
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I quit my job and moved out of New York and then crossed my fingers that it would work out. I didn’t know if it would be in admissions, or a classroom or a development office.
gamble will be worth it. There is not one person on the Westminster campus who didn’t contribute to my decision to become a teacher — from faculty to staff to faculty children, who I now play in sports.
What are your responsibilities as a dean? As a class dean, I am the liaison between Taft and parents. I get to know about the students on a more holistic level, including their grades, conduct issues, dorm life and after-school activities. It is a good opportunity to meet some of the lower-school boys with whom I’d otherwise not have much interaction as a girls’ dorm parent and coach.
How do you approach teaching? My approach as a teacher in the classroom is to make math fun, specifically for those kids for whom math does not come that easily. Outside of the classroom, my goal is to make every student with whom I work feel known and cared about.
Why do you like working in a boarding school community? I like the family feel of this community. I like that I am surrounded, for the most part, by like-minded individuals who share a passion for what we do. I like that it is a lot like summer camp in that I get to be goofy sometimes and not take myself too seriously. In times of need or crisis, we come together in a way that is really moving and powerful. Can you point to anything that inspired this interest? I was completely inspired by my time at Westminster. They were truly formative years in my life, and I thought if I can make one kid feel as important and empowered as I did when I was in high school, this
How have you grown as an educator? I started out like a deer in the headlights. I am more at ease now. I have stopped trying to mold myself into a specific kind of teacher. I am now able to adjust the material or my teaching style to complement my personality. I feel I am my most authentic self in the classroom. What do you enjoy about your work? The kids make me laugh every day. I work really hard and unusual hours, but now I feel confident that my work is really important compared to jobs I’ve had in the past. Perhaps the greatest reward is the ability to witness my students being kind and brave in big and small ways, every day. What are some of the biggest challenges? Teenagers can be challenging for lots of reasons. The job is physically wearing, so I am exhausted at the end of every day. It is also mentally demanding since you are never doing one thing for longer than 10 minutes. It is also tough to care so much about 600 kids, because then you worry so much about 600 kids. It is challenging to unplug.
Lindsay Leal ’01, center, greets students at the opening of school at Taft last September. 30
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PHOTO: ROBERT FALCETTI/THE TAFT SCHOOL
What are your duties as a dorm head? I have normal residential life responsibilities like duty in the evenings and weekends, and I make the duty schedule for my dorm. I also help work with student leaders, disseminate information from the senior administration, hold feeds, talk to nervous parents in September and work with maintenance when there is a building issue.
David Laird ’91 Assistant professor in education policy and international education Vanderbilt University Nashville, Tenn. David Laird serves as an assistant professor at Vanderbilt University in the Department of Leadership, Policy and Organizations at the Peabody College of Education and Human Development. His areas of specialization include educational leadership, school evaluation, formative assessment system design and implementation. He teaches courses in the Ed.D. program in organizational learning and accountability related to student assessment. He also directs the Principals Leadership Academy of Nashville, a program to help school principals bring about strategic change in their schools, and the Educational Leadership Learning Exchange Program, a university-touniversity collaboration for education practitioners conducted jointly with the South China Normal University in Guangzhou. David earned a B.A. in psychology, an M.Ed. in teaching and learning, and an Ed.D. in educational leadership from Vanderbilt University.
What led to your career in education? I had a desire to chart a career path that would be fulfilling long term. There is a strong social service leaning in my family. My mother was a social worker, my father was a soldier and my grandfather was a pastor. What positions have you held during your career? I have served as director of state and federal evaluation with the New York City Department of Education, director of assessment and instructional interventions with South San Francisco Public Schools, senior research associate with Boston Public Schools as well as a high school administrator, teacher and coach. How would you describe your approach to teaching and learning? My core instructional beliefs are constructivism, intention and iteration. The neurological tenets of constructivism reflect the best of what we know about the physiological basis of learning. A constructivist approach without intention can devolve into a “you do more while I do less” mess. And yet, it is hard to imagine any educational philosophy that is sufficiently profound yet equally applicable in all circumstances. The best instructors in the world can solve all the problems they know of and none of the ones they don’t. Programming the continuous adaptation of my instruction for a given group of learners is the newest and most provocative of my core beliefs.
David Laird ’91
Do you have a favorite area of focus? I’m heavily invested in the ongoing development of improvement science, an emerging version of continuous improvement modeling adapted specifically for education. It’s an organizational learning methodology that attempts to help schools increase the yield on incorporating best practices by effectively merging promising new endeavors with local expertise. How have you evolved as an educator over the years? Experience is still the best teacher. The biggest danger in this profession is feeling that you’ve got it all figured out. There is always some aspect of instruction, learning, motivating, assessing that can be explored and improved. Teaching is just a fascinating endeavor. And educational technology has finally reached the tipping point where the core process of teaching and learning can be materially impacted. We’ve been talking about it for 25 years, but it’s finally here. It’s an exhilarating time. The rate of change of the pre-K-16 educational experiences of the vast majority of Americans is going to increase dramatically. What are the greatest rewards of your work? As an instructor of educators, I get such a thrill helping them solve their problems of practice. Knowing that my collaboration with my students will directly lead to improving the experiences of students across the country is still what drives me. I stopped teaching public high school almost 20 years ago, but I never lost the calling to improve public education as a lever of social justice. What are some of the greatest challenges? Our needs remain so great. We have amazing educators in this country, but we have large segments of our population that just aren’t succeeding at acceptable levels. It can be disheartening if you let it. We must continue to innovate and recruit as many talented people into the profession as possible.
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Fostering a Compassionate and Thoughtful Environment
Cléa Guerrand-Hermès
Lisa McGrath was appointed director of multicultural affairs and an English
’19, Chelsea Simpson ’17, Nathali Madrid ’17, Gary Simons ’17, Director of Multicultural Affairs Lisa McGrath and Anissa Joseph ’17.
teacher at Westminster in fall 2014, bringing with her 11 years of experience working in independent schools. She spent four years at Hopkins School as director of diversity, assistant director of admissions and academic support tutor, and seven years at Wilbraham & Monson Academy as associate dean of students, an English teacher, a health and wellness teacher, head dormitory parent and director of student activities.
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Lisa is a graduate of Kent School and earned a B.A. in sociology at Ithaca College and an M.A. in English for teachers at Western New England University. She recently shared some thoughts about her work at Westminster.
What attracted you to your position at Westminster? I liked that the position meant being both the director of multicultural affairs and an English teacher, two positions that complement each other. It also meant staying involved with student recruitment through the Admissions Office. What I found most attractive, though, was the good feeling I had about the faculty and students I met during my visit.
What led to your work as a diversity practitioner?
that it involved reporting to the headmaster and being part of the Headmaster’s Advisory Council. The placement of my office in Armour Academic Center next to the offices of the dean of faculty and the director of studies also shows that Westminster is committed to multicultural affairs and diversity.
What is your overall goal as director of multicultural affairs? Especially in this current climate, it can feel daunting for students and adults to feel as if they can make a difference or ask the “right” questions. My overall goal is to help foster a compassionate and thoughtful environment where all students and faculty can bring their most authentic selves. It is about getting the community involved in conversations and projects that make us better, kinder citizens.
As a Filipino, who was born and raised in Saudi Arabia for 27 years, and a recently naturalized American citizen, I have been aware since birth how it feels to be the “other” or a foreigner. I know how empowering, albeit challenging, it can be to find pride, even happiness, in our different identities. For me, the reason that I stay with this work is so that all students can feel included and invested in their community.
How does your role as a diversity practitioner at Westminster compare with similar positions at other schools? I liked how the position was defined as the director of multicultural affairs. I also liked
What are some of the initial things you have put in place?
Above, Lisa with Office
Starting off new to the school, I have focused on learning about Westminster’s culture and on building relationships with students and faculty. This means being available and ready when situations arise, spearheading and organizing events, and following through on plans. Numbers matter when we talk about diversity work, and my office is healthy and well because of student and faculty participation. Last spring, for example, I was so proud of our school when more than 30 students and faculty decided to spend their Sunday participating at the Connecticut Association of Independent Schools
Facilitators at the
of Multicultural Affairs conclusion of Diversity Day and, left, teaching an English class.
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(CAIS) Student Diversity Leadership Conference. We were, after the host school, the second largest group there. We also had trained student facilitators leading the conference. I have to admit that this was a point of pride for me, too, because I am the vice chair of the CAIS Commission on Diversity in Independent Schools, a circle of 15 independent school diversity practitioners from Connecticut. Another initiative of which I am particularly proud just happened this past winter. Westminster is a member of SPHERE, a consortium of 11 schools in the Greater Hartford area. We hosted SPHERE’s first-ever Gay/Straight Alliance (GSA) Social, and, in doing so, made history not just for Westminster but also SPHERE. More than 60 students and faculty attended, from a total of six schools. The student leaders of our Gender and Sexuality Alliance, Jeremy Mason ’16, Katie Simeon ’16 and Brenna Monroe ’17, were crucial in leading the icebreakers and discussion circles, and my fellow co-advisors, history teacher Colleen Joncas, Fifth Form Dean Jess Keough, and Director of Studies Bill Sistare, helped set up this successful and much-needed event.
“The biggest challenge I see for students is how quickly technology is changing our personal landscape. For most students, their online identity has become part of their sense of self.”
How much of your diversity work is with students? Students are central to my work. Sometimes, I am someone who will listen and help facilitate conversations. Other times, I am a resource. But, in all the work I do, I ask, “How will this help them explore their identity and consider someone else’s perspective?” Though much of my work is public, a lot of it really involves behind-the-scenes conversations.
With which student groups do you work? I advise the Multicultural Student Union (MSU), the Gender and Sexuality Alliance (GSA), and Ladies of Color. Ladies of Color, as the name suggests, is our affinity group for students who self-identify as young women of color. I also support The Gathering, our affinity group for those
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who self-identify as Black, African-American or African men. Five faculty members who self-identify the same way advise that group: Fourth Form Dean Lee Huguley, history teacher Ugo Nwachuku, Associate Director of Admissions David Pringle ’05, Director of Theater A-men Rasheed and Director of College Counseling Greg Williams. I started a new student leadership group called the Office of Multicultural Affairs (OMA) Facilitators. Last spring, nearly 30 students applied to become a facilitator, and the Faculty Diversity Committee selected 18 Fifth Formers and Sixth Formers to fill the role. The group met twice a month, and the facilitators led sessions during our all-school Diversity Day in January.
What is the focus of the Multicultural Student Union? MSU brings together students who are interested in diversity. The students identify holidays and heritage months to celebrate, and they plan chapels like the Dr. Martin Luther King Jr. chapel. They also plan forums and have conversations that focus
on nationwide topics. Last December, for example, the two leaders, Joel Groves ’17 and Anissa Joseph ’17, got the group together to discuss the Muslim identity in the United States and the meaning of Islamophobia. An important part of MSU is the social piece. Last spring, for instance, as a celebration for the graduating Sixth Formers, MSU came to my apartment to sing karaoke and enjoy cookies.
What is your involvement with the school’s Diversity Committee? I created three subgroups for the school’s Diversity Committee. The first subgroup, which I co-chair with Assistant Head of School Kathleen Devaney, is made up of students, faculty and members of the Board of Trustees. That group updated the school’s diversity statement, which we presented to the full faculty and the Board of Trustees in the winter. Another subgroup helps with the selection of OMA Facilitators and delegates for local and national conferences. The third subgroup is a general advisory group.
What are some of the biggest challenges you see facing students? The biggest challenge I see for students is how quickly technology is changing our personal landscape. For most students, their online identity
has become part of their sense of self. Part of my role involves helping students learn what kindness and empathy are. Social media has made this more challenging to teach and to learn because people can hide online, and they can make things anonymous. They also do not see how someone reacts to online messages. The second piece is time. Conversations surrounding self-identity and conflict take time to digest. Because of technology, students have grown used to immediate gratification. When you mix that recent truth with the many responsibilities our students have, carving out time for slower, deliberate conversation can be difficult.
Above, Lisa makes an announcement at assembly. Opposite page, Nathali Madrid ’17, Ricardo Vasquez ’16, Ellen Gyasi ’16 and Gary Simons ’17 at the NAIS Student Diversity Leadership Conference in Tampa, Fla., in December.
How do you support the school’s healthy living program for students? Often when people think of diversity, they go straight to race and ethnicity, and, though those are important, it is important to think about identity in terms of intersectionality and health. When I think of diversity, I also think of LGBTQ, socioeconomics, learning differences, healthy living and body image. Last year, I helped organize our Speak About It event, which focused on Fifth Formers and Sixth Formers learning about sexual identity and consent. From my perspective, diversity includes healthy living and service to self.
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In what ways do you serve as a resource for other faculty? I work closely with the deans and other faculty members who have student life responsibilities. As faculty members are getting to know me, they are seeing me as a resource for different things, including just being there when someone needs to talk about ideas. I look for professional development opportunities for faculty and see what I can do to bring them to Westminster. At the beginning of the school year, I organized a program where representatives from the Stanley H. King Counseling Institute worked with our faculty on deep listening techniques. More than 35 faculty also attended SPHERE’s opening school year event in which we saw the film “I’m Not a Racist… Am I?” I am involved with faculty hiring and work with Associate Head of School Nancy Spencer in that capacity, too. My presentation to new colleagues during new faculty orientation brings diversity work to the forefront for those who are starting at Westminster.
“We have students and faculty who are committed to putting in the time and the work, even though their plates are already full. For me, seeing how invested and joyful they are in this work is exciting.”
Are you involved in any external outreach efforts? I travel to school fairs for the Admissions Office and am the liaison for secondary preparatory scholarship programs such as the Hartford Youth Scholars Foundation, the White Foundation, New Jersey Seeds, A Better Chance, Prep for Prep and the WALKS Foundation. When counselors from those organizations want to visit Westminster, I arrange their visits. I also keep them updated about Westminster scholars in their programs. For reunion last year, I worked with the Advancement Office to arrange a reception for alumni of color and MSU.
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of collaboration and inspiration. I have also participated in many conferences and institutes such as the Kingswood Oxford Leadership Institute for Educators of Color and the annual National Association of Independent Schools (NAIS) People of Color Conference.
What has gone well in your multicultural affairs work so far? We have students and faculty who are committed to putting in the time and the work, even though their plates are already full. For me, seeing how invested and joyful they are in this work is exciting. Also, Westminster School supports diversity efforts through funding. For example, the school funds a delegation of selected students and faculty to attend the annual NAIS People of Color Conference and Student Diversity Leadership Conference.
What are your responsibilities with the English Department? This year, I teach two sections of English 5: The Literature of America. Both sections are a lot of fun. I enjoy learning about each student’s brainstorming and writing process and teaching students how to talk about literature. My English 5 students work hard, and I look forward to class with them. It has also been wonderful getting to know my colleagues in the English Department. We read a lot of poetry together in our meetings and are a close department because of it.
What do you like to do during your free time? I like to cook and recently picked up meditation. I also like indoor rowing and traveling with my spouse, John. Over the last year, we have visited the Dominican Republic, the United Kingdom and the Philippines. I often spend time with my three sisters, too.
Overall, what do you like most about being at Westminster? I like the closeness of our community and how supportive my colleagues are of the students. On top of that, I find our students hardworking and kind.
How do you keep abreast of what other schools are doing in multicultural affairs?
What are you looking forward to in your work?
I have a great collaborative relationship with diversity practitioners at a number of other schools. SPHERE and the CAIS Commission on Diversity in Independent Schools have been sources
I am excited to see how diversity and multicultural affairs grow. I am looking forward to seeing how the students shape it.
WALKS Foundation to Celebrate 60th Anniversary This year’s WALKS Scholars gather at the annual luncheon in October. The WALKS Foundation supports three scholars at each of its five member schools.
In 1956, the headmasters of Westminster School, Avon Old Farms School, Loomis Chaffee School, Kingswood Oxford School and Suffield Academy met to establish the WALKS Foundation. The name of the foundation originates from the first letter of each school’s name. Their goal was to broaden opportunities for quality secondary schooling through a scholarship program that would help students whose potential for success was restricted only by financial limitations. They had faith that business and civic leaders from Greater Hartford would share their belief and be willing to support the newly established scholarships. The WALKS Foundation continues its work
today and will be celebrating its 60th anniversary during the 2016-2017 academic year. Its primary mission is to provide scholarships at its five member schools for motivated, talented youths from Greater Hartford with demonstrated financial need whose abilities, commitment and energies promise community leadership in the future. The foundation supports 15 scholars each year, with 80 percent of the present scholars being students of color. Since its founding, nearly 400 students have been provided financial aid for one to four years through its scholarships. Ninety-nine percent of WALKS Scholars attend a four-year college or university, and
Headmaster Bill Philip with Westminster WALKS Scholars Gary Simons ’17, left,
past scholars can be found excelling in law, medicine, education, information technology, science, government and other fields. WALKS Scholarships are funded by donations and grants from corporations, foundations, families and individuals. For the current academic year, funding for scholarships came from 68 individuals, including past scholars, 10 corporations and 14 foundations. WALKS Scholarships are supplemented by each school’s financial aid budget. The WALKS Board of Directors is composed of the heads of school from the five member schools. Westminster Headmaster Bill Philip is currently serving a two-year term as its president. “Thanks to the opportunities offered to young people through WALKS Scholarships and the support of the five WALKS schools, WALKS Scholars have been able to make a difference in their schools and colleges and then to contribute to their communities far and wide,” said Bill. “The inspiring mission embraced by WALKS has endured through six decades: to extend opportunities to attend our schools to Hartford-area young people with demonstrated financial need so that they might realize their dreams.” The Board of Directors works closely with the WALKS Advisory Board, which is made up of 16 men and women from Hartford’s business, civic and professional community. Among those on the advisory board are former Westminster trustee Anthony Francoline P’96,
and Christopher Jones ’16, right. Spring 2016
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who serves as its president, and current trustee Moy Ogilvie Johnson ’86. Honorary members of the board include former Westminster headmasters Don Werner P’79, ’82 and Graham Cole, and trustee emeritus Charles Milliken P’77.
Westminster WALKS Scholars This year’s WALKS Scholars at Westminster are Christopher Jones ’16, Gary Simons ’17 and Kailin Wright ’16. Christopher Jones, a resident of Hartford and a Hartford Youth Scholar, is a Sorenson Pearson Scholar. He is a peer counselor, Black and Gold tour guide, captain of First Boys’ Basketball, and a member of the John Hay Society, the Multicultural Student Union, the Computer Club and the Math Club. His offcampus activities include volunteering at soup kitchens, providing community service at South Park Inn in Harford and participating in walks for cancer. In college, he hopes to study mechanical engineering. “Being a WALKS Scholar has given me the opportunity to not only represent my school, my family and myself but to connect with so many other students who are attending boarding schools who grew up in similar conditions to me,” said Christopher. “It’s allowed me to see that inner-city students can be just as successful as anyone, and it has been a blessing for my family and other students’ families to see the next generation develop into an educated group of young women and men.” Gary Simons, a resident of South Windsor and a Hartford Youth Scholar, is a member of the Multicultural Student Union, Black and Gold, the Student Activities Committee, the John Hay Society, the Business Club and the Math Club. He is also an Office of Multicultural Affairs Facilitator and participates in Dramat, swimming and diving, and track and field. He aspires to be an obstetrician. Kailin Wright, a resident of Hartford and a Hartford Youth Scholar, is a Heads Scholar. She participates in Chorale, Dramat and Technical Theater, and plays basketball and tennis. She is a member of the Multicultural Student Union and Ladies of Color. At her prior school, she participated in the choir, theater, the Black and Hispanic School Association, and peer mediation. She hopes to major in English and singing in college. This year she is studying in Italy with School Year Abroad.
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Westminster WALKS Scholar
Sarah Melanson ’16 is
Kailin Wright ’16 is studying
Westminster’s recipient of the
abroad this year in Italy.
Barnes Service Award.
Christopher and Gary attended the annual WALKS Scholars luncheon Oct. 22 at the Tumble Brook Country Club in Bloomfield, where Gary spoke about his life before Westminster and now as a Fifth Former, taking AP and honors classes and participating in numerous activities. He also talked about his experience at Two Rivers Magnet Middle School in East Hartford, saying: “I worked hard in my classes until that wasn’t enough for me. That is when I joined the Hartford Youth Scholars Foundation. With their help, I was able to be challenged more and apply to independent schools. Not to be a cliché, I have come a long way.” He said he is challenged at Westminster and sees himself on track to becoming an obstetrician. In closing, he added that when asked if he has gained anything from being at Westminster, he would respond, “I gained the tools to make me the person I want to be.”
“I felt proud receiving the award because it stands for something much bigger than me,” said Sarah. “I believe that it’s always important to do your part and give back, so being recognized for something so simple was very humbling.” WALKS also conducts an annual Constitutional Essay Contest to encourage study of the American Constitution through research papers. The competitive and scholarly interschool essay contest is held annually to promote research on the Constitution as it relates to current issues. Students’ papers are submitted without names and school affiliations, and are read, critiqued and judged by an independent attorney or judge. The competition culminates with an awards dinner each April. The WALKS Foundation will celebrate its 60th anniversary with past and present scholars on Oct. 25 at the Wadsworth Atheneum Museum of Art in Hartford. The event will provide an opportunity for many past scholars to share their stories of struggle, determination and success.
Other WALKS Programs In addition to the scholars program, each year one student from each of the WALKS schools is presented the Barnes Service Award, which honors outstanding volunteer efforts. This year, Sarah Melanson ’16 was named the recipient of the award for Westminster. She has been an active member of SON (Serving Our Neighbors) since her arrival on campus and currently serves as its president. She has worked on many service activities including the annual Halloween dance food drive, the Simsbury Turkey Trot, the Christmas Angel Tree Project, Feeding Children Everywhere and Hats On Day. She also has provided support to the MS Walk and the Westminster Crossroads Learning Program. She is a three-season athlete, gives tours with Black and Gold and has helped raise funds for the American Breast Cancer Foundation.
S UPPORTING W ESTMINSTER
Keeping It Simple Sara Whiteley ’91 has supported Westminster since she graduated. A planned gift seemed like the next logical step, but she was hesitant, concerned it would be a complicated process and doubtful that her small contribution would make a difference. But once she learned more about how it worked, she realized it was a perfect fit. “My first year geometry teacher, Mr. Jackson, would write the acronym KISS (keep it simple silly) on the blackboard. When I would get wrapped up in some complex problem, I would look up and take a simpler approach to the solution. Today, in business when I am trying to solve a problem and get wrapped up in a circular solution, I remember KISS and smile knowing that Mike Jackson was a great teacher, friend and mentor.”
“I had no idea it would be so easy and straightforward. Now I know that my intention to support Westminster will be taken care of when my estate is settled.”
Following that same KISS advice, Sara has planned to gift a percentage of her estate to Westminster upon her passing. “The process was extremely easy,” said Sara. “I spoke to my attorney, he drafted up a codicil with my intentions and we signed it. I had no idea it would be so easy and straightforward. Now I know that my intention to support Westminster will be taken care of when my estate is settled.” Why not follow Sara’s lead? A planned gift is easy to set up, will have an important impact on the school in the future and, in Sara’s case, will grow with her financial success. Once the gift is established, it doesn’t require any additional attention. Keep it simple!
For additional information, contact: Newell M. Grant Jr. ’99 Director of Gift Planning (860) 408-3058 ngrant@westminster-school.org
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S UPPORTING W ESTMINSTER
Members of the Westminster community attended seasonal receptions in Boston, Hartford and New York City.
Boston The Boston reception took place Nov. 17 at the Harvard Club.
Jock Danforth ’78, P’09 and Deirdre Duffy Donohue ’78
Susan and John Dwyer P’88, ’90, GP’18
Kip Denoyer ’10, Mack Lauzon ’10 and Jordan Dewey ’08
Heather Frahm ’86 and Bill Cronin, and Julie and David Froelich P’19
Kelly Cheng ’08, Lindsey Thomson ’08, Erica Briggs ’07 and Lizzie Pike ’08
Kelly Overbye ’05, Frances McGrath ’06, Jon Deveaux P’14, ’16 and Ashley Jeffress ’09
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SEASONAL RECEPTIONS
Hartford The Wadsworth Atheneum Museum of Art in Hartford, which recently completed a five-year, $33 million renovation of 32 galleries and 15 public spaces, was the setting for a Dec. 8 reception. The museum’s annual Festival of Trees and Traditions was on view at the time.
Peter White, Andrew Veale, Mike Reddy ’04, Melissa Silvanic Veale ’04 and David Werner ’80, P’10, ’11, ’16
Philip DeFronzo P’16, ’19, Tom Hodson ’77, P’08, ’11 and Kathleen Devaney P’19
Connie Gavrich P’07, ’10, Margaret Brigham P’18, Erika Brewer P’17 and Larry Gavrich P’07, ’10
Shannon and David McHale P’18, and Kyle ’06 and Lauren Brewer
Newell Grant ’99, David Pivirotto ’83, Scott Berry P’11, ’16, Moy Ogilvie Johnson ’86 and Bill Philip P’06, ’09
Bridget Eklund ’11, Margaret Berry ’11, Stephanie Werner ’11 and Kathryn Griffith ’11 Spring 2016
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SEASONAL RECEPTIONS
New York City The New York City reception took place Dec. 9 at the Yale Club.
Cam Scott ’06 and Steve Scott ’72, P’06, ’09
John Beinecke ’65, and Tread ’77 and Elise Mink P’11
Sofi Garnett ’06, Molly Shea ’06 and Lauren Eder ’06
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Beth Baker P’09, ’12, ’15 and Tracey Biedron P’07, ’12, ’18
Mason Flinn ’85, Bob Ireland ’85 and Lars Noble ’80, P’18
Alie Philip ’09, Doug Kerridge ’85 and Peter Olney ’85
Back row, Tim Welles ’11, Sophie Harris ’11, Matt Leach ’11, Alex Gould ’11 and Stephanie Werner ’11; front row, Bridget Eklund ’11, Chessy di Galoma ’11, Olivia Frank ’11 and Katherine Cheng ’11
RECEPTIONS
Los Angeles
San Francisco
Tim Armour ’78 hosted a reception for alumni and parents Jan. 13 at The California Club in Los Angeles.
Ian Morton ’87 hosted a reception for alumni and parents at the St. Francis Yacht Club in San Francisco Feb. 10.
Robbie Thomson ’11, Chad Mountain ’00, David Werner ’80, P’10, ’11, ’16 and David Yanofsky ’05
Minjea Yoon ’08, David Martinez ’05 and Lizzy Kong ’05
Bob Bynum ’69 and Tom Geissler ’69
Martin Irani ’83, Tim Armour ’78, Charlie Holmes and John Armour ’76
Mike Hanley ’78, David Werner ’80, P’10, ’11, ’16 and Ian Morton ’87
Michele Ribaudo ’08, and Hong Goo Kang and Seungnam Cho P’16
Dinah Steward ’89, Jim Kelly ’89 and Angie Killoren ’88
Amber and CJ MacDonald ’98, Jacob Lee ’11, Michael Hom ’11, Greg Miller ’10 and Caitlin Pittorie ’13
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RECEPTIONS
Denver Lori and Grady Durham P’13, ’15 welcomed alumni and parents to their home in Denver on Feb. 17.
Whitney Jackson Saunders ’96, Whitney FitzPatrick ’09, Mark Saunders and Melissa Haynes ’07
Kent Hollier, Heidi Anderes ’01, and Chris and Wendy Seglem P’06, ’09
Andrea Seymour Walker ’05, and Ned and Liz Kelly Freeman ’00
Mary Peck ’90, Liz Owen Walker ’88 and Greg Kaspar
Newell Grant P’99, Becky Armour Stevens ’80 and Piper Stevens ’70
Jamie Boynton ’97 and Madeleine Ekholm P’19
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RECEPTIONS
Boca Grande, Fla. A reception for alumni and parents was held March 11 at the Gasparilla Inn.
Pamela Miller P’86, GP’10, ’13, Sumner Miller P’10, ’13 and Jamie Slimmon Somes ’76
John Hunt P’17 and Sandy Reigel P’90, ’95
Bill Philip P’06, ’09, Dick Minnium ’55, Sherm Durfee ’54, P’90, GP’15, Sheldon Clark ’54, P’85, ’89 and Tony Fairbanks ’53
Hank Huth P’12, ’15, ’16 and Colin Flinn ’82
Bzee Durfee P’90, GP’15 and Debbie Reigel P’90, ’95
Isabel Niles ’18, John Hunt ’17, Rosey Sieglaff ’18, Phebe Huth ’15, Brecky Huth ’16 and Abby Huth ’12 Spring 2016
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RECEPTIONS
Hobe Sound, Fla. Charlotte and Jack Kessler P’88, GP’16, ’18, and Jane Kessler Lennox ’88 and Tom Lennox P’16, ’18 hosted a reception March 14.
Eric Fris ’60, and Ed and Maureen Fanning GP’18
Christa Dunn P’13, Peter Newman ’80, P’16 and Rick Dunn P’13
Lisa Allen P’17, Missy Crisp GP’17 and Alisa Brockelman P’19
Jack Kessler P’88, GP’16, ’18, Jane Kessler Lennox ’88, P’16, ’18, Charlotte Kessler P’88, GP’16, ’18 and Tom Lennox P’16, ’18
Diana Devens P’97, Robin Collinson Newman ’87, P’16 and Charles Devens P’97
Abby Newman ’16, Thomas Lennox, Charlotte Lennox ’16 and Liza Lennox ’18
Mike Falcone GP’14, ’18, Win Hotchkiss ’46, P’74, ’79, GP’10 and Noreen Falcone GP’14, ’18
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S UPPORTING W ESTMINSTER
Lake Wales, Fla. Ann and Ted Probert P’80, ’82, ’88, GP’13, ’16, ’16 hosted the Westminster golf team at their home March 12-16 during spring break. The team played golf several days at Mountain Lake, a private club founded in 1916 in Lake Wales and a Seth Raynor golf course, including a round with some alumni and parents on March 13.
Ted Probert ’80, P’16, Steve Sirbaugh P’13, ’16, Greg Marco P’08, ’11, Tim Joncas ’00, Rylan Williams ’16, Addison Cilmi ’16, Ted Sirbaugh ’16, Jack Bitterli ’16, Jack Griffith ’17, Wonjune Kang ’16, Tim Gavrich ’07, Bill Philip P’06, ’09, Leslie Probert Sirbaugh ’82, P’13, ’16, Emily Sirbaugh ’13, and Ted and Ann Probert P’80, ’82, ’88, GP’13, ’16, ’16
Alumni Hockey Game More than 30 alumni returned to the Hill Feb. 20 to participate in a hockey game at Jackson Rink. Following fierce competition between teams with graduation years ending in even and odd numbers, everyone enjoyed a brief lunch before watching the varsity boys defeat Berkshire 3-1.
Among those in attendance were Dave Hovey ’78, Carl Nasto ’78, Dave Spannaus ’80, Lou Shipley ’81, Kevin Kelly ’81, Tim Jackson ’82, Steve Theall ’83, Sean Bosack ’86, Scott Leddy ’88, Attila Koperecz ’90, Jeff Kaye ’95, Tim Quinn ’96, Michael Innes ’98, Jack Kennedy ’98, Nick Berno ’99, Tim Joncas ’00, Matt Kovacich ’01, Matt Innes ’01, Philip Lauderdale ’02, Andrew Webb ’07, Derek Sandberg ’07, Julien Boutet ’08, Jordan Dewey ’08, Harry Radovich ’09, Dylan Spevacek ’09, Michael Hallisey ’09, Andrew Pappas ’10, Ryan Tyson ’10, Brad Woodruff ’11, Jon Wolter ’11, Tommy Hovey ’11 and Nicholas Finn ’12. Spring 2016
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From the Archives Postcards displaying images of Westminster School have been in existence since the school’s early presence on Williams Hill. Students, parents and alumni often purchased them at local stores to share news about life on and off the Hill. The following postcards were found in the school’s archives and date from the 1900s through the 1930s. Many include messages and postmarks.
Above, a circa 1912 view of the Farmington River Valley resembles the vista today from near Pratt House. Heublein Tower was not built until 1914.
Above, the original Hay Memorial Chapel was built in 1902 and gutted by fire in 1904. It was rebuilt immediately with financial assistance from the Hay family, other donors and insurance.
Right, a postcard of Cushing Hall, originally called Main Building, with a postmark of May 22, 1906, and the message, “Will graduate at seven a.m. with all honor.”
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Left, Headmaster Raymond Richards McOrmond’s office, circa 1930s, was located where Hinman Reading Room is today. The desk was made of mahogany from the Philippines.
Right, the arcade for Main Building provided an enclosed passageway, circa 1930s.
Left, the road leading up Williams Hill, circa 1930s, featured a hairpin turn. The local fire department was furious after it purchased a hook-and-ladder truck to reach three stories in the air, and it couldn’t get the truck around the curve.
Right, an aerial view of the campus, circa late 1920s to mid-1930s. Wyckoff House, lower center, was built in 1925 and the infirmary was not connected to the Main Building. Junior House is visible in the lower left and the water towers in the distance.
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Protecting Military Aircraft From Threats
Above, Todd Henkel ’05 in an F-16 and, below, at the entrance to Edwards Air Force Base.
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As a civilian electronic warfare test engineer for the United States Air Force, Todd Henkel ’05 has his feet planted firmly on the ground while keeping military personnel flying thousands of feet in the air safe from threats. “As an electronic warfare test engineer, we protect pilots and planes from surface and air threats that are trying to shoot planes down,” said Todd. “We develop and design flight tests before planes go overseas to make sure the technology is working properly and information is presented to pilots in a way they can understand.” Stationed at Edwards Air Force Base, located northeast of Los Angeles, Todd is currently working on tests for the F-35, the newest fighter jet to be deployed by the Air Force, Navy and Marines. Missions that were traditionally performed by small numbers of specialized aircraft, such as intelligence, surveillance and reconnaissance, and electronic attack missions, can now be executed by a squadron of F-35s. He and his test team have received numerous accolades for their work on test programs for the KC-46A Pegasus Tanker, to which Todd was assigned for three years prior to working on the F-35. The KC-46A is a plane that can refuel U.S., allied and coalition military aircraft, and can carry passengers, cargo and patients whenever and wherever needed. Last year, Todd was named the Scientist/ Engineering Civilian of the Year for the 412th Test Wing of the Air Force. Following Westminster, Todd earned a B.S. in mechanical engineering from Notre Dame University. While a student there, he attended a career fair and saw a poster that introduced him to the idea of a career with the Air Force. “I talked to some test wing engineers, interviewed the same day and then visited the base,” he recalled. “It was
unexpected that it would proceed that quickly. I soon found myself driving with my dad to California to move into an apartment.” Test engineers are subject to extensive on-the-job training. “No one learns what is involved in test engineering at school,” he explained. “The division has classes on base from Georgia Tech, and a test engineer isn’t up to full speed until two years in. The learning curve is pretty steep.” In addition to his on-base training, Todd has also taken graduate classes through Purdue University. Math and science were always subjects of great interest to Todd, and he praises the foundation he received in them at Westminster. He has equal praise for what he learned in English. “I never took true writing classes in college,” he said. “My Westminster English teachers gave me strong preparation for what I do now. I write test plans and reports that need to be easily understood by those in leadership positions. If you can’t convey the results of a test appropriately, the important findings will go unnoticed by those with the authority to direct change.” While a student at Westminster, Todd played football, basketball and lacrosse. He was president of the Concert Band, participated in Dramat and Model UN, was named an All-State trumpet player, participated in the Northern Region Music Festival and performed with The Hartt School’s Greater Hartford Youth Wind Ensemble. He also was a Black and Gold tour guide, a member of the Spirit Club and achieved the rank of Eagle Scout. Todd returned to Westminster last May for his 10th reunion and has attended Westminster alumni functions in Los Angeles. Despite a demanding work schedule, he takes time to enjoy some of the recreational opportunities available in California. “There has been a lot of snow at Mammoth Mountain, and there are lots of good diving places off the coast,” he said.
A Perfect Match Although author and teacher Eve Poole Percival ’90 spent just the second half of her Sixth Form year at Westminster, her time as a Martlet influenced her course of study and affected her approach to teaching and business. Eve is an associate faculty member at the Ashridge Business School in Hertfordshire, England, where she teaches leadership and ethics. Eve came to Westminster through the English Speaking Union (ESU). “I had a friend in the U.K. who went to Hotchkiss on scholarship,” she explained. “I was unfamiliar with the option. I applied to the ESU and was the only girl among many terribly bright boys when I went to interview. I knew I wanted to be on the East Coast somewhere, and Westminster was a perfect match — from the people to the range of activities. This was in the pre-Internet days, so I carried the paper brochure around with me everywhere.” After securing her ESU placement at Westminster, Eve arrived at Hartford’s Union Station on a cold snowy night. “It was like being on a different planet,” she recalled. “Mr. Ganzenmuller came to fetch me like it was the most normal thing. It was late, but my Squibb House floor mates stayed up to greet me. It was really very kind.” As a Westminster student, Eve participated in Chamber Choir, Chorale and Dramat. Recalling studying “Pride and Prejudice” and “Wuthering Heights” with faculty member Michael Cervas, she joked, “I had to go to New England to study English literature.” Although she had already decided upon theology as her college major, she says it was faculty member Todd Eckerson who moved her to study ethics more intensely than she would have before attending Westminster. Eve earned a theology degree from the University of Durham and then began her career working for the Church Commissioners for England, who manage the church’s $9 billion portfolio. “The business end of the Church of England,” she explained. She went on to earn an MBA from Edinburgh University and joined Deloitte Consulting, where she specialized in change management in the financial services industry. “I loved getting my MBA and consulting,” she said. “It was fresh every day.” In 2002, Eve joined the faculty of Ashridge and has taught across the school’s portfolio of open and custom programs, and in the public, private and voluntary sectors. Her focus is on leadership, learning, emotional intelligence and ethics. She is credited with being
Eve Poole Percival ’90 with her twin daughters, Hatty and Kate.
the architect of the Ashridge Leadership Experience, an innovative learning simulation for business leaders. In 2010, Eve earned a Ph.D. in capitalism and theology from Cambridge, and she is widely published in journals and periodicals. Her just-released book “Capitalism’s Toxic Assumptions: Redefining Next Generation Economics,” was published by Bloomsbury and examines how consumers, investors, employees and employers can make big changes in the system by shifting behaviors and adjusting the way financial “votes” are cast in the market. Eve was recently named the first female chairman of the Board of the Gordonstoun School in Moray, Scotland. Likening Westminster to Gordonstoun, she said, “Its ethos is based on character.” Eve is also co-founder of Verve, which offers classes and counseling to women in transition, particularly those returning to work. “We help women access their confidence in business and become brilliant at difficult conversations,” she said. Eve stays in touch with Westminster classmates both in the U.K. and U.S. and has attended Westminster gatherings in London. She and her husband, Nathan, whom she met on the tarmac of Miami airport while both were consulting for Deloitte, are parents to 3-year-old twins, Kate and Hatty. “I like having such variety in my life: Gordonstoun, Ashridge, writing and children,” said Eve. “The twins are hilarious. We do lots of reading, crafts, gardening and visiting the park. Writing is my fun. I have a long list of former hobbies: travel, singing, skiing and making hats. When I do get a break, I blog or tweet.”
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Racing to Create the First Universal Quantum Computer
Top right, Maika Takita ’02 at work at IBM and, above, ice climbing.
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At IBM’s research facility in upstate New York, Maika Takita ’02 is conducting research to advance the realization of a universal quantum computer that will allow faster computation than classic computers. As a postdoctoral researcher, Maika is part of the experimental quantum computing group, where she and her team are in a race with other industry researchers to create the first working universal quantum computer. Maika explains that until recently, research in the development of a quantum computer was conducted mostly in academic settings, but as the concept has become less theoretical, there has been more industry involvement. “A few years ago, it was pure physics,” she said. “There is more engineering now.” Maika joined IBM in 2015 directly from Princeton University, where she earned a Ph.D. in electrical engineering and was the recipient of the Wu Prize for Excellence, which is awarded to graduate students who have performed at the highest level as scholars and researchers. While doing graduate work at Princeton, Maika was a volunteer for the Prison Teaching Initiative, where she was one of several graduate student volunteers who taught college-credit classes to inmates. “I had always wanted to teach,” she said. “These were very motivated students, but it was very difficult to teach the material. We had to go back and help them recover simple arithmetic skills. Many of them would say, ‘If only I had opportunity in elementary school.’ They were appreciative.” Soon, she will be volunteering at a Family Science program at IBM for elementary school-aged children from local public schools who will come to IBM for instruction in hands-on science experiments. Maika was born in Japan and attended Indian Mountain School in Lakeville, Conn., before Westminster. Her interest in physics started while she was at Westminster. “I was always good at math, and Maggie Pierson ’01, who was a year ahead of me, suggested that I would really love physics,” recalled Maika. “I took AP physics and really liked it. I felt a strong connection with physics and engineering.” Maika was named the Outstanding Scholar for her class and received numerous book awards for her academic accomplishments. She was also a member of
Black and Gold, the John Hay Society, the Multicultural Student Union and the Art Club. In addition, she managed the football team, played basketball and volleyball, and participated in dance. Her interest in music led to her becoming president of Belles, co-president of Chorale and a member of Chamber Choir. As an accomplished pianist, she placed third in the Audrey Thayer Piano competition and attended the Bowdoin Summer Music Festival. Following Westminster, Maika planned to study at Barnard College, but her plans changed after 9/11. Her father, an actor, and her mother, a dancer, were supportive of her course of study, but did not want her to study in New York City. “It was not my decision to return to Japan for college, but I am glad I went,” she explained. “If I had gone straight to Barnard, I would not have the career that I have today. It was good to spend time with my family.” Maika attended the International Christian University in Tokyo for three years, where she studied physics before transferring to Barnard College. Though her intent was to take acting classes at Barnard, Maika says she was drawn back to the lab. She completed her undergraduate degree in physics and mathematics-statistics, and was the recipient of numerous academic prizes, including the Henry A. Boorse Prize, which is awarded to a graduating senior whose record in physics shows promise of distinction in a scientific career. In her free time, Maika participates in indoor rock climbing with IBM colleagues, and recently went ice climbing at Hunter Mountain in the Catskills of New York with her husband, Joseph Benoit, whom she married in 2013. “I like adventurous activities,” she said, recalling a platonic skydiving excursion she and Joseph took for her birthday after friends at Princeton had recently introduced them. “It was a date by the time it was over!” she was quick to add.
Creating Success as a High-Tech Entrepreneur In Massachusetts, where technology upstarts have created a thriving center for innovation, Lou Shipley ’81 is leading an award-winning cyber security company and sharing his experience with up-and-coming entrepreneurs. Lou is president and CEO of Black Duck Software — the third Massachusetts technology firm he’s led and sixth he’s been part of — and a lecturer at the MIT Sloan School of Management, where he teaches a course in high-tech entrepreneurship and sales. Lou got his start in the technology field when he joined then-startup Avid Technology in 1990 to lead its Asia Pacific operations, and subsequently founded Avid Japan KK, serving as its president. In his six years at Avid, the company grew from zero to $400 million in revenue. He is also a veteran of software startups WebLine (Cisco), FairMarket (eBay), Reflectent (Citrix) and VMTurbo. “I got hooked on startups when I took a class on entrepreneurial finance at Harvard Business School,” said Lou. “America is the best in the world at creating new technology companies. We’re a risk-oriented society. If one fails, learn and try to succeed in the next venture. If one finds a company in a fast-growing market, it’s really fun dealing with the chaos that comes with rapid growth. Part of the marketing challenge is to position unique, cutting-edge technology and simplify it, so it is consumable to the buyer. You have to make it blindingly obvious what it does.” Black Duck Software, headquartered in Burlington, Mass., helps companies prevent malicious attacks caused by hackers exploiting known open source security vulnerabilities. Black Duck recently received the Massachusetts Technology Leadership Council’s 2015 award for Innovative Technology of the Year in Security. Lou also serves as chairman of the board of CustomerGauge, and is an advisor to startups AppFirst and Unidesk Software. As a student, Lou was most interested in history, particularly in how technology affected the rise of America’s economic dominance and its potential to change and improve society. He earned a B.A. in economics from Trinity College with a year abroad at the London School of Economics. Lou is surrounded by young tech leaders when teaching at MIT. “I like being with young 20-year-olds who are focused on building the next generation of tech startups” he said. “I advise students what mistakes not to make. I’ve made enough myself!” MIT is very practical and was the first business school to teach a class in tech sales. As a Westminster student, Lou played First Football, was captain of First Baseball, served as Junior Prefect and worked on The Westminster News. But it was hockey
that brought him to campus. “Westminster bet on me,” said Lou. “Tom Earl and Peter Briggs came to watch me play in a Junior Whaler hockey game. They were very engaging and encouraged me to apply. My parents and I were not familiar with prep schools, but we decided to apply. There is great balance at Westminster — a great mix of academics, athletics and community service.” Lou went on to become captain of First Boys’ Hockey and even had his first date with his wife, Amanda Clarke Shipley ’80, on the Westminster rink during a skating party. Lou says he was not a particularly good math student at Westminster but recalls José Ilzarbe’s help. “I frustrated him, but I kept working,” recalled Lou. “Don Werner had a huge influence on me. He was a great leader and did so much for the school.” Lou was a member of the Westminster Board of Trustees for seven years (2005-2012), serving on the Development Committee, the Business Committee and the Committee on Trustees. He has also served as a class agent, been a member of his reunion committee and played in alumni hockey games. He continues his interest in hockey by running a hockey league that plays weekly. His team, the Andover Convalescents, competes in the New England Pond Hockey Classic’s Legends Division for players over 50. Lou and Amanda are parents to three children: Clarke, 21, a junior at Bates College; Caroline, 18, a senior at Phillips Academy; and Vanessa, 14, an eighth grader at the Pike School. The family hikes together regularly, having completed 26 of the 48 mountains in New Hampshire that are at least 4,000 feet in elevation. A three-time CEO, Lou has made his career growing privately held startup technology firms. “I prefer smaller, more nimble companies over larger, slower moving ones,” he said. “If it’s ever too big and if I’m spending more than half my time on internal operations, I know it’s time to go. I like uncertainty and risk.” Noting that several Westminster alumni who are investment bankers regularly call on Black Duck, Lou says he’s never run a public company. “We could go public. That would be fun to do!”
Lou Shipley ’81
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In Memoriam
1939 John W. Strong of Baltimore, Vt.,
passed away May 17, 2015. He was born in Bridgeport, Conn. He became a licensed pilot at the age of 15, which led to a 36-year career as a commercial pilot for Eastern Airlines. He retired as a captain in 1978. John trained military pilots during World War II. Upon retirement, he and his wife, Beverly, moved from Fairfield, Conn., to Baltimore, where he served as a selectman from 1979 to 1985. John’s wife died in 1998. Surviving him are his three children, four grandchildren and two great-grandchildren.
1947 James Garrard Holt of Bloomfield, Conn., passed away Dec. 10, 2015. He was the father of Patricia and Tom, and grandfather to Marco and Ruby. He was predeceased by his wife, Loretta. He was born in Manhattan and grew up in King’s Point, Long Island. He graduated from Yale in 1951. He worked his entire career for Citibank in the state of New York and retired as a vice president in 1985. He will be remembered for his warm heart, big smile, love of the outdoors, crossword puzzles, travel and his unforgettable booming voice.
1952
David was an outstanding tennis and platform tennis player, and was inducted along with his brother, William, into the platform tennis hall of fame, having won many senior national championships. In his leisure time, he also enjoyed many worldwide travels with his wife. His lifelong commitment to community service was expressed through his activities in support of the town of New Hartford, where he served for many years as the chair of the Economic Development Commission; his church, Saint John’s Episcopal Church of New Hartford; and Westminster School. He was the recipient of multiple awards for his service, including the 2002 Charlotte Dufour Lifetime Service Award for Commitment to Saint John’s Episcopal Church, the 2003 Commercial Realtor of the Year by the Greater Hartford Association of Realtors, and the 2009 Distinguished Leadership Award for Community Service to the Town of New Hartford. David is predeceased by his daughter Katherine Cowgill Childs, and survived by his wife, Ellen; his brother William Prescott Childs ’54 and his wife Sheila Childs; daughter Alison Prescott Childs; son Porter Lewis Childs; grandchildren Sadie Childs Cora, Celia Pearl Childs and Milo Childs Campolo; great-granddaughter Alice Cora; brother-in-law William Cowgill; and many cousins, including Samuel Childs ’66, and children Jamie Childs ’93 and Ted Childs ’93; and nieces and nephews.
1950 Dr. Ward Wells Tracy died July 27, 2015. He was born in New York City. Ward lived in Stamford and Greenwich, Conn. He graduated from Colby College and the University of Pennsylvania Dental School. As one of just a few fourth-generation dentists, Ward practiced dentistry first with his father in New York City and then in Stamford and Greenwich for nearly 40 years. He was devoted to his practice and his patients, and touched the lives and teeth of thousands. Ward loved singing and performed with the Troupers Light Opera Company for many years. He was a familiar face at many community events around town and always sang with gusto. Ward’s favorite place was the small island he owned on Moosehead Lake in Maine. He enjoyed many summer vacations there with his family. He also enjoyed traveling. Ward is survived by his three sons, a daughter and several grandchildren.
1990 Christopher Durfee passed away Sept. 25, 2015. He was a 1994 graduate of the University of Denver. He was known for his concern for abandoned dogs and set up a foundation to care for needy canines. Chris is survived by his parents, Bzee and Sherman Durfee ’54; a sister, Elizabeth Durfee; a brother, Sherman Durfee Jr.; and his niece, Ginny Durfee ’15.
David Lewis Childs of New Hartford, Conn., passed away March 8, 2016. He was born in Nice, France. He attended Cornell University, and earned an economics degree from Mexico City College. While in Mexico City, he met his future bride, Ellen Cowgill. The couple enjoyed 55 years of marriage. David began his career in the family shoe business, Childs for Shoes in Massachusetts and Simmons Shoes in Connecticut. He continued with a successful career in commercial real estate with the firm now called CB Richard Ellis until his retirement.
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Closing Thoughts
A Roller Coaster Filled With Highs and Lows By Head Prefect Tim Sanford ’16
Never in my life did I imagine that I would go to boarding school. Why would I want to leave the comforts of home, my friends and my family behind? Growing up, I went to my local public school in New Jersey then left in sixth grade for a private day school where I thought I would finish my middle and high school years. I was happy there, had great friends, was doing exceptionally well in my studies and thrived in my two favorite sports: hockey and lacrosse. My dad, Andrew Sanford, who graduated from Westminster in 1983, has always expressed a great sense of gratitude and admiration for his beloved Martlets. I never could pinpoint what he loved so much, but he would rave about how his decision to attend Westminster was one of the best decisions of his life. Each year, he tried to bring my twin brother, Nick ’16, and me to Westminster for a hockey game, and one year, I remember meeting Mr. Stevens, my current advisor, after a game. Mr. Stevens made us feel at home and even gave Nick and me a vintage Westminster hockey jersey that hangs in my Milliken House dorm room today. Despite the remarkably friendly people, amazing facilities, and excellent academics and athletics, I was not convinced about leaving home. My dad never put any pressure on us to consider attending a boarding school because he wanted the decision to come from us. One day during our sophomore year at our day school, Nick and I were driving to Philadelphia for a hockey tournament and were concerned that had we had midterm tests coming up and did not have sufficient time to study because of the games. It prompted Nick to ask a lifechanging question: “Why don’t we look at boarding school?” Why sacrifice sports for academics or vice versa, when at a boarding school you are given the opportunity to balance both? We could play in the competitive Founders League and not sacrifice missing school because games are held Wednesdays and Saturdays, which are both half days. This, combined with the top-tier academics, made us realize it was time to seriously consider this option. We toured a few schools, but we really had no clue what we were looking for. All the prep schools were incredible, but different. After going through the admissions process and being admitted to Westminster, we attended a revisit day. I was nervous because I knew so many great things about the school, but little did I know that the people were the most impressive part. During the revisit day, I was paired with Zac Hamilton ’14, and Nick was paired with Tristan Rai ’14. Both Zac and Tristan were extremely friendly, smart and honest about the school, and I don’t think they realize how big a role they played in our decision to attend Westminster. I vividly remember getting in the car with Nick to head home that day, and our mom asking us about our immediate reaction. We both knew that Westminster was where we wanted to spend the rest of our high school days, so we called our dad who was at work in New Jersey and told him we were going to be Martlets. Although Nick and I 62
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were terrified about the prospect of leaving home, we were excited to start a new chapter in our lives. Over the past three years at Westminster, I have learned that boarding school is a roller coaster filled with many highs and lows. What makes the Westminster experience so meaningful is that you learn how to deal with difficult situations and rebound from them with the support of a close-knit community. During my first year, I had a tough time adapting to the rigorous boarding school lifestyle. I was overwhelmed initially by challenging classes, my minimal playing time in hockey and lacrosse, and balancing time to socialize and meet new people. But I was appreciative of how Nick and I were able to find separate paths, despite being roommates our first year. We have always had similar interests and friend groups, but I knew that we had the freedom to follow our personal goals and not be judged as twins, but rather as individuals. Last spring, I was given the honor of being named head prefect for our Class of 2016. I was quite nervous since I had no prior experience in student government and would be following in the footsteps of Pierce Coté ’14 and Ryan Seymour ’15, who were my role models as head prefects. Nevertheless, I persevered and took on possibly the biggest challenge of my life, so far. I was motivated to assume the head prefect position when I returned to school in the fall. Unfortunately, my optimism changed when I tore my ACL playing lacrosse over the summer. I was extremely disappointed following the incident and despised the idea of being the visibly injured head prefect. With amazing support from my family, I did return to campus in the fall with the right mindset. I quickly learned that people did not care if I had to navigate campus on a seated scooter since they were more concerned about what type of leader and person I was. They restored the confidence I so desperately needed. If I have learned anything about Westminster, it is that we are truly a family, where each member contributes in his or her own unique way and is given the opportunity to take risks and find success. I now fully understand why my dad believed so strongly in the Westminster experience. It has taught me so much, and I could not feel more prepared for college and the next stage in my life. I look forward to receiving my diploma in May with my classmates, who I consider to be brothers and sisters.
TRUSTEES
2015-2016 S. Bradley Mell P’14, ’16 Far Hills, N.J.
John S. Armour ’76 Emeritus Palos Verdes Estates, Calif.
John H. Davis P’05 Emeritus Longmeadow, Mass.
Timothy D. Armour ’78 Palos Verdes Estates, Calif.
Lori P. Durham P’13, ’15 Denver, Colo.
Charles B. Milliken P’77 Emeritus Bloomfield, Conn.
Elisabeth M. Armstrong P’04, ’06, ’07 Dallas, Texas
William C. Egan III ’64, P’92, ’95, ’00, ’02 Emeritus Skillman, N.J.
T. Treadway Mink Jr. ’77, P’11 Chairman of the Board New Canaan, Conn.
Colin S. Flinn ’82 Sanibel, Fla.
Franklin Montross IV P’16 Bedford Hills, N.Y.
Heather Frahm ’86 Weston, Mass.
J. Pierce O’Neil ’76, P’10, ’12 Rowayton, Conn.
Joseph L. Gitterman III ’55, P’86, ’86, ’90 Emeritus Washington Depot, Conn.
William V.N. Philip P’06, ’09 Headmaster Ex officio Simsbury, Conn.
Stephen W. Bailey ’89 Austin, Texas Beth Cuda Baker P’09, ’12, ’15 New Canaan, Conn. Susan Werner Berenson ’82 Fairfield, Conn. Ellen G. Breed P’11, ’15 Greenwich, Conn.
Robert T. Horsford ’89 New York, N.Y.
William D. Brewer P’17 Ex officio New York, N.Y.
David H. Hovey Jr. ’78, P’09, ’11, ’14 Simsbury, Conn.
C. Andrew Brickman ’82 Hinsdale, Ill. Curtis F. Brockelman Jr. ’86, P’19 Greenwich, Conn. Zooey Brown P’15 Batesville, Va. Abram Claude Jr. ’46, P’71, ’80, ’84, GP’02 Emeritus North Salem, N.Y.
Moyahoena Ogilvie Johnson ’86 Bloomfield, Conn. Jeffrey E. Kelter P’12, ’14, ’19 Locust Valley, N.Y. Douglas C. Kerridge ’85 Ex officio New Canaan, Conn. Bernhard L. Kohn Jr. ’66, P’92 Bloomfield, Conn.
John A. Cosentino Jr. P’00, ’18, ’18 Simsbury, Conn.
Jane Kessler Lennox ’88, P’16, ’18 New Albany, Ohio
Edward V. Dardani Jr. P’14, ’18 Waccabuc, N.Y.
Andrew D. McCullough Jr. ’87 Houston, Texas
Westminster Bulletin SPRING 2016
Thomas D. Sargent II ’77, P’10 West Hartford, Conn. John Sherwin Jr. ’57, P’83, ’89 Emeritus Mayfield Village, Ohio Samuel Thorne ’46, P’74, ’76 Emeritus Bedford, Mass. Gregory F. Ugalde P’05, ’07, ’10, ’12 Burlington, Conn. Sara L. Whiteley ’91 West Chatham, Mass. Benjamin D. Williams IV ’81 Carpinteria, Calif.
Address Class Notes to:
Editor
Design
Beth Goldstein Soycher Westminster School P.O. Box 337 Simsbury, CT 06070-0377
Darlene Skeels, Director of Communications and Publications dskeels@westminster-school.org
John Johnson Art Direction & Design Collinsville, Conn.
Published by:
Westminster School Published by: 995 Hopmeadow St. Westminster Simsbury, CTSchool 06070 995 Hopmeadow (860) 408-3000 St. Simsbury, CT 06070 (860)magazine 408-3000is This produced twice a This by magazine is year the Marketing produced twice a and Communications year by the Marketing Office. and Communications Office.
C. Bradford Raymond ’85, P’19 New York, N.Y.
Or submit via email: alumninotes@westminster-school.org To update contact information: bsoycher@westminster-school.org Westminster School does not discriminate on the basis of race, color, creed, sex, national origin or sexual orientation in administration of its education policies, admissions policies, scholarship and loan programs, and athletic and other schooladministered programs.
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