Hill Happenings 2012-2013

T h e C h e s t n u t H i l l S c h o o l M a g a z i n eT h e C h e s t n u t H i l l S c h o o l M a g a z i n e

Winter 2013

Special Insert:2011/2012Report of Giving

Academic excellence in a challenging and supportiveenvironment is the mission of The Chestnut Hill School.The School provides its students with a strong founda-tion of learning skills in a teaching environment whichfosters self-esteem and empowers them with enthusi-asm for and curiosity about discovering knowledge.Within an active community of students, faculty, andfamilies, The Chestnut Hill School promotes respectbetween individuals and involvement with the largercommunity.

Through an interdisciplinary curriculum and process-oriented approach to learning, the faculty encourages

children to strive for excellence, to develop confidencein themselves and their abilities, and to realize theirunique talents and creativity. Active exploration encom-passing many voices and viewpoints allows children toexperience the richness of many cultures and developappreciation of a pluralistic world.

The School works in close partnership with families toensure the warmth, diversity, and academic excellencethat are characteristic of The Chestnut Hill School community.

HILL HAPPENINGS Winter 2013

EDITOR

Tramaine Weekes

DESIGN AND LAYOUT

Michele Page

PHOTOGRAPHY

Rick Bern PhotographyCHS Faculty and Staff

Coffee Pond PhotographyJohn DellaVechia

Gus FreedmanEllen Harasimowicz

Joshua TousterTramaine Weekes

CONTRIBUTORS

Jeri GoetzLinda HughesBrenda Kostyk

Rosalyn Medina-CookDebra Sullivan

Steven B. Tobolsky, Ph. D.Tramaine Weekes

EDITORIAL BOARD

Head of SchoolSteven B. Tobolsky, Ph.D.

Director of Admission/Enrollment Wendy Borosavage

Business Manager/ Director of Financial Aid

Kathy Chery

Director of Information SystemsJohn Della Vecchia

Director of DevelopmentJeri Goetz

Director of Community and DiversityLinda Hughes

Dean of Faculty/Director of StudiesDebra Sullivan

Hill Highlights2 5th Grade Leadership Project

4 Tribute to Class of 2012

8 Scenes from the Seasons

10 The Gift of Time

14 Technological Enhancement

16 Planting the SEED, Furthering the Mission

18 Carving Out Time and Space for Students and Teachers

20 Change Space, Change Perspective

22 Community News

24 Distinguished Alumni Award Recipient: Lorna Lowe ’84

26 Class Notes

OUR MISSION STATEMENT

Letter from the Head of School

A Change of PaceThis issue of Hill Happenings promises to showcase our initial excitement about a new daily schedule thatincorporates some powerful educational priorities andallows us to strive for even higher educational standards.Although only a few months into our new 10-Dayschedule, already we are learning how best to plan foralternating activities on Week A or Week B. This requiresa different approach to planning, to be sure, but it alsoaffords some important flexibility and variety.

10-Day schedules notwithstanding, we are equallyexcited about the enhanced learning opportunities that are made possible by thoughtful integration of iPadtechnologies into our teaching, the personal growth forteachers that is made possible by our involvement in the SEED Program, and the depth of teacher/student connections that are made possible by the adoption of a self-containedhomeroom model. All these items are highlighted in the current issue as well.

Finally, we are proud to showcase the linguistic and cultural immersion experience ofone of our families as well as the impressive accomplishments of the recipient of ournewly-initiated annual Distinguished Alumni Award. CHS students are known both fortheir humanity and for their level of academic preparedness. This is a magical process thatbegins in the classroom and is shaped most directly by classroom teachers. However, as thearticles in this issue will attest, the formation of a CHS citizen also extends far beyond thetraditional classroom walls.

Steven B. Tobolsky, Ph.D.Head of School

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The Upper School LeadershipProgram is one of the hiddengems of the overall CHS experi-

ence. Building on the skills first intro-duced as 4th Grade Learning Partners,5th graders spend their spring semesterworking together with teachers andadministrators in a class designed both topromote awareness about leadership andto provide opportunities for individualleadership projects. The LeadershipFaculty includes the 2nd Grade teachersas well as Deb Bloomberg (School Nurse),Jeri Goetz (Director of Development),Joann Greenwood (Upper School ScienceTeacher), and Steve Tobolsky (Head ofSchool).

In recent years it had become tradi-tional for the 5th graders to undertake aschool-wide project. For example, during

the School’s sesquicentennial in 2010, thestudents created a historical scavengerhunt, and in 2011 they carried out an all-school Talent Show. In 2012, theLeadership Faculty decided to change thefocus in such a way that each individual5th grader would be responsible for his orher own individual project during the lat-ter part of the year. Supported in theseendeavors both by designated LeadershipClass Advisors and by collaborating facultyand staff members from across the grades,the students took on important responsi-bilities as teachers, coaches, artists, musi-cians, and culinary experts.

An expert scrapbooker, NurseBloomberg had incorporated a tactileLeadership Journal a few years ago as akey component of the Leadership Classcurriculum. This was a bound paper

journal lovingly decorated and cherishedby the students. However, in response toever-changing modes of communication,the Leadership Faculty decided in thespring of 2012 to experiment with analtogether new form of journal: an online

By Jeri Goetz

From Student to Teacher: 5th Grade Leadership Projects Encourage Role Reversal

T h e C h e s t n u t H i l l S c h o o l • H i l l H a p p e n i n g s

blog. The students adapted to this new format seamlessly, creat-ing and “sharing” entries on a wide spectrum of varied topics.These activities played an important role in helping the studentsto make better informed decisions about their own individualprojects.

Many students chose to explore their leadership abilities andshare their knowledge by teaching topics as varied as pottery,baking, martial arts, math, science, dance, gymnastics, and soccerskills. Caleb Barer ’13 taught a series of pottery classes for stu-dents and adults: “It was really fun because I felt like I was doingsomething to help the School. I like pottery but hadn’t triedteaching before. I learned not everything is as hard as it sounds.”Sophia Glazer ’13 taught stress management skills and distributedself-made stress balls to students. As she reported, “I learned tomanage my time.”

Other students ventured beyond teaching and demonstrated

their leadership by staging a chess tournament, organizing a bakesale to benefit the MSPCA, creating an art book, designing a bas-ketball website, and Pat Gallo ’13 helped teach string ensembleand then conducted students at the spring music presentation:“My role changed from student to teacher. I now appreciate theamount of time and effort teachers put into preparation. I alsolearned it’s really hard to manage a large group of students.”

Students chose the date and time of their presentations,encouraged enrollment, planned lessons, and organized materials.Tessa Haining ’13 organized the bake sale and created a moviedocumenting the projects: “When you put your heart and soul into something, it will turn out well.” Kayla Wolk ’13added, “I thought I’d be scared teaching gymnastics to other kids and having responsibility for them. It was overwhelming at first. I learned you should just go for it.” And go for it thesestudents did!

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Congratulations to our 2012 Graduates

SYDNI BRITTON

Boston Latin School

“Now I know that studying,focusing, and trying hard are theimportant things you can do.This has helped me stay morerelaxed, and for me, relaxing is agreat way to focus.”

OLIVIA BROWN

The Lawrence School

“I will miss a lot about CHS, butmostly I will miss the faculty here.I will take away from this experi-ence the kindness and patience ofevery one at CHS.”

ZACK CANNATA

Class Agent

Belmont Hill School

“I just want you to know that Ifeel very prepared for the nextstep in my education, and I willremember my time here at CHSfondly.”

LUKE DIGGINS

St. Sebastian’s School

“Family, fun, and learning projects.I have had such a great eight yearshere and I can only hope that myexperience at my next school willbe just as good.”

NICHOLAS GALLO

Belmont Hill School

“So my friends, I have some goodadvice for you: ’Look good, feelgood, do a good job. You canmake it work. You can always doit, as long as you try.‘ ”

ANGELIQUE CERVONE

Dana Hall School

“I know that I will miss all of thefaculty, but I mean, seriously, that’swhat visiting is for... I especiallycan’t wait to see my reading partners in the coming years.”

DAWSON MENDIK

Beaver Country Day School

“My wonderful teachers tried sohard to help me, and they suc-ceeded. I have now accomplishedso many of my goals... I am open totry new things (well, except forvegetables).”

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MICHAEL GEORGE

Milton Academy

“I knew that getting on the CHSrollercoaster was going to be a greatopportunity and would be really fun.Just like a rollercoaster, my yearshere have been at some points slow,and at other points fast.”

GRANT GIBSON

Lowell Sportsmanship Award

Belmont Hill School

“I think for me and for a lot ofpeople in this graduating class,the years here at CHS will onlybe good memories... CHS was ahome away from home, and Ibasically grew up here.”

WILL MISCIAGNA

Schreiber Family CommunityService Award

Belmont Hill School

“...I know that if you don’t appreci-ate what is happening in the pres-ent, you might regret it later. Mytime at CHS has flown by, and I willdefinitely remember all the goodtimes.”

ELAN HEDGES

Pierce School

“The greater purpose is to bethe leaders of our community. Iwant to remember all of myteachers and all of my friends sothat when I come back, I will beable to reconnect.”

CLAIRE MELLOWES

Lowell Sportsmanship Award

Newton Country Day School

“What I have learned at CHS is thatthe teachers are always there to sup-port you any time. If you need help,they will guide you... They will neverturn you down.”

Sixth grade students experience many traditions at CHS—the Farm School trip, the advisor program, and the

musical to name a few. The final tradition for 6th Grade students involves writing and giving a speech at

graduation. We are proud to honor the Class of 2012 and include brief excerpts from those graduation speeches.

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Congratulations to our 2012 Graduates

JANE MURPHY

Dana Hall School

“My favorite year at CHS woulddefinitely be 6th Grade. You feellike you are the leaders of theschool and that everyone looksup to you.”

SOPHIE NAHIRNY

Noble and Greenough School

“One thing that makes CHS standout is that it is a small school.Because CHS is so small and closeto my house, it feels like my secondhome.”

CLARA PARSONS

Newton Country DaySchool

“I’ll also never forget how muchthe teachers have helped me.They’ve challenged me by push-ing me to be my best. I hope thatI will be challenged this way atmy next school, too.”

JOHN PHILIPPIDES

Roxbury Latin School

“I will miss the enthusiasm foranything new that students haveat this school. Humor has alsomade my time with CHS special.”

CHARLIE PYLE

Wendy Lamont Award

Milton Academy

“Overall, I feel like CHS has left mewith a rather unique experience.These bonds have really helped me togrow and learn. I have many happymemories from here...”

JESSE PELLMAN

Class Agent

Shady Hill School

“Along with friends and teach-ers, acting has been a big part ofmy CHS experience. I love act-ing. The plays that we got to doeach year were way cool.”

KERBY-LOUISROBERSON

Pierce Middle School

“I think that CHS has been anexcellent guide for the rest of mylife. It has helped me to getready for middle school, andeven later on for high school.”

SAMUEL ROHRER

Fessenden School

“Much like baseball, CHS is alearning experience. I think ofbeginners to 1st Grade as beingthe farm league, 2nd to 5th gradeas the Minors, and 6th grade asthe Majors: we’ve made it!”


EVAN WALKER

Thurston Middle School

“All the things that the CHS communityhas done for me have helped me withmy education, and everyone hasalways supported me. My friends havebeen there for me when I needed it.”

THE CLASS OF 2012

SCENES FROM THE SEASONS

Francesca and Bill Koss P ’17 and TJ andHadley Douglas P ’19, ’21 dressed for theoccasion, a night in “Neverland.”

Ray Bazzano P ’15, ’18 and Omar Simmons P ’15, ’17 joined parents, faculty, staff, andfriends at this annual event in support ofCHS programs.

Spring Fling 2012

Each spring, CHS LearningPartners reunite to shareadvice and experience with thegraduating class. This year,CHS welcomed AmandaBorosavage ’06, Erin Aisenberg’06, and Greg Loukas ’06.

Grade 7 Transition Night

Early Childhood Spring Concert

Every year, studentsand families trade fourwheels for two andhead to The Hill.Students bike from asnear as the neighboringstreet to as far away asJamaica Plain andBeacon Hill.

Bike To School Day

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The entire class of 2012 gave aspirited performance of “Onceon this Island.”

Class of 2012Musical

An evening on The Hill is a wonderful opportuni-ties for families to network and children to play asthey picnic and anticipate the arrival of the icecream truck.

“Hello Cali, Goodbye Charlie”

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Beloved Woodworking faculty member, Charlie Folco retired after 17 years at CHS at the end of the 2011/2012 school year. Alumni from a range ofyears turned out to say farewell to Charlie with their creations from his class projects in tow. Back row: David Gold , Tatianna Rosado, Arya Alizadeh,Grant Steiger, Noah Cisse, Sam Stulin. Front row: Alexa Kopelman, Sam Squires, Charlie Folco, Abby Nectow, Mary Coughlin, Miriam Stulin.

CHS Family Picnic

Families, alumni, neighbors, and friends experienced food,games, prizes, rides, crafting,wild animals, and a petting zooat this year’s Carnival.

Beginners/Pre-K Graduation

Carnival 2012

By Debra M. Sullivan

n the ongoing pursuit of academic

excellence, Chestnut Hill School

teachers constantly adapt their

classroom practice to best meet

the needs of their students. Some of the

most impactful teaching results from

the small, strategic adjustments that

teachers make on a daily basis. The 1st

Grade teacher who changes the order

of activities on a given afternoon, the

3rd grade teacher who chooses new

read aloud books on a topic of student

interest, the Kindergarten teacher who

notices the need to incorporate move-

ment into her math lesson, or the

Spanish teacher who creatively uses

technology to reinforce grammar

skills—all offer examples of the kind of

responsive teaching that has come to

define CHS.

The Gift of Time:CHS Reimagines its Academic Schedule andInstructional Model

1111

In response to a growing sense that student learning at CHS was too ofteninterrupted by transitions and that teaching and learning opportunities could beenhanced by reimagining our use of time, teachers and administrators beganasking the following questions: Do our students have enough time in theirweekly program for the breadth of learning opportunities we seek to provide?Are we trying to do too much in the time we have? How can we make the paceof a student’s day less hurried? How can adjustments in our schedule andteaching model help us to better serve our students and to maximize our use ofinstructional time?

Guided by a 2010 Strategic Plan mandate, a fifteen-member faculty TaskForce was convened in the summer of 2011 to explore these questions in depth.Informed, in part, by the results of a comprehensive faculty and staff survey, theTask Force identified five guiding principles regarding the challenges and oppor-tunities associated with the daily schedule: increasing uninterrupted time, sup-porting an emphasis on foundational skills, facilitating small group learning,enhancing collaborative planning time, and promoting interdisciplinary teach-ing. The recommendations of the Task Force resulted in a three-fold set ofchanges reflecting these time-related priorities. Those recommendations came tofruition in September 2012 with the implementation of a new ten-day schedule,realigned program offerings, and a self-contained homeroom model.

“Our new schedule maintains a generous collection of special subjects at each grade level while reducingdaily transitions and creating more homeroom time for the reinforcement of foundational skills.”

How Does the New Schedule LookDifferent From the Previous One?The first of many steps in building a less frenetic schedule forour students was to create more time in school. In our newten-day schedule of alternating A and B weeks, the school dayis lengthened slightly—the exact amount varying by develop-mental level—both in the morning and in the afternoon.Students in Grades 5-6 remain in school until 3:45 pm everyday except Friday, allowing greater flexibility in the athleticsprogram, teacher-monitored study halls, and additional classtime. With increased instructional time for students in allgrades, math and language arts instruction now takes placefive days a week and gives students more time for the buildingand reinforcement of foundational skills. In the words of learn-ing specialist Michelle Keating, the educational benefits of thisadditional time are invaluable: “Young children learn best

when they have time to reflect on their learning and practicenew skills. That’s a benefit for all children but is essential forsome. Building skills in the early grades is greatly enhanced bymore learning time and the opportunity for increased integra-tion.” In addition to a longer school day, every grade’s sched-ule contains longer instructional blocks and fewer transitions,two key elements in slowing down the pace of a student’s dayand eliminating wasted transition time. Those longer blocksalso allow for more varied teaching methods, greater utiliza-tion of small group learning, and expanded opportunities forreview and extension of concepts taught.

While the changes to teachers’ schedules are not visible tofamilies, many of those changes directly impact the quality ofteaching and learning. Our new teacher schedules include dedi-cated collaborative planning time at multiple levels. In keepingwith several of the guiding principles for schedule revision,these common planning blocks support enhanced communica-tion, curriculum planning, and interdisciplinary teaching.


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In What Ways have ProgramPriorities been Realigned?The Chestnut Hill School prides itself on a rich array of program offerings, all of which contribute to our commitmentto educate the whole child. In realigning program priorities with regard to the use of time, Task Force recommendationssought to reimagine a schedule with the best possible balance of program elements. Our new schedule maintains a generouscollection of special subjects at each grade level while reducingdaily transitions and creating more homeroom time for the rein-forcement of foundational skills. Continuing to support everysubject previously taught, our new schedule achieves this bal-ance in a variety of ways, whether by adjusting the frequency of an activity, shifting the grade levels at which it is taught, orby integrating it with other aspects of the program.

One particular highlight of program realignment is the creation of the Building and Engineering Program. A creativesynergy of woodworking and robotics, Building and Engineeringincorporates all the essential components of STEAM (Science,Technology, Engineering, Art, and Math). Building activitiesembed traditional woodworking skills as well as opportunities to design and create using other materials. Engineering activitiesrange from the exploration of programmable robots and simplemachines to the building of circuit boards and the programmingof LEGO NXT vehicles. An extended block of time in this spe-cialty for one semester each year provides the luxury of in-depthactivities. In addition, projects often connect to other curriculumareas, maximizing the use of students’ time and the impact ontheir learning. Building and Engineering has already generatedtremendous student excitement, with many students being heardto remark, “That’s my favorite class!

What are the Benefits of a Self-Contained Homeroom Model?Although the homeroom co-teaching model has been a long-standing hallmark of the CHS experience, a careful examinationof our use of time revealed that students in Grade 3 and belowwould be better served by a self-contained homeroom model. Aco-teaching model with subject specialization remains develop-mentally appropriate and educationally beneficial for our Upper

School students but, as of this September, students in Pre-Kthrough Grade 3 are assigned to one homeroom teacher who isresponsible for their instruction in all core subjects. From adevelopmental standpoint, this offers students closer relation-ships with their teachers, fewer transitions during their day, and greater opportunities for core instruction and curricularintegration. Second grade teacher Diana Roy speaks to theadvantages both for herself and her students: “I love teachingall subjects and being able to see my students as learners in various contexts. I feel like I know them so much better, andthat helps me to be a better teacher. It makes the experience so much richer and fuller for all of us.”

With October Conferences behind us, 1st Grade teacher EllieGarvey echoes a similar sentiment, “Throughout the process ofconferencing with families, I was really conscious of how muchmore time I spend with their children and how much more timewe give our students to learn. On so many levels, that really is agift.” Indeed, giving our students the gift of time was whatcompelled us so significantly to re-imagine both our academicschedule and instructional model.

Our new teacher schedules include dedicated collaborative planning timeat multiple levels.

“”

Rolled out in September, the second cart of iPads allows moreaccess. In addition, each full-time faculty member was given aniPad for their classroom use and professional development. BarbTennyson, CHS’s Instructional Technology Specialist and “keeperof the iPads,” shares that while the younger grade levels andmath classes were the top users last year, usage has picked upacross all grades and all curriculum areas. Tennyson shared thatusage at first was “more rote than creative, but we are usingmore open ended apps now.” The multitude of apps available to

iPad users allows for instruction to be customized and individual-ized to the user. There are even apps to supplement the recentlyadded Singapore Math curriculum.

According to M. Gleeson, educational technology blogger,there are certain things that a school should and should not do and expect from its iPad program. Gleeson, a iPad pilot program veteran, suggests that the tablets should not be seen as areplacement for “traditional word processing” because they aresmaller than a laptop, or to replace textbooks because your kid’s

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By Tramaine E. Weekes

After the introduction of the School’s first iPad cart last year, CHS’s technology

team realized that the tablet was a technology that has great potential for our

program and added a second cart this year. In its first year, the hopes were

that the iPad would be utilized in every grade level and also for the faculty to

evaluate apps and explore the possibilities of the new tool. The exploratory period

produced the following result: the iPads were a value add for the current curriculum.

Technological Advancement Enhancement

backpacks are heavy. In the hands of engaged, curious and enter-prising students and under the direction of a teacher, the iPadbecomes a social, interactive, portable launchpad to “multimediacontent creation, interactive collaboration and learning, and digital literacy.”

Tennyson’s goal for the iPad integration is for the tool toenable its users to enhance the existing curriculum. We should“move beyond ‘being cool’ to being about learning. The goalshould always be about learning.” To assist with app accessibility,Tennyson has created a shared file that lists all of the applicationsavailable at the faculty and students’ disposal, covering topics inearly childhood fundamentals, language arts and storytelling,library arts, math and science, multimedia creation and

productivity, social studies, art and music, and Spanish. CHS’smost popular apps have included: Doodlebuddy, MyCreate,Explain Everything, Sonic Pics, and Comic Life. With the use ofPuppetpals, an interactive voice recorder lets students move char-acters on the screen, add voice-overs and create their own movies.And of course, the built-in camera, video features, and the adventof the School’s Community Stream allow teachers and students tofilm around campus and on field trips to produce on the fly.

In special subjects, iPad use has extended the capabilities ofthe classroom. The 3rd Grade classes have a music technologyunit and in addition to GarageBand, they can use Prokeys,Virtuoso, Magic Piano, Visuamusio, and the Isle of Tune for their musical education. The ease of use in voice-recording andplayback offers Spanish classes the opportunity to hear their

pronunciation immediately. Spanish faculty member MercéGarcia has taken her classes a step further. With the use of iBookAuthor publishing software, she has created lesson plans that give the parents the ability to help their children with homeworkassignments and test preparation, regardless of their level ofSpanish exposure.

As CHS continues with its iPad integration, we continue toexplore the most effective models for using them in the curricu-lum and the possiblities of a potential 1:1 program. Because theiPad has proven useful across all levels, we would hope that CHSstudents would not just be consumers of content, but producersas well. The addition of projectors that wirelessly connect to theiPad would allow teachers to move throughout the classroom,whether students were working individually or in groups. Tokeep themselves on the forefront of iPad innovation, five CHSrepresentatives from various areas joined educators, researchers,tech directors, principals, and school leaders at EdTechTeacher’sinaugural iPad Summit at Harvard University for three days inNovember.

Tennyson is always clear to drive home the point that CHSwants technology integration to be curriculum focused, and nothardware based. “Our children are creative, and we want ourcurriculum and technology to support that creativity.”

Because the iPad has proven usefulacross all levels, we would hope thatCHS students would ot just be consuersof content, but producers as well.”

“

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“Though I do not believe

that a plant will spring up

where no seed has been, I

have great faith in a seed.

Convince me that you have

a seed... and I am prepared

to expect wonders.”

—Henry David Thoreau

By Linda Lifsey Hughes

As a part of our ongoing efforts tocreate equitable experiences andoutcomes for students and staff,

the Office of Community and Diversityoffers a new program this year. SeekingEducational Equity and Diversity (SEED)is one of several professional developmentopportunities in the area of diversity andmulticulturalism that is open to facultyand interns. In monthly sessions, educa-tors examine contemporary scholarship,as well as “the textbooks of their lives,”in order to deepen community conversa-tion about culture and schooling. Facultywho have enrolled in the program havedone so because of their desire to begin apersonal journey of self-discovery in asafe, small group setting.

The SEED program was founded byPeggy McIntosh, Associate Director ofthe Wellesley College Center for Researchon Women, and co-directed by EmmyHowe, a former elementary schoolteacher and a founder of the WelcomingSchools Initiative, Brenda Flyswithhawks,a psychology instructor at Santa RosaJunior College in California, and EmilyStyle, a retired English teacher andDiversity Coordinator in the Madison,New Jersey school district. The NationalSEED Project seeks to engage teachers incurricular and systemic change by bring-ing issues of race, gender, class, sexualorientation, and ethnicity into their class-rooms. Since 1987, SEED has held semi-nars led by over 200 teachers in 32 statesand more than ten countries abroad. Todate, more than 2,500 educators haveparticipated.

At the heart of The National SEEDProject on Inclusive Curriculum is thebelief that responding to diverse students’needs requires that educators actively, col-laboratively, and consistently discuss andinvestigate both multiple human perspec-tives and equitable educational approach-es. To that end, trained SEED leadersfacilitate experiences that help partici-pants first recognize bias, then workagainst patterns of stereotyping, confrontprejudices, and challenge forms ofoppression that lie deeply embedded in

Planting the SEED, Furthering the Mission

the very social institutions and structuresthat sustain society—including schools.

CHS has placed a renewed emphasison better understanding issues related toequity in our community. The SEEDProgram is now one part of that largerendeavor. Since our extensive training atThe San Domenico School in SanAnselmo, CA this past summer, Diana

Roy, 2nd Grade faculty, and I have initi-ated a CHS faculty SEED group.Educators in the CHS community, as aresult of their SEED affiliation, will listento all voices, including their own, withwidened attention. In addition, they willhandle with more confidence and compe-tence the challenges and joys of the manykinds of diversity found in their own lives

and in the lives of CHS students andfamilies. Our CHS SEED program seeksto achieve the goal of creating culturallyresponsive teachers, multi-culturally equi-table, gender-balanced curricula andteaching methods that better serve allgirls and boys (and women and men)from a place of integrity, coherence, andinter-connection.

Pictured below: Linda Hughes pictured with SEED faculty members: Gail Cruise-Roberson, Willa Colfield and other participants.

SEED founder Peggy McIntosh with Diana Royand Linda Hughes.

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Our children are our greatest bless-ing. Like most parents, gettingto know our kids, really getting

to know them as the people they are, is arewarding, life-changing journey. If weare open, our children change who we areand how we approach each day. In ourfast-paced, complicated world, we oftenget so caught up in doing for our childrenthat we forget the importance of beingwith them. If there is anything my hus-band, Dan, and I have learned in our briefseven years of parenting, it is that we mustdeliberately make space in our busy daysfor these precious creatures. We must pay attention, and we must pay attentionnow, for their childhood is fleeting.

The Chestnut Hill School is passionateabout children and values each child’svoice in its learning dialogue. CHS children come to learn, and just as important, they come to teach others and to shape their world. At CHS, eachchild is honored for their unique talents,perspectives, interests, and learning styles; all of which can only be leveragedwhen the adults in their lives are payingattention. As parents, it is clear to us that CHS has its eyes wide open. CHScelebrates the diversity and richness of its student body by deliberately affording educators the space and time to understand each child. Uninterruptedinstructional time has taken a front seat at CHS, empowering its teachers toobserve, listen, and respond to each student’s unique learning style.

Launched this fall, the new academicschedule at CHS lengthens class times.These longer stretches of dedicatedinstruction allow teachers to reinforceconcepts, to engage students in meaning-

by Brenda Kostyk

Carving Out Time and Space for Children and Teachers


19

ful discussion, to take learning in unexpected directions, and todive deeper into subject areas. The new schedule also mini-mizes the number of times students transition from one subjectto another. The impact of fewer transitions during the schoolday is noticeable. It limits interruptions from learning and setsa better pace for the day, a pace that is developmentally appro-priate for childhood learners. The smiles and stories I hear onour drive home from school speak to the tempo of our daugh-ters’ days. At CHS, our girls have the time and space to bethemselves, to be curious, to make connections, to create andimagine and play, and to simply share the wonder of being a child.

Augmenting longer class times and fewer transition, is greaterconsistency in teaching. The new self-contained homeroom

model assigns one lead teacher to a class. This teacher servesas the primary educator in all core curricular areas. The relationship that our oldest daughter, Claire, has forged withher second grade teacher, Jackie Crawford, is truly exciting.There is a depth of understanding between the two that bringsClaire’s learning to a whole new level. By spending so muchtime with Claire, Ms. Crawford understands her personalityand interests. Armed with this knowledge, Ms. Crawfordengages Claire in a way that resonates with her learningstyle—whether she is working with Claire on an open circletopic, math, reading, or writing.

Time, space, and stronger teacher-student relationships are at the heart of CHS’s new academic schedule and instructionalmodel. It is exactly this approach that makes CHS classroomsplaces where our children’s hearts, minds, and curiosity areengaged; where they develop a lifelong love of learning. It’s onething to design and deliver an outstanding curriculum; it’s quiteanother to reach each student in the right way, at the right time,for the right reasons.


“CHS children come to learn, and just as important, they come

to teach others and to shape their world.”

George Philippides and LeonorFernandez believe that change ofphysical surroundings allows us

as humans to gain perspective about howwe fit in a global community. So when theopportunity arose to take their family onan immersion trip to Leonor’s childhoodhome in Argentina, George and Leonorwere certain this was not to be passed up.The time between January 31 throughMay 4 would not be the family’s first tripto Argentina, but it would be the firstextended stay for George and their sons,John ’12 and Alejandro ’16. And whilethe trip was a undertaking to arrange andrequired extra sacrifice to put in extrahours at work before and after the trip, itwould be an incredible learning experiencefor each of them.

As expected, their ideas about dailylife, the practice of medicine, even mealplanning would be changed, challenged,and enhanced. The family’s apartment waslocated in central Buenos Aires—five blocks from their grandparents, and ten blocks from the boys’ school.Transportation was accomplished on footor by bus. Challenges included more cook-ing for themselves, no clothes dryer in theapartment, and of course, more Spanish tobe learned.

There were someadjustments to bemade, like eating dinnerat 8 p.m. or even 10p.m. and while theymissed some foods,there were wonderfulsubstitutes—deliciouscroissants, amazing icecream, and theArgentinian version ofhot chocolate (meltedchocolate mixed withhot milk and “submari-nos”– galetas [cookies]

to float and sink in the tall glass).It seemed that each member of the

family had his or her own goals, in addi-tion to the family goal of experiencing lifeand learning in a different culture. Georgehad plans to learn better Spanish and notcarry a beeper, like he typically would as aphysician at Boston Medical Center. Whathe did not expect was that most dayswould be spent with people who were nothis age. George found that his adultSpanish classes were mostly with travelingEuropeans in their 20s and that his soccerleague was mainly comprised of 25 yearold Argentinians.

Leonor, in returning to Argentina afterleaving as a child in the 1970’s, was inter-ested in how medicine was practiced inher home country and spent some of hertime teaching and volunteering at a cityhospital. Also a physician at Beth IsraelDeaconess, the experience had a profound effect on her community healthwork. She became very enlightened by the fact that although there were fewerresources available, the medical profes-sionals were surprisingly well-trained andthoughtful in their approach to medicaldelivery.

As non-residents, the Philippides boyswere required to attend a private school.

Arco Iris (“Rainbow”) educates studentsof diverse economic backgrounds in thetough economic times that exist inArgentina.

A typical weekday for the boys consist-ed of the whole family having breakfasttogether, which may not always happenhere at home because someone wouldalways have to rush off for an appoint-ment or work. After breakfast, the boyswould walk to school and Leonor wouldhead for the hospital. John and Aleattended the first part of the day at school,which was taught completely in Spanish.

About midday, when the other studentswould begin their studies of English forthe rest of the day, John and Ale wouldreturn home for lunch and afternoonactivities. Lunch in Argentina is theirbiggest meal of the day and was anotheropportunity for the family to eat together,which would never happen back here inthe States. Afternoons consisted of privatetutoring in Spanish and math, as well asparticipation in a local futbol (soccer)league.

More than anything, this family adven-ture was about exposing John and Ale toa different culture. Leonor shared thatwhile America is a powerful country, itoften refers to itself and makes compar-isons primarily from its own vantagepoint. Being in Argentina, the boyslearned that Boston is not the center of theuniverse and that there is nothing likeimmersion to learn Spanish better.

John Philippides ’12 is probably theyoungest alumnus to share his story, butit is a story worth telling. Because of hisfamily’s adventure to Argentina, he wasto learn at a very young age what it waslike to juggle responsibilities. In additionto staying on top of his work here atCHS, he would participate in a fullimmersion into Argentinian academiawith his brother, Ale.

Change Space, Change Perspective:The Philippides Family Trip to Argentina

By Tramaine E.Weekes

20

When John arrived in BuenosAires in January, it was nearingthe end of summer break.

Although he had some Spanish learnedfrom childhood and lessons at CHS, heonly had three weeks to get accustomed tospeaking Spanish through reading bookswith his mother and lessons with his pri-vate tutor. His back-to-school shoppinghad some new requirements - finding afountain pen for important writing, smallernotebooks with different formatting, othersupplies, and his uniform of a collaredshirt, blue shorts and blue pants. Naturally,the nerves set in.

But there was nothing to worry about.John learned that his classmates in sextogrado (6th Grade) knew that he was com-ing a few days before he arrived. They wel-comed him and asked many questionsabout the States. As in the US, the gradeswere separated based on age and moved ata similar pace. Arco Iris was containted inone building that had other businessesattached to it, like an accounting firm andshops. The School did not own a lot ofgrounds, so recesses were held on a cementcourtyard that was “packed with kids”and were split into groups of twentyminute sessions.

The classrooms were smaller and usedchalk yet were “very efficient despite hav-ing fewer resources.” His classes had“much less homework, but they wereexpected to take more notes, and hadmore tests.” In math, John learned how toconvert the metric system much faster. Inchemistry, he had his first exposure to

acids and bases and learned about somenew elements. He found himself under-standing most of what was said in classand the main points. And if he did notunderstand, he would copy notes from theboard to review at home with his mother.Classes were completely in Spanish, exceptfor English class where they spoke all inEnglish. John felt as if he could not talkfreely in class until the last month, especial-ly about more complex items, but he feltquite comfortable with social conversation.

In their free time, John and Ale playedsoccer in a park near their home. It was away to get their minds off school work.They would walk to the park and scrim-mage with other students of their agegroup and participate in a soccer clinicevery Tuesday at 5pm. They both playedsoccer pretty avidly previously, as soccer isJohn’s favorite sport and he plays for aclub team here at home. One of his games

resulted in a broken wrist, but that did notstop him from enjoying himself.

While the experience was fun and excit-ing, John was excited to return home,especially because he was receiving his sec-ondary school acceptance letters in themail in Argentina. After returning, Johnrealized how much he “enjoyed CHS andwas glad to be back.” His classmates in theClass of 2012 welcomed his return andasked him the same kind of questions thathe received when he arrived in Argentina.There was the occasional comical momentin class when he would raise his hand andstart speaking in Spanish.

John is now looking back on his experi-ence from the 7th Grade at Roxbury Latin,and is glad to see the results of his travels.He shared that “because Spanish is similarto Latin, it made Latin much easier. Onceyou start to learn a lot of one language, itbecomes easier to learn another.” Actually,he reflected that in his first 8 chapters ofLatin, he did not have to make as manyflashcards and study conjugations becausehe was already familiar with them.

Despite the fact that it was challengingto transition to a different culture and tokeep up with two curriculums at once,John would still encourage others to learnanother language and experience anothercountry first-hand. Now, he now finds itvery useful to know Spanish and is contin-uing his lessons with his Argentinian tutorthrough Skype. He and Ale can speak toeach other in different languages. “Yes, itis a lot of work to go to another countryand get accustomed and then go back, butthe benefits are worth the effort.” He alsonoted that he “feels a little more grown upafter Argentina.”

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More than anything, thisfamily adventure was aboutexposing John and Ale to adifferent culture.

John ’12 Shares his Perspectiveof life in Buenos Aires

Fifth grade faculty Michael Coppola’s article“Setting Up My Classroom” was published inthe Fall edition of Independent Teacher maga-zine. This article centered on the philosophythat since a classroom is a community oflearners, all members of that community(teachers and students) should have a role insetting classroom expectations.

Second grade faculty member JacquelineCrawford returned from a two week fellow-ship at the Klingenstein Summer Institute. Theprogram, an arm of Columbia UniversityTeachers College, brings together 75 of themost promising young independent schoolteachers from around the country and theworld to study adolescent cognition, diversityand interpersonal relationships, curriculardevelopment, specific teaching tools and tech-niques, and school leadership. Highlightsincluded a lecture by eminent educational psy-chologist and Stanford professor CarolDweck, the creation of action plans foraddressing particular academic and culturalissues facing schools, small group work forfeedback on individual teaching practices, atrip to Broadway’s award-winning Clybourne

Park, and fantastic food by several prominentchefs. Says Jacqueline, “I am thankful for TheChestnut Hill School’s support of my partici-pation at the Institute, and I return energizedand excited about the prospect of sharing mypositive experiences. The program gave me awider array of structural and technologicaltools to bring to the classroom, a more specificlanguage with which to think and speak abouteducation, and a broader network of people toturn to when things don’t go well—or whenthey do.”

Over the summer, second grade faculty mem-ber Ellie Garvey completed two triathlons,and went on a week-long tour of colleges withher daughter.

Barb Tennyson and Karen Garrison presented"2 Successful iPad Projects" at the MEMSET(Middle & Elementary School EducationalTechnologists) meeting in late November atThe Meadowbrook School in Weston.

This year, eight members of the CHS facultyand staff attended the 25th annual 2012 NAISPeople of Color Conference in Houston, TX.Attendees visit top schools in the vicinity of the

conference, hear from influential and inspiringteachers, and attend in-depth and informativeworkshops on a variety of issues and practicesdefining independent schools today. Each suc-cessive conference builds upon the previousyears and sends its participants away with thestrength, courage, and resources to build moreinclusive and culturally competent communi-ties. director of community and diversityLinda Hughes and associate director of development Tramaine Weekes presented“Developing Community,” a look at how twodepartments at CHS work together to achievedepartmental goals and advance the mission ofthe School.

PROFESSIONAL DEVELOPMENT AND PERSONAL ACHIEVEMENT

LIFE MILESTONES

NEW BABIES

Sixth grade facultymember DianaBlazar, her husband,Matt, and their son,Ben, welcomedElizabeth to theirfamily in mid June2012.

Facilities managerElton Matos andhis wife Marciawelcomed their sec-ond son, Enzo, inMay 2012. Enzoand big brother,Tiago ’20, areenjoying each other.

Dr. Steven and ConnieTobolsky were over-joyed by the birth oftheir third grandchild,Ashlyn Grace Gilbertin June 2012. Ashlynand her parents livenear Atlanta and loveto receive visits fromNani and Grandpa.

Director of Extended Day Angie Zomer, herhusband, Ari, and their son, Zachary, wel-

comed JenikaRoxanne(‘Roxie”) totheir family inOctober 2012. photo credit:Abby SullivanPhotography

WEDDINGS

Rachel Badgerand DanielDuarte weremarried on July7, 2012 inGroton, MA. photo credit:Rodeo & Co.

Photography

RECENT ADDITIONS TO THE COMMUNITY

New TrusteesDeanna Cannata, P’12, ’15Laurie Ewald, P’17, ’19Charlie Jobson, P’16, ’19Susan McSwain, P’16, ’19Dr. Sanjay Shetty, P’16, ’20Dr. Shanna Shulman, P’13, ’16, ’20

22

Community News


23

SUMMER 2012DIVERSITY DIRECTIONS SEMINARLINDA HUGHES AND DEB SULLIVAN

EMPOWER TRAININGMICHAEL COPPOLA AND LAUREN GIORDANO

LEGO ENGINEERING WORKSHOPNATE MUEHLEISEN

LIVELY LETTERS TRAININGANDREA CALABRESE, SHAWNA CONAGHAN, CARLAHAITH, KERRY HALGIN, LAURA KISH, JESS SMITH

MASSACHUSETTS DIGITAL PUBLICATION COLLABORATIVEBARB TENNYSON

OPEN CIRCLE TRAININGMICHAEL COPPOLA

ORTON-GILLINGHAM TRAININGERIN DANIELS AND JESS SMITH

SEED TRAINING (SEE THE STORY ON PG. 16-17)LINDA HUGHES AND DIANA ROY

FALL 2012AISNE DIVERSITY CONFERENCEJESS SMITH, KERRY HALGIN, ROSIE SWEENEY, LINDAHUGHES, LAURA KISH, WENDY BOROSAVAGE, DEBBLOOMBERG, HAELAN FRASER, DEB KURTIS

AISNE WHITE ALLY CONFERENCESTEVEN TOBOLSKY

CREATIVE MATHEMATICS WORKSHOPJILLIAN BRACKETT, ERIN DANIELS, ELLIE GARVEY, KATHYHART

EDTECH TEACHER’S IPAD SUMMIT (READ ABOUT OURWORK WITH IPADS ON PG. 14-15)ELLIE GARVEY, BARB TENNYSON, MERCÉ GARCIA, ANNAKONTOS, MARCO VIERA

HANDWRITING WITHOUT TEARS TRAININGLAURA KISH

OPEN CIRCE ADMINISTRATOR WORKSHOPLINDA HUGHES

THE MAKER FAIRENATE MUEHLEISEN

DEAN OF FACULTY DEBRA SULLIVAN IS EXCITED ABOUT THEADDITIONAL OPPORTUNITIES THAT WILL BE AVAILABLE THISSPRING. AMONG THESE ARE AN INTENSIVE PROJECT READTRAINING FOR K TO GRADE 4 TEACHERS AND A HANDFULOF INDIVIDUAL FACULTY TRAVEL GRANTS PROMOTINGPROFESSIONAL GROWTH AND CURRICULAR DEVELOPMENT.

PROFESSIONAL DEVELOPMENT, ENRICHMENT, AND CONFERENCES

After completing a stintat CHS as a long-termsubstitute last spring,we are delighted thatMaggie Cerjan formallyjoins our community as

a violin teacher for Kindergarten and Grade1. Maggie is a Suzuki-trained violin instruc-tor and works with groups of students ages 3-13 at the Boston Suzuki Institute. She hastaught in a variety of other venues, includingthe Dana Hall School. A skilled musician inher own right, Maggie holds a Bachelors inMusic from Northwestern University and isworking on a Masters at Boston University.

With six years of 4th

grade experience at theCommunity Prep Schoolin Providence andanother year in the 5th

grade at the BushSchool in Seattle, Michael Coppola is knownboth for his exceptional classroom skill andfor his keen interest in curriculum develop-ment and assessment. He holds a B.A. inElementary Education from Boston College,a Master of Education in Literacy fromProvidence College, and a Master’s inEducational Leadership from the prestigiousKlingenstein Center at Teachers College,Columbia University. We could not be morepleased for him to join forces with LaurenGiordano in our 5th grade program.

Lauren Giordano ishardly new to CHS, butwe want to be sure sheis properly introducedto those of you who donot know her. Boasting

ten years of teaching experience in ourUpper School, Lauren is thrilled to return to Grade 5. She is respected by the CHScommunity for all aspects of her work but is particularly known for her expertise as amath teacher and for her competency as amulticultural educator. Lauren holds a B.A.from Connecticut College and a Master’s in Education from Boston College. We are doubly honored that she returns to CHSwith two children of her own: Alex(Kindergarten) and Andrew (Beginners).

With a B.A. fromBerklee College ofMusic and a wealth ofchoral leadership expe-rience as Minister ofMusic at the Bethel

AME Church, Rashad McPherson joins theCHS community as a music teacher forGrades 2-3. Having worked with studentsacross a range of ages and in a variety of set-tings, Rashad exudes his passion for musicand shares that passion through his teaching.Rashad will teach third grade and will shareteaching duties for second grade with GeniSkendo (bio below); Geni will also teach first

grade. Rashad is also completing a graduatedegree at Boston University while teaching atCHS.

Geni Skendo is knownto our community asthe Music Director ofCHSCASP and as a fac-ulty member of CHSM.He holds a Bachelor’sfrom The Conservatory

of Music Tirane (in Albania) and a Master’sfrom the New England Conservatory.Among many venues, he has taught in the Brookline and Cambridge AfterschoolPrograms. Geni is working with Grades 1-2 Music classes and also teaches privatelessons.

With a career spanningnearly thirty years inpublic and privateschools, Lynn Jacksonis a former CHS facultymember and has served

us many times as a long-term substitute inthe upper grades. Lynn has a BS from theUniversity of North Carolina and a Master’sfrom Lesley. She has just completed a successful stint as a maternity substitute inGrade 6.

NEW CHS FACULTY: 2012-2013

On June 8, 2012 in Chestnut Hill, at it’s 2nd annual gradua-tion ceremony, The Chestnut

Hill School presented its firstDistinguished Alumni Award to Bostonnative, Lorna Lowe. The DistinguishedAlumni Award is given to an alumnus/awhose exemplary service and remarkableaccomplishments have contributedtremendously to his/her field. It is alsoimportant that the chosen recipient be a person who has continuedto uphold the CHS mission of academicexcellence, diversity, and community aswell as be a role model that current stu-dents and future generations of CHSalumni can emulate.

The 2012 recipient, Lorna Lowe, is adocumentary producer and lawyer basedin Boston. She has had careers in televi-sion at MTV Networks and E!Entertainment Television and in film andspecial effects at Sony Pictures and SonyPictures Imageworks. She is a member ofthe Class of 1984 of The Chestnut HillSchool and continued her education atNoble and Greenough, where she wasthe first African-American female presi-dent of the student body. Upon complet-ing a dual program in political scienceand Cantonese at the Chinese Universityof Hong Kong, she graduated fromHoward University in 1994.

Lorna left Sony to enter law school atthe University of Southern California.

The Chestnut Hill

School Honors

Lorna Lowe ’84As Its First

DistinguishedAlumni Award

RecipientBy Tramaine E.Weekes

While at USC, she became a judicialextern for District Court Judge ConsueloMarshall, represented adults in long-termcorrectional facilities through the PostConviction Justice Project, and completedan International Law Programme at theSorbonne in Paris. During an internshipas a law clerk for the Alliance forChildren’s Rights in Los Angeles, Lornarepresented American children seekingguardianship and emancipation, as wellas immigrant minors seeking asylum inthe United States. Having herself been inthe foster care system for nearly a yearbefore being adopted through BostonChildren’s Services in the early 1970’s,the rights of children became a particularinterest and eventually [her] professionalfocus.

While at the Alliance, Lorna formedLowe Road, a production companyfocused on social issue documentariesand produced Shelter, a personal docu-mentary on the after-effects of her searchand reunion with her biological family asan adult. Shelter, premiered at the BostonInternational Festival for Women’sCinema, was named Best Discovery bythe Boston Society of Film Critics and

was released theatrically. Upon graduating from law school,

Lorna returned to Boston to joinThoughtbridge, a extension of theHarvard Negotiation Project, as a con-sultant. A year later, while still producingthrough Lowe Road, Lorna began a pri-vate law practice specializing in the rep-resentation of children and parents in thechild welfare system, assisting many ofher child clients in securing permanencythrough adoption as well as negotiatingopen and closed adoption agreements forparents.

While producing her second film,Romeo, a film about a man dedicated torehabilitating batterers, Lorna became aFilmmaker-in-Residence at WGBHBoston and became the first recipient ofthe Accelerating the Creative productiongrant from Women in Film and GeneralMotors. In the fall of 2011, Lorna waselected to the board of trustees of TheFlaherty, a non-profit media arts institu-tion dedicated to the support and exhibi-tion of documentary and independentfilm. A member of the Massachusetts andNew York Bar Associations, Lorna’s pri-vate legal practice spans child welfareand intellectual property.

You can read Lorna’s complete bioand recipient speech on the CHS alumniwebsite — www.tchs.org/alumni/news


25

CHS Distinguished Alumni Award

Given to an alumnus/a whose exemplaryservice and remarkable accomplishmentshave contributed tremendously to his/herfield. This is currently the only award thatthe Board gives out on a yearly basis.

The criteria on which the nominee is cho-sen is as follows:

1. Any person having attended TheChestnut Hill School is eligible. Havinggraduated from The Chestnut Hill School isnot a requirement.

2. The nominee shall have shown remark-able success and achievement in his/herchosen career/field;

3. The nominee shall have shown extraor-dinary courage, persistence or imaginationin overcoming challenges;

4. The nominee shall have made a signifi-cant contribution to community on a local,state, national or international level or tothe CHS community;

5. The honoree should be a role model thatcurrent students and future generations ofCHS alumni can emulate;

6. Individuals running for or holding publicoffice are not eligible;

The nominee must meet one or more ofthe criteria.

Nominations may be made by submitting anominating letter with supporting material(such as a resume) to the AlumniLeadership Council, in care of Tramaine Weekes, Associate Director ofDevelopment, The Chestnut Hill School,428 Hammond Street, Chestnut Hill, MA02467 or [email protected].

Nominations are accepted annually due

May 1. Nominations will be kept on file forconsideration for three years following thesubmission date.

The Distinguished Alumni Award is givenannually at graduation in June.

1964

Susan Benaron and Anne Milton stopped byCHS and the Alumni Office in late October.After graduating from CHS from the 4th

Grade, the two attended Winsor. Currently,Susan serves on the editorial panel of theJournal of Arizona Archaeology. She earneda B.A. from Case Western and an M.A. from Yale. Anne is a jewelry designer, graphic designer, and caterer. She writes a food blog with her nephew (Everything-Tasty.blogspot.com). They recalledHeadmistress Madame Marlor’s last assem-bly before her retirement. The childrenweren't being quiet. In the age of Frenchbeing taught at CHS, they remember Mme.Marlor yelling, "Au Silence." They alsoremember playing on the parallel bars. Anneshared that her love of opera and operettabegan at CHS when the third grade classperformed Gilbert & Sullivan's The Mikado.

1984Lorna Lowe wasawarded CHS’s firstDistinguished AlumniAward at the annualgraduation ceremonyin June. Lorna’s lifeand actions sinceCHS have embodied

The School’s mission of academic excellence,community and diversity. You can readabout Lorna in the Distinguished AlumniAward article on pg. 24-25 and on the“Alumni News” webpage athttp://www.tchs.org/alumni/news.

1987Cable Daniel-Dreyfus is working for AppleInc. as its cross-functional producer forEurope, the Middle East, India, and Africa.Cable’s job centers around marketing for thecompany and “executes the new productlaunches for over 60 countries, and alsomanages marketing campaigns, as well asregional marketing strategies.” Her specialtyis in launching new products and under-standing the competitive landscape that herproducts face. Look for her profile - comingsoon to the “Alumni News” webpage athttp://www.tchs.org/alumni/news.

Andrew Rosenthal and Elizabeth Bardasz“would like to introduce everyone to thebeautiful Alison Jean! She was born 9/17/12at 5:12am, weighing in at 5 lbs 12 ounces.Mother and baby are doing great! Little Alihas been opening her eyes and lookingaround and loves the sound of our voices.Wow. Just... wow. I get it now. =)”

1989John Casey stopped by the school this sum-mer to enroll his daughter, Catherine, in theCHS summer camps while they were inBoston for the summer. He remembers hisclassmate, Matt Murphy, fondly.

1992Scott Feinerman is engaged to PatriciaLacerda.

1993Emily (Johnson)Giorgetti andMatt Giorgetti areexpecting theirsecond child inMarch 2013.Emily and Mattwere married in2009 and hadtheir first son, Cole, in 2011.

1994Mollie Levy was married to Drew McLeanon April 29, 2012.

1995Jonathan Garland, his wife Kiee, and theirsons, Nathan and Daniel, joined the CHScommunity this fall at the annual Carnival.Jonathan is an architect in the Boston areaand has experience in a broad range ofbuilding types that include educational,office, residential, retail, and religious facili-ties. During his visit and while showing hisfamily around the school, he fondly remem-bered his days in Ms. Eutemey’s art classes.

26

Lorna Lowe

Andrew and Elizabeth Rosenthal andAlison Jean.

CLASSNOTES

1996Alexandra Hanson exchanged vows withJesse Greenberg on October 6 in front offamily and friends in Brooklyn, NY. Her sis-ter, Elizabeth Hanson ’00 was a member ofthe bridal party.

1998Juliana Mayfield is a MakeupArtist/Educator and Beauty Consultant withMary Kay Cosmetics. “I distribute makeupservices for all sorts of media; Photography,Television, Bridal, Special Events,Entertainment, etc. I travel all over the coun-try teaching thousands of people how toapply cosmetics. Plus, I get to shareAmerica's Best Selling Brand, Mary Kay,with hundreds of women I meet. I amabsolutely living my dream!”Look for her profile - coming soon to the“Alumni News” webpage athttp://www.tchs.org/alumni/news.

1999Amanda Duffy was married to MaxWinograd on August 4 at Lyman Estate inWaltham, MA. Sister Emily Duffy ’04 was inthe bridal party and accompanied by DanFoster ’02.

2002George Ivsin graduated from ColoradoCollege in May. He is working as a researchassistant at the Urban Institute’s Tax PolicyCenter in Washington, D.C.

2004Sarah Bender writes from her semesterabroad, “I have been having an AMAZINGtime in Florence! My group consists of 28BC students who are all juniors. We arestudying art history in Florence for twoweeks and then we will head to Parma totake classes at Dante Alighieri. In Florence,

we meet our professor, Rocky, at a differentmuseum or church and see breathtaking artand history. He is so knowledgeable andmakes everything fun to learn about. Plusyou can't beat seeing the things you’re learn-ing about in person! After our class, we usu-ally grab lunch in downtown Florence andwalk around to sightsee/shop. We have 45minutes of Italian a day which helps us learnhow to be conversational downtown.Tomorrow morning, we are going to Pisawith Rocky and then some of us are using itas a launching pad to go to Cinque TerreSaturday night/Sunday to hike.”

2006Nikki Casper writes, “I graduated from theDana Hall School last June and am currentlya freshman at Union College in upstate NewYork. At Dana Hall, I was the head of myPeer Education program which educated thecommunity on healthy social decisions. I wasalso the captain of my varsity squash team,and came in 4th the New England squashtournament. I am currently involved inUnion College's version of Peer Educationcalled Safe Space.” While at Dana Hall,Nikki was the shadow editor at BostonDesign Guide for her senior project and oneof the most improved players in varsitysquash.

Elizabeth Kenny is in her first year atBowdoin College. In her senior year at DanaHall, she shadowed a veterinarian atWellesley Animal Hospital for her seniorproject and was given the Senior Excellencein Science Award for 2011.

2007Sara Hughes has been studying classicalvoice for the past year at Walnut Hill, andplans to continue her studies next year incollege. Though the college process can bestressful at times, she's excited to see whereit takes her.

Jake Kuhn spent his summer directing playsand teaching art at a summer camp in Maineand loved being around crazy kids. He’sknee-deep in senior year but still makes timeto see some CHS friends.

Abigail Nectow had a great year at DanaHall. She was inducted into the Cum Laudesociety, was the most improved player invarsity basketball, defensive player of theyear in varsity lacrosse, the Wellesley CollegeBook Prize winner, and participated in the7th annual Cardboard Boat Race with herteam’s boat, “Pandora.”

Congratulations to Grant Steiger and JuliaKopelman, the first of our 2007 class mem-bers to receive a college acceptance. Aftergraduating from Belmont Hill, Grant willattend the University of Pennsylvania as amember of the class of 2017. Julia will grad-uate from Lawrence Academy and willattend Elon University in the Fall.

2009Jai Crispin-Huertas is enjoying his junioryear at Boston Trinity Academy. He says“Hey guys!”

2010Hartman Russell writes, “This is my thirdyear thus far at Belmont Hill and I am enjoying every moment of it. I am playingfootball, basketball, and baseball and taking Mandarin. I continue to achieve High Honors and am an avid singer in theGlee Club.”

2011Walker Danforth is having fun in his secondyear at Beaver.

Alexa Gordon writes, “Nobles has beengreat. Last year I think I was really well pre-pared. I miss CHS a lot though.”

Rachel Nahirny shares the same sentimentstating, “I miss CHS, but love Nobles.”

Gus Lamb stopped by our table at theCarnival to say “Belmont Hill is great! I'vemade awesome friends and I'm enjoyingevery bit of it!”


Jonathan Garland and family

27

Sarah Bender’s semester abroad.

Irene McLaughlin-Alves writes “I'm loving Beaver, it's my third yearthere and I'm looking forward to playing my last year on the MiddleSchool basketball team.”

Corky Ribakoff writes, “Hi guys! Can't believe we’re in 8th grade!WE’RE SO OLD. I'm at Dana, with Liz and Natalie and Eva andLaura, and we love it! It’s so nice to come back to CHS for good ol’memories. I'm awkward.....miss you all!”

2012Pierce Adams is enjoying a new political elective at BeaverCountry Day School.

Sydni Britton is looking forward to playing on the 2nd Gradebasketball team and Boston Latin School.

Angy Cervone is having fun at Dana Hall and played soccerthis Fall.

Elan Hedges writes, “This year I am learning to play newmusic at my new school. I am getting all A’s in math. I love mynew school.”

Anna Kraft spent some time in Italy this summer and had afun time!

Will Misciagna on a recent visit shared “Hey, it’s so great to beback! I’ve had a great fall at Belmont Hill.”

Clara Parsons writes “Hi CHS! I am having so much fun atNewton Country Day. I am taking French, and I am hopefullygoing to get to use some when I go to France for Christmas! Imiss everyone here, and I’m really excited to be at theCarnival!

Jordan Sclar is in her third year at Winsor, but misses CHS.She is in the Guitar Club and is looking forward to her upcom-ing trip to NYC to see family.


28

THIS YEAR AT GRADUATION, THE FOLLOWING STUDENTS WERE HONORED WITH AWARDS:

Zack Cannata and Jesse Pellman - Class Agents Grant Gibson and Claire Mellowes - Lowell Sportsmanship Award

Will Misciagna - Schrieber Family Community Service AwardCharlie Pyle - Wendy Lamont Award

Front row: Claire Mellowes, Will Misciagna, Grant Gibson. Second row: Charlie Pyle, Jesse Pellman, Zack Cannata.

Moses attended CHS from 1941 to 1943.

“Mo remembered, as do I, the two or three women whoprepared lunch. They were from the Baltics. They did a dandyjob with ration stamps to give us a good meal. We learned therecorder from Miss Vail.” - Harriet Williams Nicol ’43

After CHS, Moses attended Fessenden from 1943 to 1947,then boarding school at Middlesex School from 1947 to 1951,and finally attended Princeton from 1951 to 1955. His journeythrough life took him to Germany with ArmyIntelligence, New York City with ChaseManhattan Bank, and to Philadelphia with GirardTrust Company.

He left Girard in 1972, moving to Bangor,Maine, where he was a child-abuse specialist withthe Penobscot-Piscataquis school system.Returning eventually to Boston where he wasborn, Moses had various teaching and social serv-ice positions.

Since 1996, Williams lived out his final years at the theSoldiers Home in Chelsea, MA.

He is survived by his sister, Harriet Williams Nicol ’43,nephew, James W. Nicol, both of Pomona, NY and manycousins.

I had the honor of attending Moses’ graveside gathering onSeptember 21 in York, ME. Several of his CHS classmates werein attendance - Donald Falvey ’43, “Nico” Thorndike ’45,

Diane Emmons ’43 (wife of the late Curtis Prout ’20) -as well as classmates from Fessenden, Middlesex, andPrinceton. It was wonderful to know that each of theclassmates remembered their days at The Chestnut HillSchool with joy. Mo’s classmates commented that hehad a great sense of humor, brilliant recall, and a masterful command of the English language. Moseswas a great debator, and a quiet and constant friend.

The Chestnut Hill School is saddened by the loss ofsuch a generous and supportive alumni leader.

By Tramaine E.Weekes

Your classmates, former faculty, and friends would like to hear fromyou! Submit a classnote in a variety of ways: email [email protected],post to http://www.tchs.org/alumni/get-connected, or contact yourClass Agent. PHOTOS ARE ENCOURAGED! If you are interested inbecoming a Class Agent for your class, please contact TramaineWeekes, associate director of development, by email [email protected], by calling 617-566-4394 ext. 651, or write to TheChestnut Hill School, 428 Hammond Street, Chestnut Hill, MA 02467.

Moses Williams, Jr. ’43 October 18, 1933 - July 14, 2012

“I give to CHS because CHS is a supportive place for kids and families.”

Give Joy! Give Joy! Give to the 2012/2013 Annual Fund at www.tchs.org/givingGive to the 2012/2013 Annual Fund at www.tchs.org/giving

“I give to CHS because I feel part of the community when I give.”

“I give to CHS because of the outstanding educationthat my children receive.”

Why does CHS have an Annual Fund?

The Annual Fund supports virtually every area of the School.The Chestnut Hill School offers students a strong, well-rounded

education that is admired throughout the Boston area and beyond.The Annual Fund enables CHS to enhance existing offerings, toexplore new horizons, and to remain at the cutting edge of elemen-tary education. As is the case with many independent schools,tuition covers only 71 percent of the cost to educate each CHS stu-dent. This gap is covered in part through Annual Fund gifts fromparents, grandparents, alumni, and friends.

What does the Annual Fund support?

While tuition provides the foundation, gifts to the AnnualFund enable CHS to implement valuable enhancements

and deliver an educational experience that nurtures the wholechild in the context of a warm, inclusive, and supportive com-munity. Specifically, the Annual Fund supports:

• The use of dynamic learning materials, collaborative projects, and experiential field trips

• Small classes and individual attention in every subject and classesdevoted to technology, science, art, and music

• The ability to attract and retain the finest faculty who are committed to, and excited about, helping each student achieve success

• The opportunity to provide financial aid to families in need

• The investment in new technologies and programs that maximize visual and collaborative learning skills essential for living and working in the 21st century

How much should I give?

Please join in giving joy to CHS. Last year’s gifts ranged insize from $3 to $30,000, with leadership gifts starting at

$1,500. The average gift from families totaled about $3,000.CHS welcomes and needs many gifts that together add up to asignificant sum. All gifts are crucial to the School’s ability tothrive, and CHS appreciates gifts of every size. Please makeyour gift by June 30, 2013.

Families of AlumniIf this publication is addressed to a CHS alum who no longer maintains a permanent address at your home, please notify theAlumni Office of their new mailing address at (617) 566-4394 ext.651 or [email protected]. Thank you!

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N READING MAPERMIT NO. 121428 Hammond Street

Chestnut Hill, MA 02467

Grandparents and Special Friends Day

MARCH 18-APRIL 1 -Spring Break

APRIL 3 - Donor Day

April 19 - Spring Fling

MAY 31 - Grade 6 Musical

JUNE 7 - Graduation

JUNE 24 - AUGUST 18 - CHS CASP

AUGUST 9-23 - Spanish Adventure Camp Join the fun on

November 19th

Hill Happenings 2012-2013

Documents

Transcript of Hill Happenings 2012-2013