Shore Country Day School Bulletin - Fall 2025

HOW THE GOOD GROWS

2025–2026 Board of Trustees

Amanda Jackson P’24, ’28

President

Alexa Squitieri P’26

Vice President

Jason Baletsa P’31, ’31

Clerk

Domenic Marinelli P’19, ’21, ’25

Treasurer

Sydney Atkins ’98

Mark Attia ’95, P’29, ’30

Chris Baker P’25, ’26, ’30

Bethany Card P’28

Emily Donnan P’32, ’34

Kelly Kettenbach P’27, ’28, ’31

Allison Levangie P’31

Amory Logan P’32, ’34

John McVeigh P’21, ’23

Barbara Pattullo P’29, ’32

Jenelle Ries P’25, ’27, ’29

Elsabel Rincon P’25, ’30

Peter Spring P’26, ’28, ’31

John Tucker P’11, ’15

Megan Wallace P’23, ’25

Alex Yen ’08

SHORE COUNTRY DAY SCHOOL

Established 1936

545 Cabot Street

Beverly, Massachusetts 01915 (978) 927-1700

www.ShoreSchool.org

ADMINISTRATION

Head of School

Head of Lower School

Amber Bock

Director of Support Services

John Clark

Chief Financial and Operating Officer

Ann-Marie Flynn

Head of Upper School

Director of Secondary School

Counseling

Oliver Hay

Director of Marketing and Communications

Carrie Kirby

Chief Advancement Officer

Katie Kozin

Director of Enrollment

Sarah Powers

MAGAZINE

Editorial

Amber Bock

Brooke Booth

Oliver Hay

Carrie Kirby

Katie Kozin

Nancy McNall

Sarah Powers

Phelan Tinti-Kane

Jared Williams

Photography Ned Jackson

Carrie Kirby

Paul Pelletier

Sarah Powers

Phelan Tinti-Kane

Design

Good Grows

Cultivating Authentic Voices + Empowered Learners

BY AMBER BOCK

IT’S EARLY EVENING, and I am working at my desk while late-day SEA Shore students down the hall are beginning to pack up. My work pauses when 4-year-old Edward C. stops at my office door and asks for my help. Edward tells me that he’s found a dead wasp in the hallway and wants to discuss it. We wander down the hall to his wasp, which is an amazingly preserved, perfect specimen. Its wings are beautiful. Edward has lots of questions and a plan. He needs to save this dead wasp and share it with his classmates and talk with his teacher about it. He wonders aloud as I listen: When do wasps die and what is their life expectancy? Was it killed, and how did it get inside the school? What kind of wasp is it, a hornet, yellowjacket, or something else?

We carefully collect the wasp, discussing the many possibilities, and take it down to his classroom, finding a safe place to leave it until morning. I send a note to his teacher to fill her in, knowing that she will take it from there.

This moment with Edward, while small, is the kind of thing that happens every day at Shore.

Beginning with our youngest learners and extending to our oldest, students are listened to deeply by an incredibly talented faculty who are invested and genuinely interested in what young people care about, talk about, share, and dream about. There is a commitment to recognizing that young people’s ideas are not fleeting distractions or inconsequential sharing, but rather concepts, creations, or dilemmas they genuinely care about, and

that when they share them, they are seeking support, inspiration, coaching, and recognition. When you walk the hallways, when you talk to graduates, when you listen to Shore colleagues share about what is the deepest-held value of Shore, it is the authenticity of relationships, where colleagues listen, care, and invest time in students. This has a direct impact on students’ ability to forge confident academic strength.

Do you ever pause to reflect on how you are listening to others? We may not mean to, but far too often in our hectic pace, we can catch ourselves speaking on the phone at work, or to a loved one, and then realize we’ve had our minds in another place entirely. Often, we listen to respond, rather than listen to understand. Meaningful listening takes work for each of us. Listening is active, not passive. It is a combination of engaging with the subject earnestly, caring about the person you are listening to, and investing with deep focus to understand what they need from you as a listener. When young learners offer insights or questions, they may be in a moment of vulnerability or uncertainty. Meeting those moments of risk-taking and insight with deep listening, and investment in their ideas and questions, creates a confidence in expression that can grow and gain voice.

Creating authentic voices and empowered learners starts with small moments from a learner’s earliest days at Shore. When students are heard, they follow ideas and see them through to completion. Many of my meetings in the Head’s office are requested by students who want to share ideas and propose initiatives they feel passionate about. Getting

“There is a commitment to recognizing that young people’s ideas are not fleeting distractions or inconsequential sharing, but rather concepts, creations, or dilemmas they genuinely care about, and that when they share them, they are seeking support, inspiration, coaching, and recognition.”

a student meeting request, for both myself and my colleagues, is as important as any event in our calendars. When Kindergarten student Finley S. wanted to propose an Earth Day event, I listened to her idea, and from that conversation, the focus of a Shore service project was developed. Finley contributed such energy and voice to the importance of caring for our Earth. Her idea had an impact. And when it came time for her to speak in front of a whole auditorium, she was understandably nervous, but took on the challenge and communicated her love of service to all of us.

Last fall, two eighth grade students, Stella C. and Anne O., proposed a service drive to collect and package snack bags for a local aid organization. Stella and Anne took their idea, with teachers listening to provide support, and drew Grade 8 students into the work, and then the whole school came together for their project. The drive was hugely successful and set the tone for the year ahead as our community engaged with our values and commitment to service.

Several sixth and seventh grade students, members of

Shore’s Green Team, came to a faculty member expressing their desire to highlight the sustainability crisis stemming from fast fashion and disposable clothing. Through collaborative conversations and supportive listening, the students and faculty formulated the idea for a school fashion show featuring repurposed clothing and fabric. I was invited to model in the show, and saw their passion and creativity come alive. These unique moments of learning and expression take shape every day at Shore when we listen to and uplift our students. Opportunities to explore areas of interest and direct personal learning are integrated into our mission and curriculum. In Shore’s Independent Study Program students can dive deep into special passion projects and research, with a teacher mentor to listen and support them. Amplifying the ideas of students is a testament to our belief that students should be empowered to bring their own voice to their academic work. That commitment begins with listening, and Shore colleagues all know this is central to their work. Everyone contributes; the

kitchen and maintenance teams converse with students as they get lunch, inquiring about the musical, sports, and exams. All of our school assistants are knowledgeable about special interests that students want to discuss and seek encouragement for. By the time our students reach the Harkness table in Upper School, and our Grade 8 Leadership Ambassador Program, they have been nurtured by this environment, and own a unique academic confidence. They show strength in the way they formulate and present ideas. Their own authentic voice shines through, having the experience of carrying real projects and responsibilities with teachers leaning in beside them. The Shore student has developed something special. A voice with an identity.

The Shore experience validates and cultivates the heart of what makes a young person beautiful — their intellectual curiosity and instinctual love of learning. It develops with purpose, somewhat invisibly, but it comes from bringing together colleagues who understand that students’ ideas drive their commitment to learning. So they listen. ◾

FROM CLASSROOM TO COMMUNITY

LIVING SHORE’S VALUES THROUGH SERVICE

AT SHORE, SERVICE LEARNING IS FAR MORE THAN A PROJECT OR A ONE-TIME EVENT — it’s a way of thinking, caring, and growing. Woven thoughtfully into the curriculum from the earliest years, service learning combines academic study with meaningful community engagement. Students explore how their learning connects to the world around them and how their actions can make a difference.

It’s easy to confuse service learning with community service. While both aim to help others, service learning is uniquely tied to the classroom experience. At Shore, students reflect on what they’re learning as they give back, exploring not only what they’re doing, but why it matters.

There’s a strong sense of purpose embedded in this approach. Students develop empathy, problem-solving skills, and leadership skills as they work together to meet real needs in their community and beyond. The impact stays with them.

“The world runs on the quiet strength of volunteers, and in schools, service learning transforms that strength into purpose, teaching children that education is not just about what they know, but how they

use it to lift others,” says Amber Bock, Head of School. That idea, learning in service of others, is at the core of Shore’s mission to help children become healthy, compassionate citizens of the world.

As Jennifer Boyum, Music Teacher and Service Learning Coordinator, explains: “Over the years, we’ve seen a meaningful shift from simply fulfilling required community service hours to embracing a more integrated model of service learning. Today, service is thoughtfully woven into lessons, making it a natural extension of classroom learning and a core part of our school culture. It reflects Shore’s values in action and reinforces the idea that volunteerism is not just something we do, it’s an essential part of who we are.”

This commitment begins early. From Pre-K to

Grade 8, Shore students are introduced in developmentally appropriate ways to care for others, as well as their environment, and the opportunities grow as they do. In the process, they come to see themselves as capable of effecting change today, not just someday.

Learning with Purpose

Each year, Shore blends service learning into daily learning. These opportunities take shape in many forms — in the classroom and around campus, in local community organizations, through larger school-run activities, student-driven projects, on overnight trips, and in nature preserves, to name a few. We are proud to share some examples.

GRADE 3

Welcome Immigrant Network

In third grade, there is a unit focused on immigration, and students spend time exploring what the experience of an immigrant looks like through classroom discussions and literature. This year, the curriculum took on a new dimension thanks to a powerful connection made during Grandfriends Day that resulted in a panel discussion where students heard firsthand from family members who immigrated to the United States.

ca. This messaging is so important when our goal is to raise kind and inclusive community members.”

The conversations inspired a partnership with the Welcome Immigrant Network (WIN), founded by Shore parent and Board of Trustee member Elsabel Rincon. Students raised money through chores and small jobs, then used the funds to purchase toiletries (an urgent need identified by WIN), games, and other needed items. They decorated bags with encouraging messages like “Welcome to America” and “It’s going to be great here for you,” then delivered them to WIN’s office.

“The world runs on the quiet strength of volunteers, and in schools, service learning transforms that strength into purpose, teaching children that education is not just about what they know, but how they use it to lift others. ”

“We had parents and grandparents come to our classrooms to discuss their immigrant experience, and it made the ideas we’d be reading about real and relatable for the students,” said Anne Babcock, Grade 3 Teacher. “One of the most memorable parts was hearing the panelists talk about how important it was for them to make friends and have peers who welcomed them and showed them the way things work in Ameri-

Collecting items, creating the bags, and delivering them was impactful. Third grader Aidan K. summed it up: “We were collecting stuff for immigrants that some people don’t have yet if they just came to a country. We gathered toothbrushes, toys, stuff you can play with. They don’t have as much as a lot of us have.”

Several students talked about visiting the WIN organization and dropping off the bags. They were mesmerized by the hand-painted murals that convey positive messages about immigration and showcase the diversity and resilience of immigrant communities.

When asked how the experience reflected Shore’s educational philosophy, Babcock responded, “The experience linked directly to Shore’s values around kindness, equity, and belonging. There are many different people in the world, and we hope to have a diverse group of people at our school. When people come from different backgrounds or places, it’s important to welcome them as they are.”

GRADE 1

Mini Market for a Cause

Meanwhile, in first grade, students turned their economics lessons into social action. After studying the basics of goods, services, wants, and needs, students created their own businesses and launched the Mini Market — an annual event that’s both a fundraiser and a capstone learning experience.

First Grade Teacher Kelsey Mercier shared, “The Mini Market is a hands-on way for students to understand the value of planning, budgeting, marketing, and working as a team. It also helps them learn that it’s not just about money, but about responsibility, collaboration, and giving back.”

This year, profits from the Mini Market supported Newhouse Wildlife Rescue, the organization that helped rescue Shore’s beloved beaver friend, Nibi.

“We learned that Nibi was found on the side of the road and she was rescued by Newhouse Animal Rescue,” said Sean M. “They rescue any animal that is in danger. We are hoping they can help buy food and take care of the animals.”

GRADE 5

From Idea to Action

In fifth grade, service took the form of leadership and initiative. Students Stacia M. and Evy M., inspired by their own interests and past involvement, proposed a larger-scale hygiene drive for the Lifebridge North Shore River House Shelter.

Supported by their teacher and the administration, the students presented the idea at Morning Meeting, made flyers, and organized donation boxes throughout the school. The drive ran for two weeks and collected an impressive array of winter items and toiletries for women in need.

“It has always made me really happy helping other people,” said Stacia. “I said I wanted to help with shelters, and my mom suggested that I should turn it into a

school project.”

“It was very exciting when we got all of the donations,” Evy added. “We got so many more donations this year than we got last year!”

GRADE 6

Baking Bread

Sixth graders learned that even baking bread can become an act of service. They began with a math and science project on bread-making, then took their learning further thanks to a visit to Piantedosi Baking Company, hosted by Shore alums Arthur ’08 and Carmine ’10 Piantedosi, whose great-grandfather founded the company in 1916. They learned about entrepreneurship and philanthropy — how the skill of making bread was turned into a business, and how that business helps support local food banks.

From there, they brought their energy to Bread of Life, a local food insecurity organization supported by Piantedosi. Working alongside former Shore faculty member Kent Vienot, an employee at Bread of Life, students helped pack food for distribution, seeing firsthand how they can nourish others in a very real way.

COMMUNITY MOMENT

All Together on Giving Day

Service learning also brings the entire Shore community together. This past year’s Giving Day centered around the theme “How the Good Grows,” with every grade participating in projects that combined environmental stewardship, creative thinking, and teamwork.

Pre-K and Kindergarten planted flowers and made bird nests. Lower Schoolers cleaned up the campus, built bluebird houses, and improved trails at Coolidge Reservation. Grades 5 and 6 tackled beach cleanup, and Grades 7 and 8 helped prepare Shore’s Woodland Classroom.

It was a vivid reminder that service isn’t limited to

one age group or one way of giving. It’s a shared value — lived out in classrooms, gardens, trails, and hearts.

A Culture Rooted in Compassion and Service

At Shore, service learning seamlessly aligns with our educational philosophy — it’s central to how students learn, reflect, and grow. The values behind it, empathy, respect, and responsibility, are the same values that shape classroom conversations and athletic teamwork.

Families, too, are part of this shared commitment. Whether it’s through the annual Giving Tree initiative, which gathers holiday gifts for local families, or supporting their children’s initiatives, Shore families model what it means to give generously and thoughtfully.

“We see families living by example,” said Bock. “It’s not just the students who shine, it’s the whole

community working together to show that kindness and service are deeply meaningful parts of our lives.”

And at every level, Shore students begin to understand that their efforts matter, and their learning doesn’t stop at the edge of campus. That they are part of something larger.

As students move beyond Shore, the lessons they learn through service stay with them. They’ve not only learned how to help — they’ve experienced why it matters. They’ve listened, reflected, and acted with compassion.

At Shore, service learning is a powerful thread that ties together academic excellence, personal growth, and social responsibility. And it begins with one simple truth: every student can make a difference.

Learning this early in life sets students up to lead with confidence and curiosity for years to come. ◾

Sixth

building connections during outdoor bonding adventures at

Journeys That Build Confidence, Friendship, and Citizenship

Learning Beyond the Walls of Shore

One of the most powerful aspects of the Shore experience is the opportunity for learning beyond the classroom walls, and in April, Upper School students packed their bags for three diverse and exciting destinations. Whether in the vibrant streets and swamps of New Orleans, in the heart of Washington, D.C., or in the beautiful outdoor setting of the Hulbert Outdoor Center in Vermont, Upper School students immersed themselves in new environments, took on challenges, and deepened their connections with each other and with the world around them.

“Travel and place-based learning is one of the most impactful learning experiences we can offer our students. When middle schoolers step into new environments, whether exploring historic sites, living with classmates, or connecting with different cultures, their classroom learning comes alive while also building confidence, empathy, and independence. These experiences spark curiosity and selfdiscovery in unique ways,” said Oliver Hay, Head of Upper School and Director of Secondary School Counseling.

NEW ORLEANS

IN NEW ORLEANS, eighth grade students discovered how history and culture come together to shape a community. They explored StudioBE, an expansive warehouse filled with the murals of Brandan “BMIKE” Odums, which sparked powerful reflections on the link between art and social justice. At The Presbytère Museum, students deepened their understanding of the devastation created by Hurricane Katrina in 2005, and its lasting impact on the community.

Service learning was another highlight of the trip. Students worked with Common Ground Relief, a nonprofit that plants more than 5,000 trees annually to restore the region’s fragile wetlands, providing protection from future hurricanes. They experienced firsthand how local communities are rebuilding their environment after natural disasters.

“We worked at a plant nursery, where their goal is to re-establish plants and trees that are native to New Orleans. After the hurricanes and disasters, like Katrina,

the natural habitat wasn’t able to come back as strongly, so they work on rebuilding plants,” said Sofia A. “We learned the difference between a swamp and a marsh, and we got to see both on a tour [through the Honey Island Swamp]. We got to do landscaping, gardening, and plant new beds for plants to grow, and then weeding, taking care of the plants that they already have.”

The immersion didn’t stop there. Students sampled New Orleans cuisine, including jambalaya, shrimp étouffée, calas, beignets,

and even a crawfish boil. They also stayed in floating cabins, where they learned the value of responsibility and independence.

“In some cabins, they made a chore chart and had duties because they had their own living space and kitchen to clean,” said Upper School Math Teacher Katie Hinkle. “One student said, ‘I have so much more respect for my parents now,’ because he took on the role of the cabin parent. It was a great eye-opener into the next chapter of their life.”

And while the structured experiences were powerful, some of the spontaneous moments built lasting memories. Sofia A. described a highlight at StudioBE, after coming across a piano: “We started playing piano and singing some pieces that we knew of together, and it was just a really good bonding experience. It’s one thing I’ll probably remember forever from my time at Shore.”

Davy C. discovered his fishing expertise could bring classmates together.

After locating fishing gear at a local gas station, Davy gathered a few classmates and fished from the dock of their floating cabin.

“We didn’t catch much during the day, but when it got dark, there were a lot of fish, and it was really cool. We got to see a bunch

WASHINGTON, D.C.

Fof cool things, and we caught a couple of bass.”

Through these experiences, students built not only empathy and cultural understanding but also maturity, resilience, and pride in their ability to navigate new environments.

OR OUR SEVENTH GRADE STUDENTS, the trip to Washington, D.C. was filled with meaningful learning and memorable moments. They visited the United States Holocaust Memorial Museum and the National Museum of African American History and Culture, engaging thoughtfully with stories that continue to shape our world. Tours of the United States Capitol and the Library of Congress provided glimpses into the nation’s government and history.

Riding the Metro and urban hiking were truly the anchors of the trip, with students walking over thirty-five miles through the city’s landmarks and monuments, a challenge they embraced with enthusiasm and pride. They created lifelong memories while building confidence with every step.

FAIRLEE, VERMONT

SIXTH GRADE students traveled to the Hulbert Outdoor Center in Fairlee, Vermont, where they embraced outdoor learning opportunities and developed teamwork skills. From archery to canoeing, family-style meals to cabin life, the trip was filled with opportunities to strengthen relationships and discover personal courage.

Service learning was once again a central theme. At the Capital Area Food Bank, students packed grocery boxes for food-insecure seniors. “We made boxes of food that can last, like rice and canned foods, for elderly people who can’t afford enough food to eat. They give them foods that can sustain them and last, food that won’t go bad, so that they can have it for a long time,” said Harper A. “That was one of the most important things I’ve done, and it made me feel good, packing all of the supplies.”

Just as in New Orleans, the trip also strengthened bonds between students and teachers. “I definitely think that I made even stronger connections with the teachers,” said Audrina G. “Even though Señor Brito is my advisor, I think I’ve become even closer to him. And Ms. Berg, she’s just an amazing person; she just knows how people feel, and you can just talk to her about anything. Ms. Bock, I got really close to her since I didn’t really know her as well, since she’s new this year.”

This faculty-student mentorship is one of Shore’s hallmarks. By traveling together, students see their teachers in new ways — as mentors who walk alongside them in learning, growth, and discovery. It creates the lifelong bonds that Shore is known for.

Students worked together to solve group challenges, such as balancing on a platform that required even weight distribution. “It was really hard to do because you all had to work together to get it to the center point and have the weight evenly distributed,” said Elizabeth R. “It was really fun. You learned to work together as a team.”

Stepping outside of comfort zones was part of the learning process. One student admitted that the height of the ropes course gave them pause, but instead of walking away, they pushed through and discovered the joy of accomplishment.

Science also came alive during outdoor lessons. “I’ve never built a fire from scratch,” said Addison G. “The way that we learned was really fun. Everyone started by collecting pieces of wood. The instructors had a match to start the fire, and they showed us the different kinds of bark that could have natural oils in them that were flammable. We talked about the oxygen and wood… and then we started putting all the twigs on, and it just got bigger and bigger. That was really cool.”

Through these moments, students discovered new strengths, gained confidence, and built trust in themselves and one another.

Growth Through Experience

Each of the trips provided fun and challenge. For the sixth grade group, the focus was on teamwork and bonding, strengthening relationships that will continue to grow throughout their entire Upper School experience. The seventh and eighth grade groups folded service learning into their travel experiences, broadening their understanding of different cultures and communities, and

the direct, positive impact they can make.

“For middle schoolers, these moments matter deeply. They stand at a pivotal age, old enough to stretch in responsibility yet young enough to see the world with unfiltered wonder. It’s an opportunity for students to connect classroom lessons to real-life experiences, while also testing their independence, leadership, and citizenship in authentic ways,” said Head of School Amber Bock.

“The beauty of travel at this age is that it often sparks passions and career paths that shape their future.”

Together, these travel experiences reinforced the values at the heart of Shore: respect, responsibility, compassion, and curiosity. Students returned with stronger friendships, greater independence, and a deeper understanding of themselves as members of both their immediate community and the wider world. ◾

Shore Ambassadors in Action

CONFIDENT VOICES, Lasting Impressions

DURING A BUSY ADMISSIONS OPEN HOUSE last fall, seventh and eighth grade ambassadors buzzed around campus, leading prospective families through the buildings, introducing them to teachers, and answering questions about the Shore experience. These Shore students, known as the Admissions Ambassadors, displayed infectious energy that left both the parents and children in awe of Shore’s program and the comportment of our students. Comments, including “My host was amazing! She was so enthusiastic and knowledgeable about all aspects of Shore!” and “I want to hire him to be our babysitter”, were overheard as families left the Open House.

This program is part of Shore’s continued and growing leadership program, which culminates with our eighth graders, being the oldest in the school, taking on leadership and mentor roles in various aspects of school life. Like some other Upper School leadership opportunities, the Admissions Ambassadors met weekly during their Activity Block to prep, plan, and discuss ways they can support the school. Around the table in the Winslow Building Library Conference Room, in what could have been mistaken for a boardroom executive session, this group, using the skills they have developed in classrooms around the Harkness table, had open discussions about the strengths of a Shore education. They shared stories they felt admissions families, alumni, and others

may appreciate hearing about the daily happenings around campus, and they answered questions such as what they love most about Shore, their favorite Upper School moment, and what they want prospective families to know about Shore. These roundtable discussions fueled the storytelling arm of the admissions work and equipped each of the Admissions Ambassadors with stories that spanned beyond their personal experiences.

“It is inspiring to hear our students’ perspectives of what they love about Shore, and then to see them share it with such authenticity and relatability to our prospective families.”

The Admissions Ambassador program was born out of the goal of enhancing leadership opportunities for Shore students. The byproduct of this work is the opportunity for students to continue to hone their communication and presentation skills. On a weekly basis, the group practiced giving mock tours and telling stories that highlighted the core messages of the Shore experience in a meaningful and well-articulated way. Soon enough, this group, fully trained and ready, stepped away from their study hall to lead a 45-minute tour to families just starting the admissions process. Each ambassador felt their impact in real time, as admissions families’ excitement about Shore’s program grew through the students’ poised articulation of the school’s strengths.

“It is inspiring to hear our students’ perspectives of what they love about Shore, and then to see them share it with such authenticity and relatability to our prospective families,” said Sarah Powers, Director of Enrollment. “Their pride for Shore is contagious!”

Learning to Lead

Researcher Carl Brungardt found that leadership skills, “like the ability to work with others, selfconfidence, and assertiveness, can emerge from childhood experiences.” As paramount to Shore’s emphasis on an education where students “learn how to learn,” we continue to hold in equal value an education where students learn how to lead. What made the Admissions Ambassador program easy to launch was the existing skills within our ambassadors. Many had attended Shore’s

astounding to watch a young student grow in confidence with their ability to greet strangers. During her first stint as a classroom greeter, one second grader began walking over to say hello, when nerves got the best of her, and she turned around and headed back to her seat. Her teacher, using words of encouragement, turned the student back toward the admissions family and stood next to her as she quietly explained the math problems she was completing at her desk. Fast-forward seven months to the end of the school year, and with practice, that same student

Lower School, and in their early years were presented the opportunity to become comfortable with leading from the front-and-within. That is more evident now in the daily classroom activities, and starting in Pre-K classrooms, the pathway is created. Students will be on stage, will greet adults who enter the classroom, and will regularly make formal presentations. In addition, the Harkness philosophy and Responsive Classroom, which promote peer interaction in positive and productive ways, provide daily opportunities for children to sustain thoughtful conversations with each other. Even our youngest students are tasked with a role in admissions. The list of jobs includes a “classroom greeter” whose role is to welcome a family to the classroom and explain the activity. It is

steps into the role with ease, and her same quiet voice now has a hint of confidence.

The growth is plain to see at Shore, from the improving eye contact of the three-year-olds, to fifth graders using a firm handshake and engaging in a back-and-forth conversation, to eighth grade ambassadors leading visitors around the campus with confidence and enthusiasm. The Admissions Ambassador program is more than just a tour guide initiative; it is the culmination of a school-wide effort to value leadership as much as academics. It’s a powerful testament to the idea that by giving students the tools to lead — and the space to practice — we empower them to find their voices, build lasting confidence, and make an impression that extends far beyond Shore’s campus. ◾

Alumni in Service

HOW the GOOD KEEPS GROWING

IT’S NOT SURPRISING THAT SHORE ALUMNI gravitate toward careers and experiences that are deeply meaningful and rooted in service. After spending formative years learning and growing in an environment where service learning is both a tradition and a value, alumni continue to refine the skills they’ve already cultivated as contributors and leaders. And their interest in the needs and opportunities beyond 545 Cabot Street, and their desire to make a difference, is genuine.

As a passionate environmental advocate and Board Vice President at the Ipswich River Watershed Association (IRWA), Lauren Abernathy Fitzgerald ’93 is known locally for scrambling over riverbanks and crawling through culverts. It may not be easy to find the through line if you note only her anthropology major at Bowdoin and 20-year career in tech sales. But if you go further back, Fitzgerald’s first interaction with the Ipswich River was as a sixth grader at Shore in John Bowden’s English class. The task was to write a persuasive essay on a topic meaningful to you, and the topic of keeping the river flowing was an easy choice.

Margaret McFadden ’16 found her love of theater at a young age, and is now a director, actor, theater educator, and founder of The Hive Theatre Company. At 12 years old, she started performing professionally; “it sort of became my whole life. My mom always tells this funny story that I was playing field hockey with my team on the Shore oval, and she was in the carpool line watching me. I had my field hockey stick turned upside down, and I was singing into it, like a microphone, during a scrimmage.”

When Jake Stokes ’09, DVM, was in college, his family dog, a Cairn terrier named Sophie, got sick and passed from kidney disease. He realized at that time that he could combine his love of animals and interest in medicine. Stokes now treats dogs and cats as a general medicine veterinarian at MSPCA Angell Animal Medical Center in Boston, MA. “As a large referral hospital, Angell has every specialty, and although we have many different departments, the hospital works as one cohesive unit seamlessly — which actually reminds me of how it felt to be a student in the Shore community.”

As a Social Worker at Housing Works in New York City, Isabel Lodge ’06 provides behavior health therapy for underserved and low-income populations, with an emphasis on the LGBTQIA+ population. “I feel called to the mission to beat HIV/AIDS around the world, to increase access to health care and mental health care. Seeing inequities and inadequate care of people firsthand in my life drives me. Health care is so different depending on your income bracket, and that is a problem.”

Meeting A Need

Lodge recalls, “I chose social work because of my experience with a friend in the public hospital system, and the discovery that I am passionate about advocacy. I believe in Housing Works’ mission because this organization is fighting for the chronically neglected, abused, and underserved.”

Furthermore, her role as a behavior health therapist is one she deeply values. “When you realize that somebody trusts you with their innermost feelings and thoughts…That is really a special privilege. I am passionate about my work because it allows me to connect with others and hopefully help people to feel a little lighter each day. It is an honor to be a part of anyone’s journey to heal.”

McFadden finds connection and an opportunity to empower others in the setting of the theater. “There’s something so important and fulfilling about showing students that they can move people with their performance of a powerful story. This work is rooted in my passion for social change — as a theater teacher, it’s my responsibility to show that through storytelling, we can make a difference. Playing a character provides the opportunity to walk in someone else’s shoes, and learning about people who are different from you is essential in developing empathy.”

McFadden shared, “I want to engage teen and young adult audiences specifically because there is a gap in theater audiences around that age range. I got the idea for starting The Hive because most teenagers don’t know that there are plays that depict teenage life and early adulthood authentically, in a way that feels relevant. For

The Hive’s first show this fall, I chose a story about a high school soccer team that captures these teenage girls as athletes coming of age on the soccer field.”

Fitzgerald fills a vital need in delivering important conservation messages to a wider audience. She recognizes that as a volunteer with IRWA, she plays a role in translating the science into information that can be shared with people in a way that makes them feel included and inspired to conserve or to learn more. “We make progress more quickly when people want to help!”

Stokes frequently encounters situations where he can help meet a need. “I love working at Angell because of the opportunities we have to provide financial assistance to pet owners who qualify. I once saw a young female French

Bulldog who was actively in labor with a litter of five puppies. The first puppy was stuck in the birth canal, and, if left untreated, all of the puppies would be at risk of passing, and the mother could become very sick. The owner was unable to afford a cesarean section, which was needed emergently to save the puppies and the mother. Since she qualified for aid, we were able to proceed with the C-section and send the mother home with five healthy puppies.”

A Strong Foundation at Shore for Lifelong Learning

A sense of curiosity and a desire to continually expand one’s knowledge easily emerges as a theme in the stories our alumni shared about their experiences in service. “Veterinary medicine is constantly transforming with new

“It’s so important for children to understand and to really live the concept that every person can, and actually does, make a difference.”

– LAUREN ABERNATHY FITZGERALD ’93

standards of care and treatment options. It is important to always be open to learning so I can continue to treat my patients with the best care possible,” Stokes commented. “I also never hesitate to ask other veterinarians for help or their input, just as I learned the value of asking questions during my years at Shore.”

Reflecting back to her early years, McFadden shared, “Third grade, things like the Egyptian Play and the Olympic Festival, is still so deeply ingrained in my mind, and I think that’s because we had so many opportunities to be creative and use elements of drama and theater in our learn-

ing.” McFadden noted that “when you’re doing theater, you’re asking students to use their bodies, their voices, and their emotion — it’s an impactful way to learn, and it’s why I remember third grade so well, nearly two decades later.”

McFadden explained, “My time at Shore taught me about creativity and finding my voice. It also taught me about responsibility, time management, finding motivation, and how to multitask. And I think I’ve gravitated toward working in independent schools because of Shore.”

For Fitzgerald, her love for the Ipswich River and all of the knowledge about conservation that she

has gained is interwoven with her identity. “I think about the river daily and it has changed the way I look at things — I can’t not see what I see, like noticing an undersized culvert when I’m out driving.”

Fitzgerald explained, “The understanding of ecology and interconnectedness that I’ve gained has been especially powerful. And the concept of interconnectedness was certainly brought to life for me at Shore. We would find the connections between what we were learning in English, math, and social studies, and this helped me develop a mindset where I am able to see more than just a piece here

and a piece there. I think across disciplines, which serves me so well in my work today.”

As Lodge strives toward obtaining her clinical license and someday opening her own practice, she remembers the skills she learned at Shore that have shaped her path. “I learned how to read well, how to take notes, and how to identify the important things — I learned how to learn.” And the values and culture she experienced at Shore was equally impactful. “Shore was all about being kind, accountable, and leaving something better than when you found it. I learned a lot about etiquette, like how to look people in the eye, and how to behave in ways that earn respect and show consideration. I learned to always be kind — you never regret being kind to yourself, or anyone else.”

Stokes agrees. “During my years at Shore, I learned to treat others with respect, be honest and open, and work together as a team, both in the classroom and on the playing fields. Working in a hospital environment, it is important to treat everyone in the building with respect, as we are one team working toward a common goal.” And as for forming good work habits, Stokes noted that “Shore taught me the study skills that I still use to this day.” Fitzgerald agreed, saying, “I am the most organized person because of Shore. The Assignment Notebook (ASN) is the key to life.” Fitzgerald continued, “In our society, with everything so fast paced, there’s an intrinsic thoughtfulness that comes with taking the time to write down your assignments, and to figure out how to spend time in order to be successful. It’s the best building block you can give a kid.”

“To this day I have a group of close friends from Shore and we see each other monthly. They have had a huge influence in my life — they are my support network and like family to me.” – ISABEL LODGE ’06

Making a Difference, Growing the Good

“I’ve noticed that kids in elementary and middle school often want everything to be fair. And they really believe that things can be fair,” shared McFadden. “As we get older, we accept that life isn’t fair, but I love nurturing idealism and teaching children that maybe the world could be a lot more fair if we all play a part, and if we lead with empathy — each of them can make a difference.”

As a conservationist, Fitzgerald agrees: “It’s so important for children to understand and to really live the concept that every person can, and actually does, make a difference.”

Lodge noted, “I will always credit Shore, and my family — my father and my grandfather are both Shore alumni — for instilling values in me that have shaped who I am and helped me understand

what matters in life, like how important it is to find a way to serve others. Shore prepared me to go anywhere and everywhere.”

Stokes agrees, explaining that Shore teaches students how to notice where they can make a difference, “and then to do something about it, to actually do the thing that will make a difference.”

Years after graduation, the impact of a Shore education and a service learning program rooted in character, agency, and kindness, is clearly evident in Shore alumni: in the meaningful lives they live, the needs they fill, and the differences they make. Shore alumni understand that we are all connected, and that what we do for students, for animals, for underserved populations, and for the environment truly matters and has a lasting impact.

This is how the good keeps growing. ◾

Nurturing Young Musicians

WHERE

Music MEETSJoy

EACH AFTERNOON, as the school day winds down, some of our students head upstairs to SEA Shore’s after-school music lesson rooms, where their musical curiosity and passions are nurtured. What they find in their music lessons is not simply instruction — they find purpose and an open invitation to discover. Shore’s after-school music program is an important opportunity, one of many, for students to embrace challenges from a young age, understand the value of hard work, and develop the determination needed to pursue their dreams.

At Shore, we commit ourselves to educating every aspect of each child, and the music curriculum stands as a strong example of what is possible when a student’s interest is nurtured. The music program that all students experience during their daily lives at Shore is robust and encompasses in-depth learning in areas such as singing, playing instru ments, and learning the elements of music. As students progress through the grade levels, they learn many different instruments, including the recorder, ukulele, guitar, marimbas, and their singing voices. The curriculum is designed to spark curiosity and creativity within the student, with the goal of inviting inquisitive young minds to dive in and explore the wide world of music. From there, students of all ages and skill levels have the option to continue further enrichment through the widespread offerings available in

the SEA Shore after-school music program. “With high-quality professionals right at Shore, SEA Shore music students receive outstanding instruction without having to leave campus,” says Joey Tedesco, SEA Shore Music Coordinator. “It’s remarkable to see what our students can accomplish. For example, one student who began lessons in December gave an outstanding performance on the drums at her first recital in May, thanks to the guidance of our percussion instructor Leo Ciaramitaro.”

The partnership Shore students build with our talented instructors speaks for itself, as the vast majority of students who take SEA Shore music lessons as Lower School students continue to hone their skills through careful and consistent coaching as Upper School

Willa S. performed a violin solo during SEA Shore's spring recital.

students, oftentimes with the same instructor they’ve worked with since they first picked up the instrument. This level of commitment from a young age is unique, and it cultivates a deep understanding of the material as students take ownership of their own learning. Students are given the time and space to work through challenges, encouraged to experiment and try new things, and ultimately gain confidence in themselves.

An after-school music program of this caliber would not be possible without our dedicated team of private lesson music instructors. Many hold advanced degrees in their fields and bring decades of experience in music instruction to Shore’s on-campus program. “My students really want to be there. They witness their improvement, and at the end of the school year, it is amazing to hear them finally perform their pieces at the recital. This year, one of my eighth grade graduating students told me that she is definitely continuing her piano lessons in the fall,” said piano instructor Christine Tighe. “I feel very fortunate to work at a school that places great emphasis on musical accomplishments.” However, the instructor’s talent and coaching skills are only part of what makes this group of musicians special.

For many Shore families, our SEA Shore music teachers are much more than just instructors — they are trusted resources and role models who possess the ability to meet children where they are in their musical journey, and to make them feel proud of their work and all that they accomplish. “I have the best profession in the world; I encourage creativity through music. I present the tools of music, show how those tools work, and let the students’ imagination lead the way. The more success they have, the more they want. It becomes a joy and a calling that can last throughout the student’s life,” beams instructor Ross Hahn. “Step by step, their lessons climb the scales of creativity as they master the scales of music.” Hahn, who teaches both guitar and ukulele, is a strings specialist and is one of Shore’s longest-tenured instructors.

The stars of the show, our students, boast an impressive array of talents across a wide variety of disciplines. The Class of 2028 is just one example of a class that has sustained an interest in music over many years. A few examples include Shao-An C., whose piano skills have entertained audiences at several Shore events, Evy M., along with her older brother Will M., who performed a four-handed piece on the piano in front of a packed theater, and Nate T., who plays an infectious beat on the drums, letting his personality shine through booming bass drums and high hats. “If I’m ever having a bad day, I always like to play the drums. It helps me be in the moment,” says the drummer. Nate had a lot to say about his experiences in taking four years of after-school music lessons since Grade 2. “My instructor pushes me to try harder, and sometimes he pushes me to take steps out of my comfort zone, which can be really hard, but it always helps me get a lot better. He teaches me so much stuff!”

Truly at home at center stage, it is a joy to see that familiar warm smile work across Nate’s face as he becomes lost in the music and looks up, eyes forward, muscle memory taking over, watching the crowd start to move and clap. As he and his instructor know well, this is the culmination of countless hours spent perfecting his innate sense of rhythm. “Over the years of drum instruction, we’ve watched him grow, not just in his musical skills, but in his confidence too. As parents, we’re so grateful he’s had the chance to explore music alongside his academic and athletic pursuits. It’s important to us that he develops as a well-rounded kid with a variety of interests,” says Nate’s mother, Sara.

Hidden somewhere in the cheers that erupt after every student performer takes the stage is the essence of what it means to be a part of Shore. We are a community where children pursue their passions while supporting the aspirations of others, where long-lasting, meaningful relationships form the basis for growth and learning, and where the results of the dedication to a craft are a celebration. ◾

CELEBRATING 10 YEARS OF HOUSE

How Shore’s House System Strengthened a Culture of Belonging

EN YEARS AGO, SHORE LAUNCHED SOMETHING NEW — something bold, joyful, and deeply meaningful. Inspired by models from other schools and driven by a belief in the importance of a school culture rich in connection and belonging, in 2015, Shore introduced the House System. The idea was simple yet powerful: bring together students of all ages, faculty, and staff through shared experiences to build friendships, foster trust, and create a shared sense of belonging.

Fast forward a decade, and that vision has blossomed into something extraordinary.

In May, the Shore community came together to celebrate the House System’s tenth birthday, and it was amazing! The day began with an all-school assembly, featuring a slideshow of favorite House memories, followed by a spirited rendition of Happy Birthday. Then it was off to the gym for a full-blown birthday party: Pin the Tail on the Beaver, rock-paper-scissors showdowns, music, coloring, dancing — laughter in every corner. Families, alumni, and former faculty joined in, embodying the spirit of lifelong community that the House System was designed to foster.

But the real gift? Seeing just how deeply the House System has shaped who we are as a school.

The Shore community gathered in the Trustey Family Theatre to celebrate the House System’s tenth birthday.

Why the House System Matters

From the beginning, the goal was clear: foster deeper connections. As Sara Knox, former Head of Lower School, parent of two alums, and founding member of Shore’s House System, put it, “To me, House is about building connections through community: student to student, teacher to teacher, and student to teacher. Just as a sport or a club can provide a place of belonging for children, the House System offers another

opportunity for children to find a home — a group of people that are part of something bigger.”

House meetings, held every other week, balance lighthearted fun with purposeful reflection. From making Valentines for Veterans to organizing food drives for Beverly Bootstraps, to building scarecrows and flying paper airplanes, students and employees gather in their Houses to both enjoy one another and give back. Every gathering reinforces what it means to be part of Shore: joyful, caring, connected.

Small Beginnings, Big Impact

Some of the most enduring memories trace back to that first year: launching House shirts, choosing mascots, and finding your place in a new, vibrant structure.

The mascot selection process, entirely student-led, encouraged creativity and ownership. Each House brainstormed dozens of ideas, narrowed the list, and campaigned with enthusiasm. In true form, every voice mattered.

It didn’t take long for House

Photo left: Marsh Moose gathered for a House photo in 2019-2020.

Photo bottom: Building paper airplanes during the birthday celebration.

“To me, House is about building connections through community: student to student, teacher to teacher, and student to teacher.”

– SARA KNOX

traditions to take root. And over the years, Shore has fine-tuned the rhythm. Weekly meetings proved too frequent; monthly ones, not quite enough. Now, bi-weekly gatherings strike the perfect balance — just enough time to build momentum, but not so much that it overwhelms.

Along the way, the program became more intentional. Longtime faculty member Rondi Kilham, who took an early role in assisting with organization, said, “House meetings alternate between all-school House meetings and individual House meetings. We quickly realized that we sometimes needed to break the kids into smaller units during the individual House meetings. I created smaller, balanced groups of Upper School students, Lower School students, faculty, and staff, all mixed together, and we paired younger students with

Former

Head of Lower School and founding member of Shore’s House System

older siblings. It made everything feel more personal.”

This intentional grouping nurtures meaningful, lasting relationships. “The House System came about in order to make as many interconnections as possible across campus,” said Upper School World Language Teacher and former House Captain Doug Lucey. “It has been unbelievably successful. As an Upper School teacher, I see little ones in first grade and second grade that I wouldn’t normally interact with, and I know their name, and I get to celebrate if they win the paper airplane contest. Now they’re in my sphere. When they come to the Upper School, I’m a friendly face, and I know how to interact with them. It provides an opportunity for connection that otherwise isn’t there.”

This sentiment is echoed by students. Ayla P., a seventh grade student, remembered how older students made her feel welcome: “I do remember some of the older kids that just made me feel included, asking me questions or just hanging out with me a bunch.” That ripple effect of kindness and attentiveness is exactly what the system was built to nurture.

Games, Giggles, and Growth

Across grade levels, students light up when they talk about their favorite House events. The legendary Paper Airplane Contest and the ever-chaotic Human Hungry Hungry Hippos Competition top the list.

“I really like paper airplane making,” said Lou A., a third grade student. “It’s nice if you

win, but it’s also sort of nice if you lose, because you still got to make an airplane and throw it.”

These moments aren’t just about fun — they’re about community. “I really like House because a lot of friends and maybe family get to come together and do fun activities,” shared Elliot B., a fourth grade student.

There’s also school spirit. Students don their House shirts with

enthusiasm on House days. “You see this sea of color and the entire community is cheering and excited,” said Kindergarten Teacher and House Captain, Alex Seavey. “It connects the community.”

One of the House System’s most meaningful outcomes has been the organic development of student leadership. Older students take on real responsibility: walking younger peers to meetings,

guiding them through projects, offering help, and often just being a friendly presence in the halls.

“It fosters natural leadership among the older students, so when leadership programs become more formalized, like with the Grade 8 Ambassador Program, it feels like a continuation of what they’re already doing,” said Stacy Tell, Fourth Grade Teacher and former House Captain. “Even hearing little kids say, ‘They’re in my House’ when walking in the halls — it’s a small thing, but it builds connection in a way that’s sustainable and heartwarming.”

“You see this sea of color and the entire community is cheering and excited. ”

– ALEX SEAVEY, Kindergarten Teacher and House Captain

A Stronger Shore

Ten years in, the impact is unmistakable. The House System has woven itself into the fabric of Shore’s identity. Students feel it. Employees feel it. Families see it.

“I never got to experience something like this at my old school,” said Rory W., a newer Upper School student. “It made me feel welcome at Shore.”

The tenth anniversary marks not just a celebration of the past, but a recommitment to the future.

The House System has become a defining piece of Shore — something alumni remember fondly, something students look forward to, something that connects every

member of the community.

“I hope it stays around forever,” said Tell. “We do it in a way that feels very natural to who we are as a school. My hope is that we continue to build on it, and our alumni come back and remember it fondly and feel some sort of ownership.”

The Heart of It All

At its core, the House System is about what Shore values most: kindness, inclusion, and connection.

As Lucey summed it up, “House is a great tool to build community and reinforce culture. It provides the opportunity for lighthearted but important work.”

The House System isn’t just a program — it’s a feeling. A shared understanding that we belong to something bigger. Because connection is something you feel. You feel it in the high-fives between Pre-K and Grade 8. You feel it in the cheers and the laughter that fill the gym. You feel it in the way new students are embraced, and older students step up. You feel it in the colorful sea of House shirts at every gathering in the Trustey Family Theatre.

As Seavey put it, “Students and adults alike are excited to be part of their House. The kids grow from bright-eyed Pre-K students to eighth grade leaders with a strong sense of connection and belonging. It’s really nice to see.”

Ten years in, the House System has done more than build community — it’s given each member of the Shore community a place to call home. ◾

A NIGHT OF CELEBRATION

Honoring Shore Employees

On May 8, 2025, Shore hosted its annual “Night of Celebration,” honoring colleagues for their dedication, accomplishments, and milestones. The Shore community gathered in the Trustey Family Theatre to embrace this cherished tradition, filling the space with gratitude and support for several of Shore’s remarkable faculty and staff.

Head of School Amber Bock led the program with warmth, striking a balance between humor and heartfelt appreciation as she highlighted the extraordinary contributions of Shore colleagues. Throughout the evening, Bock reminded us of the importance of pausing to celebrate, reflect, and thank the people whose work and spirit shape Shore. It was an evening full of joy and connection.

Bock began with congratulatory remarks for Teaching Assistant Abby Suchocki, who

received her Master’s in Education. She noted that while earning an advanced degree in and of itself is an impressive feat, achieving this while working full-time is nothing short of remarkable. Bock then recognized fellow Teaching Assistants Sasha Antonio, Riley Geannaris, and Weller Henderson, acknowledging their collective contributions on campus and highlighting the individual impact that each had on their respective classroom environments.

Next, Bock announced the

four colleagues who would be honored for their five years of service at Shore. She spoke about Kindergarten Teacher

Emily Castoldi, whose warm laugh and constant positivity go hand in hand with her expert balance of firm and fun in the classroom. Grade 1 Teacher

Hannah Davis ’13 was acknowledged for expertly fostering connections between young students and their learning. Comptroller Nicole Solari was recognized for her impressive ability to manage Shore’s complex budget

and finances with perfection, while also taking the time to build personal relationships with her witty humor and calm, friendly demeanor. Next, Maintenance Team Member David Ashley was honored not only for his exceptional work in the buildings and grounds department but also for his wonderful sense of humor and impactful relationships with students.

Honoring 10 years of commitment, recognition turned to Lower School Music Teacher Alexandra Asacker, Director of Advancement Services Brooke Booth, and Grade 4 Teachers Whitney Morris ’96 and Stacy Tell. Highlights from Bock’s tributes follow:

Alexandra Asacker

Guided by her passion, Alex has infused Shore with her love of music. A believer that every child is musical, she has nurtured the confidence and talent of hundreds of students. In her classroom, children of all ages are fully engaged in lessons that blend music concepts with developing voice and instrumental skills.

Gifted with our youngest learners, Alex creates concerts where small voices shine. Each performance, enriched with instruments, movement, and song, is unique, memorable, and marked by her seamless stage transitions. Under her leadership, Shore’s music program has flourished, from Lower School Talent Shares to a ukulele curriculum, assemblies, and even lunches enhanced by live music.

A performer, traveler, and true connoisseur of life, Alex has enriched Shore, leaving a joyful legacy of music and creativity.

When looking for Brooke, you often have to check several offices in the Winslow Building — she is everywhere. In her 10 years at Shore, Brooke has become indispensable, wearing many hats and supporting countless departments. Colleagues describe her as the one who rolls up her sleeves, gets things done, and bonds Winslow together with professionalism, warmth, and an unflappable spirit.

Diversely talented, Brooke embraces new challenges with intuition and self-taught skill. After seven years as Director of Annual Giving, she became Director of Advancement Services, later adding Admissions to her portfolio, coordinating outreach, tours, and events. She also leads Shore’s Data Integrity Task Force, ensuring systems run smoothly while mentoring colleagues.

A proud Shore parent, athlete, and traveler, Brooke exemplifies the school’s motto, “From Each Their Best.” Shore thrives under her watchful support and creative thinking.

Whitney Morris ’96

The foundation of Whitney’s Shore identity is her history as a proud alum, blended with her passion for education and empathy for young people. Add her quick wit, love of laughter, and ability to create fun for both colleagues and students, and you have Whitney!

In her 10 years at Shore, she has taught Lower School Science, Grade 5, and now Grade 4, always pursuing innovative strategies to enrich learning. Her classroom is defined by creativity, organization, and independence, with students as partners in managing routines. She provides targeted support through small groups and meaningful feedback that stretches learners and builds confidence.

Whitney is a trusted colleague, caring listener, mentor, and educator who raises the performance and identity of Shore through her consistent commitment to the community.

Stacy Tell

One of Shore’s early morning and end-of-day crew, Stacy can always be found alongside her Lower School colleagues, putting the finishing touches on her plans for the day. Stacy’s impact as a dedicated, talented colleague contributes to Shore’s reputation for exceptional teaching. A lifelong learner, she seeks opportunities to collaborate, explore new pedagogy, and lead by example. For both students and colleagues, she demonstrates how individuals can be their best in a learning community.

In the classroom, Stacy’s instruction is dynamic and inspiring. Her boundless energy and positivity create a culture of joy, effort, and high expectations. With an evolving classroom and an impressive library, she fosters a passion for literacy through constant book talk — lively, humorous, and purposeful — that develops lifelong readers.

Stacy builds authentic, lasting relationships with students, encouraging and celebrating them well beyond her classroom, embodying Shore’s core values of mentorship, care, and connection.

Next, the program recognized a colleague celebrating 35 years of service, Athletic Director Nancy McNall. Bock offered these reflections in tribute:

Nancy McNall

Capable leadership is often strongest when it feels seamless. Never one to seek the spotlight, Nancy McNall, teacher, coach, and Athletic Director, always shines it on others. As the proud mother of a Shore alum, the school has long been central in her family’s life. For decades, she has devoted her energy to ensuring that Shore’s PE classes and athletics program provide the best opportunities for every student.

As a colleague, Nancy has served as advisor, chaperone, and committee member, offering thoughtful perspectives and adapting ideas to make them possible. She leads with quiet determination, never saying something can’t be achieved, always creating opportunity and doing the work.

As PE Department Chair and Athletic Director, Nancy manages endless moving pieces — schedules, transportation, referees, uniforms, celebrations — while cheering, driving buses, and marking fields. Always in Shore gear, she is an anchor of steady presence.

She has introduced countless programs, including Project Adventure, which challenges and bonds Grade 7 and 8 students. A lifelong athlete and fierce competitor, she inspires students to try new sports, compete at higher levels, and carry teamwork into life.

Humble yet driven, steady yet energetic, Nancy embodies Shore’s motto, modeling what it means to give one’s best.

“Known

for her big heart and joyful spirit, Loretta is always available to listen, problemsolve, and support colleagues with empathy.”

– AMBER BOCK

The celebration then turned to honoring a colleague marking 40 years of service, Director of Human Resources Loretta Stokes. Bock shared a moving tribute, highlighted here:

Loretta Stokes

Loretta embodies a contemporary mindset rooted in a love of tradition — qualities that define both her and Shore. For 40 years, she has devoted energy and care to this community, living its motto, “From Each Their Best.” With her remarkable memory and deep knowledge of Shore’s history, she is the archivist of traditions, recalling events, changes, and generations of colleagues and families with clarity and warmth.

As Director of Human Resources, Loretta has found her perfect niche. Known for her big heart and joyful spirit, Loretta is always available to listen, problem-solve, and support colleagues with empathy. Her presence sets a tone of connection across Shore. Over the years, she has served on countless committees, led SEED (Seeking Educational Equity and Diversity), sung in the choir, and taught Enrichment classes, earning rave reviews for her knitting and sewing workshops.

Innovative in building connections, Loretta launched monthly staff meetings, birthday recognitions with homemade chocolates, and a now annual “Past Employee Breakfast,” already beloved by attendees. Her focus has always been people first.

Loretta is not only a dedicated and supportive colleague, but also a proud Shore parent, avid reader, and theater lover. She has built her life around community and connection. Her 40 years at Shore are a testament to her care, wisdom, and commitment, an inspiring legacy.

ment from Shore. Bock shared:

Wendy Fredriksen

People often say, “Food is Love.” Wendy Fredriksen is full of love, and she shares it with all of us through food. Every day, Wendy tends to the special and favorite food needs of students and colleagues alike, making us feel seen and cared for. Famous for the BEST sandwich of the day, she dutifully looks after vegetarians and gluten-free eaters with equal care.

A caring cook makes a meal feel like home, and with Wendy in the kitchen, Shore meals are just that. She hums down the hall, sings as she works, and fills the room with her bright outlook. Each year, in her Shore musical t-shirt, she showers the cast and crew with congratulations as they get lunch, making them feel like celebrities. As a colleague, Wendy is thoughtful beyond measure. She remembers birthdays and special occasions, notices when someone has missed lunch, and makes sure they get a plate, even late. Best of all, it’s often paired with a Wendy hug.

After 13 years of devoted service, we wish Wendy joy in retirement. With golf clubs in hand, she leaves a lasting legacy of care, joy, and community at Shore.

The program concluded with the announcement of two distinguished faculty awards. Each year, the Parents of Graduates (POG) Fund provides a professional development travel opportunity for a Shore faculty member. This year’s recipient, Lower School Grade 3 Teacher Anne Babcock, will use the award to explore ancient civilizations in Greece and Italy. The Loring Fund also supports faculty through an annual travel grant, and was awarded to Upper School English Teacher Amanda Berg, who will travel to Finland to explore educational models and environments that result in successful learning.

After the ceremony, honorees and community members gathered in the Kiva, filling the space with laughter, conversation, and celebration. Friends reconnected, stories were shared, and the joy of the evening lingered in every corner. Adding to the festive spirit, former faculty member Gretchen Bowder and her band filled the room with lively music. The Night of Celebration wrapped up just as it began, with warmth, connection, and a true sense of community and the unmistakable joy of being together.

THE WORLD AS A CLASSROOM

Supporting Teachers Through Transformational Travel

“WE WENT OUT ONTO A BALCONY OVERLOOKING THE CITY BELOW WITH THE MOON rising above the hills on the other side of the valley. As we took this in, the nighttime call to prayer began, and one by one, we saw the mosques of the city light up as the calls rang out — it was a magical moment that marked the beginning of an incredible, immersive experience.” Sarah Sklarsky, Upper School History teacher, recounts an impactful moment from a trip abroad made possible by Shore’s Loring Award, highlighting just how powerful travel, personal experiences, and curiosity about the world around us can be for teachers and their classrooms.

SHORE HAS LONG EMPHASIZED

the belief that great teaching is rooted not only in knowledge but also in lifelong learning and authentic experiences. The benefits of traveling and learning for educators are immeasurable. Through professional development opportunities, Shore’s teachers are able to deepen their skillset and content knowledge, broaden their perspective in ways that allow them to connect with students and curriculum on a deeper level, and provide a renewed sense of passion for their roles as educators in a modern world. Shore provides opportunities for travel to teachers through two outstanding grants, encouraging them to explore the world and bring it back to their classrooms.

Shore’s belief in the benefits and importance of providing travel opportunities for faculty is what makes the Parents of Graduates (POG) Fund and the Loring Award such beloved aspects of the community. Each year, faculty members are invited to apply for one or both of these awards, which are designed to support teachers in an area that relates to their curriculum. The POG was established in 1997 to provide significant and meaningful professional growth experiences for one Shore faculty member

JOURNEY TO THE BALKANS

per year. Previous award winners, through investigating Incan ruins, traveling across the United States, exploring literary sites in England, or even wandering through the Black Caves of Spain, have utilized their experiences to bring new ideas and innovations into the classroom. Established in 1995, the Loring Award honors the service and board leadership of the late Caleb Loring, Jr. (Board President, 1961–1964) and his son, Caleb Loring III ’59 (Board President, 1983–1987). The award provides annual travel support for faculty professional development. In order to qualify for the POG, faculty members must have ten years of full-time teaching experience, at least five of which must be at Shore. To qualify for the Loring Award, faculty must have at least five years of full-time teaching experience, with at least three of those being at Shore.

As a form of professional development, travel offers unique opportunities to learn about different cul-

Upper School History Teacher Sarah Sklarsky, with her family, traveled to the Balkans on a 17-day journey through five countries, supported by Shore’s Loring Award. Her goal: to deepen her understanding of a region central to the seventh grade history curriculum, which explores the convergence of European and Middle Eastern empires. “The Balkan peninsula is at the crossroads of these two regions,” she explained, “and I wanted to see how these influences could be felt in the present day.”

Sklarsky’s itinerary began in Sarajevo, Bosnia and Herzegovina, where the echoes of Ottoman rule and the scars of the Yugoslav Wars remain vivid. From feeding pigeons in “Pigeon Square” to visiting the site where World War I began, the family’s experiences brought history to life. They continued through Mostar, Croatia, Montenegro, and Albania, encountering historic walled cities, wild horses, World War II submarine caves, and breathtaking mountain villages.

The final leg brought them to Istanbul, where they visited the Hagia Sophia, Topkapi Palace, and ancient underground cisterns. The trip enriched Sklarsky’s perspective and will bring a dynamic, real-world context to her classroom. “It is always my hope that students see the connection between the past and the present,” she said, “and the ability to show the street corner where World War I began right after studying it helps to bring that connection into sharp focus.”

Reflecting on the experience, she shared, “What I set out to see — the confluence of historical and cultural influences — was there in abundance, even in excess of my expectations.”

Photo left page: Sklarsky visited the Yellow Fortress overlooking the city of Sarajevo, with her children. Photo center: Troll sculpture in the Guardians of the Seeds installment by Thomas Dambo at the Coastal Maine Botanical Gardens, which Holland and her son Walter, photo top right, enjoyed. Photo bottom right: Vertical garden display at the Coastal Maine Botanical Gardens.

tures, educational systems, methodologies, and best practices. Reaching beyond classroom texts and abstract ideas and into real-world experiences connected to people and places simply enhances teachers’ understanding of not only relevant topics and curriculum, but also of unique ways to make learning more meaningful and relatable for students. This fact is wonderfully captured by the experiences of two previous award winners, Sarah Sklarsky and Betsey Holland, whose journeys are outlined below.

STUDYING NATIVE PLANTS IN MAINE

Betsey Holland, Pre-K through Grade 3 Science and Art Integrated Learning (S.A.I.L.) teacher, immersed herself in the vibrant world of native plants, thanks to Shore’s POG Fund Award. With a passion for gardening and a deep connection to Shore’s Learning Garden as the garden coordinator, Holland enrolled in the Certificate in Native Plants and Ecological Horticulture program at the Coastal Maine Botanical Gardens in Boothbay, Maine. Holland took courses every two weeks — either online or on-site — each offering both classroom learning and hands-on fieldwork. “From the very first class, I came back to school and applied what I learned both at home and in my classroom,” she shared. The first course, Soil Science for Gardeners, immediately inspired new student projects: kindergarteners added microbes and fungi to their soil collages in the Lower School Art Show. After taking Fundamentals of Botany, she introduced second graders to a detailed scavenger hunt across campus to identify 30 different leaf types — an activity that sparked curiosity and excitement in every student. Throughout the summer, Holland expanded her knowledge through specialized courses such as Selecting Native Herbaceous Plants and Selecting Native Woody Plants, exploring diverse plant ecosystems and how best to support them. “There are so many plants in the world, and I can always learn about a new one!” Holland reflected. This unique professional development experience brought both personal fulfillment and immediate impact to the classroom. “I got to spend two whole days learning about, talking about, and looking at plants — my dream come true!” she said. Thanks to Shore’s grant program, a local adventure became a summer of growth, discovery, and inspiration, rooted deeply in the curriculum she brings to her young learners each day.

Shore’s POG Fund and Loring Award represent the belief that investments in teachers are investments in the long-term strength of the community, program, and the core value of lifelong learning that is encouraged in every Shore student. Each year, upon announcement of the award winners, the community celebrates an im-

portant tradition that has become a living and evolving part of the school’s culture. As faculty members make discoveries in new destinations through these grants each year, a bit more of the wider world is brought back to campus and into the classrooms, to Shore students who are ready and eager to explore. ◾

THE SHORE FAMILIES ASSOCIATION (SFA)

is fueled by parent volunteers who offer their time, energy, and unwavering support. The SFA Garden Committee and Library Volunteers contributed on campus throughout the year while Class Reps kept everything running smoothly in the classrooms. SFA meetings were filled with updates on volunteer initiatives and opportunities to learn from school administrators, faculty, and staff.

At the Back-to-School Picnic and Volunteer Fair in September, the SFA shared information about events, committees, and ways families could get involved. Families and students loved the color-changing cups and beach balls, and treats from The Cravery ice cream truck.

Also in September, over 130 children and adults enjoyed the 45th annual Shore Safari Weekend, which included swimming, zip-lining, making s’mores, and hiking at Camp Wa-Klo. And in October, parents shared coffee and cider donuts while watching the annual Halloween Parade around the Oval.

A new series of socials called Third Thursday Night Outs (TTNO) offered additional opportunities to build community. October’s gathering at Old Planters Brewing Company in Beverly included trivia; February attendees gathered at Bit Bar in Salem for arcade games; and in April, parents and caregivers met at Post in Hamilton.

Shore spirit was high at Fall Sports Spirit Day and Spring Sports Spirit Day, with athletes on the fields, and treats on the sidelines as teams played at home and away. During Theater Spirit Day in February, Shore celebrated students involved in the musical production, Honk!

November’s Fall Flannel Festival was a wonderful night out which raised over $25,000 for the SFA. The Howard Gym was transformed into a cozy, amber-lit festival with twinkling lights, indoor grass, and a faux campfire. There was trivia, cornhole, faux axe-throwing, jumbo Jenga, and

indoor croquet. Attendees bid on incredible silent auction items such as “Head of School for the Day” and “Librarian for the Day,” as well as other items, services, and unique-to-Shore experiences.

During the annual holiday Giving Tree initiative, Shore partnered with eight local agencies to spread holiday cheer to children and families in need. Shore collected 207 gifts; shared 50 hand-written holiday cards from Grade 8 Leadership Ambassadors; and gifted dozens of additional new toys, games, puzzles, art supplies, books, and more.

The SFA planned a House-themed Community Service Bingo competition for students and families to complete during the winter months. Bingo squares included activities such as “Volunteer at a Food Bank or Shelter” and “Help a Neighbor in Need.”

Shore’s annual World Celebration Day celebrated the unique cultures, traditions, and heritage of Shore families by showcasing 18 countries from around the world and sharing stories, food, music, and more. Shore’s kitchen team prepared a dish representing each country, students and families participated in a scavenger hunt, older students volunteered to help younger ones, and everyone loved the exuberant performance by Grooversity at the end of the day.

The SFA showered Shore’s employees with

thoughtful surprises during Employee Appreciation Week in May to honor employees who make Shore such a special place. Highlights included a delicious breakfast, a spa day, flower bouquets, and a treat bar!

In June, the Fun Run was a chance to celebrate school spirit and student leadership. Students ran, walked, skipped, hopped, and danced around track courses set up on the fields, and the event raised over $11,000 for future SFA initiatives. In addition, Shore families and employees gathered to march together wearing custom t-shirts celebrating Shore’s Community Code at the North Shore Pride

The Parents’ Independent School Network honored Shore's Giving Tree Program; Michele Vaccaro, longtime program chair, accepted the award, which was presented by SFA Chair Dayna Morton.

Shore Country Day School’s

88th Closing Exercises

Celebrating our eighth grade students as they move to the next stage of their educational journey.

As the beautiful June afternoon progressed and the summer sun shone down on the grand white tent, situated front and center on the athletic fields, the warmth and rays that accompanied the day seemed to symbolize opportunity, hope, and a turning of the page for Shore’s newest graduates-to-be.

The 88th Closing Exercises were not only an opportunity to recognize many years of hard work and dedication, but also to celebrate a milestone in the lives of an inspirational group of young people ready to take on the next big challenge. A tight-knit and creative group who share a lasting bond that extends beyond campus walls, these students are as passionate as they are unique, and their impressive service work at Shore is just a single example of the amazing things this group is capable of.

First, faculty and staff processed into the tent to join the assembled crowd of families and other community members, and then came the students,

led by Head of School Amber Bock, Head of Upper School Oliver Hay, and President of the Board of Trustees Amanda Jackson. The Class of 2025 processed two by two, calm, dignified, and with an air of confidence as they found their seats in front of their family, their friends, and the same faculty and staff who, for many of the class, have shaped their early and middle school learning. In that fleeting moment, sitting at the crossroads between who they are and who they will become, the adolescents were surrounded by the people they know better than anyone in the world. The same people who’ve cheered them on and who will continue to

cheer them on for years to come, the same people who’ve learned alongside them since Pre-K, and the same familiar faces they’ve known all their lives. And yet, there was a tangible sense of something fresh in the air, a taste of new beginnings, brave new steps, and warm welcomes waiting outside the walls of Shore’s campus. Despite the exciting times ahead, to leave the community in which you’ve grown up is a bittersweet feeling, but as Winnie the Pooh once said, “How lucky I am to have something that makes saying goodbye so hard.”

As the ceremony began, Bock welcomed the graduates, her

first graduating class as Head of School, along with the gathered families, faculty and staff, and other community members. “Oftentimes,” said Bock, “the mind gathers memories from last experiences, first experiences, and special moments.” She went on to speak about the shared experiences the students had, reminding them that no matter where they are in their lives, these memories will last forever. She complimented the graduates, telling them, “You are intricately connected, immensely kind, funny, thoughtful, highly engaged academically, diverse in personality and perspective, and just an incredible group of young people

1. Katie Hinkle pinned a flower for Jack Mulrooney.

2. Billy and Ben Bellissimo posed with family for a photo.

3. Matthew Cataldo and Stella Cass

4. Charlie Foster and Makaylie O’Neil sang with the A Cappella group to close the ceremony.

5. Amber Bock addressed the graduating class.

6. Following Shore tradition, graduates high-fived the handprint on their way out of the Howard Gym.

7. Parker Booth shook hands with Oliver Hay.

8. Khoi Do posed with family for a photo.

9. Faculty gathered for the ceremony.

to work with.” Bock praised the group for the gracious welcome they gave her when she joined Shore in the fall, and encouraged them to embody that warmth and openness as they take the next step in their academic careers. She also spoke about some of the remarkable contributions the class had made throughout the year, such as their time serving as Grade 8 Leadership Ambassadors, volunteering to help with Admissions work, participating

in food drives, assisting younger students, and more. “Watching you made me happy every single day,” added Bock with a warm smile.

Next, Jackson shared some words of wisdom and encouragement, reminding the class of the many steps on their academic journey. From there, each graduate was called to center stage for a few words, a photo opportunity, and to receive their diplomas. Bock had many thoughtful words

and funny memories to share from the year, adding a meaningful personal touch to the ceremony. It was wonderful to see the faces of the graduates’ families as their children were praised for their unique accomplishments in and out of the classroom and on and off campus. After this portion of the ceremony concluded, the graduates acknowledged their families’ support with a single rose. As per tradition, the family whose final graduate

Grade 8 Shore Graduates

Sofia Rincon Alves

Posey Bodine Babcock

Ellie Renee Bagenstose

Emma Elizabeth Baker

Benjamin Michael Bellissimo

William John Bellissimo

Parker Alice Booth

Madeline Heather Carreon

Stella Rose Cass

Matthew Harris Cataldo

Channing Davis Cowan

Harry Ryan Crane

Liana Roulla Daskalakis

Logan Edward Daskalakis

Khoi Dang Do

Michael Edokpa

Petra Eskandar

Eliza Mae Goodman

Isabella Marie Hamel

Brennan Rian Hinrichsen

Tabitha Kelly

Gavin McCullough Knox

Serena Margarita Liebow

Shyla Maan

John Parker Mulrooney

Michael Edward Kettenbach

Nutter

Anne Margaret O’Connor

Makaylie O’Neil

Nicholas Peraza

Lorenzo Recchia

Brynley Frances Regan

William Jeffrey Roberts

Arden Meredith Schreyer

Noah Christopher Smith

Peyton Calee Mary Stanton

Lainey Pearl Styles

Eleanor O’Sullivan Vaill

brings the highest total number of student years at Shore was recognized with a bouquet. This year, the Styles Family completed 32 cumulative years of enrollment at Shore, blessing our community with the many ways Logan, Sadie, Dawson, and Lainey have contributed.

When the graduates headed to the Howard Gym, a line of faculty and staff was ready to greet them, shaking their hands, sharing memories, and wishing them well as they continue on in their academic journeys and in their lives. As these highly accomplished students stepped through big double doors leading

to the Greentop and high-fived the handprints on the wall, as tradition calls for, they walked out as the newest Shore alumni, joining their loved ones, their former teachers, and their peers for one final congregation as the Shore Country Day School Class of 2025. It was a beautiful, emotional, and exciting moment for these brilliant young students and their families as they prepare to walk through the next door that awaits them in their journeys. ◾

SHORE’S CLASS OF 2025

Celebrates Secondary School Placement Success

THE TRANSITION to secondary school is a moment of both reflection and anticipation — a time when students take everything they’ve learned and step forward with confidence. At Shore, this moment is not a surprise. It’s a culmination, the result of years of thoughtful preparation, engaged learning, and a supportive community that encourages students to expand their comfort zones.

The journey starts in classrooms that buzz with curiosity and connection. Shore students grow through discussions that stretch their thinking, projects that ignite their creativity, and relationships that inspire them. As they move through each grade, students learn more than academic content — they discover their voice, and set and achieve goals that are personal and meaningful.

This continued success is no accident. It’s a reflection of Shore’s strong academic program, thoughtful preparation, and the school’s enduring reputation with secondary school admissions teams.

“Admissions directors trust the strength of our students’ foundation and the integrity of our process,” said Oliver Hay, Head of Upper School and Director of Secondary School Counseling. Preparing students for the secondary school application process is a partnership that begins long before applications are submitted. In Grade 6, families are encouraged to begin exploring the wide range of school options casually.

By the time the secondary school application process begins, they’re not just ready, they’re invested.

“As a whole, the Shore students who apply to Pingree are not only thoroughly prepared on the academic front, but are also clearly displaying the self-advocacy skills required for success in high school. They are confident, resilient, and ready to dive in,” shared Eric Stacey, Director of Enrollment Management and Admission at Pingree School.

Each year, Shore students stand out in the competitive landscape and earn acceptances to a wide range of highly regarded independent day and boarding schools across New England. Despite the increasing competition for spots at many of these institutions, which evaluate applicants through a holistic lens that includes academic records, teacher recommendations, essays, interviews, and at many schools, standardized test scores, Shore students consistently shine.

By the time students reach Grade 7, support becomes more hands-on. Students take a practice SSAT and are encouraged to start reflecting on their strengths and interests, and families meet individually with the Director of Secondary School Counseling to begin building a personalized roadmap for the secondary school search and application process.

Grade 8 brings a comprehensive Secondary School Seminar class, one-on-one coaching, and detailed guidance through every stage — from narrowing down a school list to preparing for school visits. Students also benefit from mock interviews and panels of recent Shore alumni and admission directors from a variety of schools.

“Interviewing and completing applications are opportunities for students to present themselves authentically,” said Hay. “We help students reflect deeply, make decisions about the type of school environment they are looking for, and feel confident in their choices.”

“The amount of time and dedication spent on helping students understand, plan for, and follow through on the secondary school application process was remarkable. It can be such a daunting experience,

but broken down step-by-step, we couldn’t have been better supported throughout,” said parents Jens and Mona Hinrichsen.

From the student side, the process feels both supportive and empowering. “At the secondary school panels, I learned how to prepare for an interview and how to prepare for emailing the head administrator at a school, telling them I want to apply,” said Khoi D. “We went through writing the essay, to how to ask teachers to write a recommendation for you. Basically, every step of the process.”

Eliza G., a classmate, shared her experience with the mock interview. “I had never been interviewed before this year, and I have to say, I was super nervous about my interviews… being in that space with a low-pressure situation was really beneficial for me… I went into my secondary school interviews really confidently, answering all the questions, adding on, that type of thing.”

For many families, the support offered is what makes the process feel manageable. “We knew we had a trusted guide throughout the process, and the care our family received was both authentic and personal,” said parent Dina Hamel.

What sets Shore apart is not just the result — it’s how students get there. The Secondary School Counseling program reflects Shore’s broader educational philosophy: a whole-child approach grounded in character, community, and connection.

Whether engaged in a discussion around a Harkness table or learning through hands-on collaboration, students are taught to listen actively, think critically, and speak thoughtfully. The Community Code is not just a poster on a wall; it’s lived every day through acts of respect, responsibility, and openness.

Head of School Amber Bock noted, “When students are grounded in who they are, and they feel seen and supported, they’re able to make decisions with clarity and confidence. That’s what Shore cultivates.”

The graduating class of 2025 celebrated a diverse range of impressive placements at selective day and boarding schools. But beyond that is something even more meaningful: students who feel proud of what they’ve achieved, excited about the school they’ve enrolled in, and are ready for what comes next.

At Shore, secondary school placement is more than a milestone — it’s a reflection of a student’s growth and a testament to a school that believes in each child’s potential. Shore’s commitment to thoughtful guidance, a strong academic program, and authentic relationships ensures that, wherever students go, they do so with confidence, curiosity, and a deep sense of self. ◾

Shore Grads Head to Secondary School

Shore Alumni Head to College Congratulations to these Shore alumni on their college acceptances!

Mary Adams ’22 University of Virginia

Emerson Albrecht ’22

University of Miami

Carly Bigelow ’22

Clemson University

Jack Blundin ’22

Northeastern University

Arianna Bocchino ’22 Fordham University

John Cataldo ’22 Skidmore College

Angus Clark ’22

U.S. Military Academy at West Point – Fall 2026

Luka Clark ’22 University of Richmond

Mai Do ’22 Tufts University

Logan Fairbrother ’22 Virginia Tech University

Caleigh Fates ’22 Boston University

Henry Foster ’22 American University

Emily Haley ’22

Virginia Tech University

Rae Hanlon ’22

The University of Chicago

Sophie Harris ’22

Franklin & Marshall College

Marcela Hernandez ’21 Villanova University

Madison Hugo ’22

Boston University

Kipley Kagan ’22

Sewanee: the University of the South

Nick Laubinger ’22

University of Miami

Camille Maccarone ’22

Harvard College

Skylar McNall ’22

University of New Hampshire

Jack McVeigh ’21

University of Notre Dame

Liam Mulligan ’22

Wentworth Institute of Technology

Anton Nugteren ’22

St. Lawrence University

Ethan Oder ’22

The University of Chicago

Khyati Patel ’22

Northeastern University

Nicholas Schibli ’22 Tulane University

Hadley Spater ’22 University of Michigan

Will Sumner ’21 University of St. Andrews

Halia Taylor ’22 University of Massachusetts, Amherst

Fiona van Otterloo ’22 Pepperdine University

Lucinda Winthrop ’22 Bates College

Welcome New

Chris Baker P’25, ’26, ’30

Family | Annemarie Baker, spouse; children: Emma ’25, Ava, Grade 8, and John, Grade 4

Residence | Beverly, MA

Education | B.A., Franklin & Marshall College; MBA, Boston University Questrom School of Business Professional Background | Chief Compliance Officer (CCO) at Allspring Global Investments; CCO at State Street Global Advisors; Compliance Officer at MFS Investment Management Community and Interests | Enjoying family, attending children’s activities, playing tennis, reading history books, and relaxing at Long Beach in Rockport. Shore Risk and Liability Committee member. Other volunteer roles include coaching Kiwanis youth basketball and Little League baseball in Beverly.

Amory Logan P’32, ’34

Barbara Pattullo P’29, ’32

Family | Donny Pattullo, spouse; children: Millie, Grade 5 and Tucker, Grade 2

Residence | West Newbury, MA

Education | B.S., Boston University Professional Background | Strategic Business Leader at argenx

Community and Interests | Enjoys being active (strength training/running/yoga), cooking, reading, listening to podcasts, and spending quality time with family and friends over great food. Prior Greeter Desk Volunteer and co-chair of the Shore Families Association.

Family | Prescott Logan, spouse; children: Robby, Grade 2 and Maisie, Kindergarten Residence | Manchester, MA

Education | B.A. in History, Dartmouth College; MBA, Tuck School of Business at Dartmouth Professional Background | Trustee & Partner at Loring, Wolcott & Coolidge since 2016; Senior Investment Associate at Dartmouth College Investment Office 2011-2016; Senior Consulting Associate at Cambridge Associates 2006-2009; Director of Conferences at Carney, Sandoe & Associates 2004-2006 Community and Interests | Skiing, sailing, cycling (5-time rider in the Pan-Mass Challenge), tennis, and spending time with family and friends. Shore volunteer roles include Admissions Ambassador and Finance Committee member for 2024-2025. Board membership includes Maine Coast Heritage Trust, the Manchester Museum, and Sailors’ Snug Harbor of Boston. Formerly served on the boards of Community Charter School of Cambridge and the Neighborhood House of Northeast Harbor (ME).

Trustees

Jenelle Ries P’25, ’27, ’29

Family | Dave Ries, spouse; children Ellie ’25, Dave, Grade 7, and Lucy, Grade 5

Residence | North Andover, MA

Education | B.A. in Political Science, College of the Holy Cross; M.Ed. in Education Administration, University of Massachusetts-Lowell Professional Background | Associate Director of Admission and Financial Aid, Brooks School; Dorm Parent, Coach, Former Form Dean and English Teacher. Community and Interests | Family, sports mom, travel, and spending time in Maine at the beach. A volunteer with Sweet Paws Rescue. Shore volunteer roles include serving on the Advancement and Strategic Initiatives Committees, Admission Ambassador, and formerly serving as a Class Representative.

Peter Spring P’26, ’28, ’31

Family | Alison Spring, spouse; children: Ethan, Grade 8, Charlie, Grade 6, and Libby, Grade 3

Residence | Marblehead, MA

Education | B.A., Williams College; MBA, Harvard Business School

Professional Background | Private Equity Investing with a Focus on Healthcare Companies; Currently a Partner at Bain Capital in Boston Community and Interests | Enthusiastic supporter of his children, as well as interests in running, racquet sports, skiing, and spending time on the water and in the outdoors. Volunteered as a member of the Shore Finance Committee over the past year.

Alex Yen ’08

Family | Connor Adamik, spouse Residence | Medford, MA

Education | B.S., Boston University

Professional Background | Sr. Program Manager, Hybrid Experience at HubSpot Community and Interests | Going on adventures with my partner and pups, going to the beach, skiing, and playing golf enthusiastically, if not always skillfully. Serves on the Shore Alumni Association Executive Committee since its revival in 2022, and as the co-chair for 2024-2025.

THE YEAR IN

SPORTS

ACROSS THE 2024–2025 SCHOOL YEAR, Shore athletes brought positive energy, dedication, and a spirit of community to every practice and game. There were decisive victories that sparked celebration and challenging losses that tested resilience, but each experience strengthened the bonds between teammates and deepened their pride in representing Shore. Our coaches and athletes know that middle school sports are about more than scores; they are about building character, learning to persevere, and working together toward shared goals. Shore’s team leaders give us an inside look at the special moments that made this year in athletics so rewarding and unforgettable.

the game, it easily showed how our team had grown over the course of the season. We learned to distribute the ball to every player, and have a good time.”

Boys JV Soccer had their strongest season in recent years. Under the guidance of coaches Kevin Murphy and Amanda Berg, the team exuded impressive positivity and humor. At the Fall Celebration, captain Jack F. explained, “The best game we played this season was against Waring. We tied 3-3, and on the other team there were tenth graders who were 2 feet taller than most people on our team but 4 feet taller than me.” Will P. added, “Overall, we had a really great season. A highlight during the season was that we had a winning record this year!”

A tiny but mighty team, Varsity Field Hockey, finished the season with a three-game winning streak to close with a record of 4-3-3. “From trying new positions, new skills, and new lineups, by the end of the season, we all became comfortable and confident working together on the field and bonding to become our best version of a team,” said captain Posey B. Fellow captain Anne O. mentioned, “As the season progressed, our ability to play as a team became very effective and we played very well in our games. I can’t express enough how proud I am of the team this season, we came such a long way and we had fun.” had a robust sign-up with a large contingent of eighth grade runners. Captain Arden S. said, “One of the best parts about our season is how well we bonded as a team.” Will R. added, “One of the team’s highlights this season was having nine runners compete at the state cross country meet.” Four runners placed in the top one hundred for their group at this meet, and three runners had a PR on the course. Under coaches Sarah Sklarsky and Evan Wallace, Shore Cross Country was in good hands!

WINTER SEASON

Under the leadership of coaches David Lund and Kevin Murphy, Boys Varsity Basketball enjoyed another strong season on the court. With their collective height, basketball acumen, and camaraderie, this team of eighth graders finished the season with eight wins and just two losses. According to captains Michael E. and Ben B., “a standout moment was our final game against Tower, where we battled hard for a well-earned victory. Our team played top-notch defense and shut down their star player while our offense took over the game. This game showcased our resilience, teamwork, and determination. Beyond the stats, the way we played together, trusted each other, and left everything on the court defined our season.”

The Boys JV Basketball team had good reason to be proud of their season. The squad improved greatly from the year before as the team compiled more wins and points than anticipated at the start of the season. Team captains Jacob B., Zach C., and Noah G. commented that “all of our teammates grew in skill across the season, which was awesome to see, and everyone scored at least once.” Everyone on the team left the season with a great nickname and new skills, thanks to our coaches Erik Swanson and Cam McNall. With a large squad and a strong core of returning players, Girls Varsity Basketball played well and picked up seven wins under coaches Bob Snyder and Lynn Pisanelli. Team captains Ellie B., Serena L., and

Brynley R. provided excellent leadership and shared that “we were proud of everyone on our team for being able to show up to games and practices with a positive mindset and great energy. It didn’t matter if we were losing or winning; everyone played their hardest, and it showed. Our team was very balanced, and there wasn’t a single player that shone more than others because everyone played so well.”

Shore’s Squash & Paddle program was in full swing throughout the winter. Between off-campus squash & paddle sessions and pickleball at Shore, team members saw vast improvement in their racket skills and court awareness. Led by captains Davy C., Jonathan S., and Lorenzo R., the team enjoyed a more robust schedule than previous seasons with meets vs. Brookwood, SquashBusters, and Fay. Jonathan S. noted, “Throughout this season, teammates helped each other by giving one another positive feedback and ways to improve their game. This formed a tight bond between the players on our team, making us better players overall.”

SPRING SEASON

The Baseball team showcased patience and persistence throughout the season. Highlights included a victory against Fay, a nail-biting contest at Meadowbrook, and an explosive offensive display that produced nine runs during their matchup with Fenn. The roster’s combination of seasoned veterans and fresh talent created a dynamic that led to continu-

ous improvement. During the Spring Celebration, Coach Zgrablich emphasized the inherent complexity of baseball and the dedication required to master its fundamentals. The team’s progression became increasingly evident as the season went on. With each new game, players were making more plays, getting on base more often, and showing a deeper understanding of baseball’s strategic elements.

While the Boys Lacrosse team retained several key contributors from last spring, an influx of newcomers required strong leadership from returning players. Their efforts paid off with a three-game win streak. Captain Will R. commented, “Even though our schedule was tough, as a team, we worked together to fight for every win.” Captain Nick P. shared that another highlight of the season was their final game against GUS. “Not only did we come away with a win, but the team made a concerted effort to involve everyone on the field, setting up teammates who hadn’t scored yet. Thanks to that unselfish play, we finished the season with all 14 players recording at least one goal.”

Girls Lacrosse picked up their first undefeated season since 2019! Equally impressive, a referee took the unusual step of writing a letter following a game to praise the team’s collaborative play, composure, and respectful treatment of opponents. At the Spring Celebration, Ella V. celebrated the teams’ signature victories: “Our wins against Brookwood and Pike were especially satisfying since both opponents brought talented, competitive rosters.” Petra E. recalled a lighter moment when the team donned matching blue bob wigs for their final home game: “It boosted our energy and added

a fun, playful element to the competition. The wigs worked so well that we’ve decided to make it an annual tradition.”

The Softball team blended the wisdom of eighth grade leadership with the enthusiasm and skill of younger players, creating a fun and spirited season. Captain Anne O. explained that one of her favorite memories was a home game vs. Fay. “They were late because of traffic, so we ended up just hanging out together for almost an hour before the game started. It was such a random moment, but it gave us time to have some fun and joke around while warming up and throwing the ball. Once that game started, we played really well and ended up winning. I’m proud of this team because I’ve seen everyone grow so much, on the field and as teammates. I really couldn’t ask for a better last season at Shore.”

Shore’s largest team this spring was Track and Field with 27 dedicated athletes. Year after year, this team sets new records and sends top competitors to the state meet, where they go toe-to-toe with the best in Massachusetts. Eighth grader Michael E. highlighted the team’s proudest achievement when a school record fell in boys discus: “It wasn’t just about the throw. It was the teammates who cheered all of us on, the coaches who believed in us, and the energy we brought to practice.” Matthew C. emphasized the team’s season-long commitment: “From our first meet of the season to our last, our desire to be the best we can be has been undeniable. The countless personal records, school records, and bonds formed this year have shown our drive to improve and grow, both as athletes and as teammates.”

Thank you to the entire Shore community for cheering us on every step of the way. Hats off to our athletes and coaches for making this year in Shore sports one to remember! ◾

HO Feathers, Friendship,

IN THE WARM GLOW OF SHORE’S TRUSTEY FAMILY THEATRE, a heartwarming transformation took place. It wasn’t just about the bright lights, the vibrant costumes, or the charming melodies of the mainstage musical Honk! — it was about something deeper. A unique bond developed as seasoned performers took new students under their wing, fostering a culture of mentorship, kindness, and encouragement.

A Whimsical Tale

with a Timeless Message

Honk!, a cheerful, charming, musical comedy about resilience and self-acceptance, offered the Shore community a hilariously feathered journey. Shore delighted audiences with this modern spin on Hans Christian Andersen’s The Ugly Duckling by British

composer George Stiles and writer Anthony Drewe, packing the house in Shore’s Trustey Family Theatre across three vibrant performances. With dazzling costumes, lively choreography, and a cast that brimmed with energy, it was everything you’d hope for in a school musical.

“This is the third time Honk! has been performed at Shore,” said Sarah Carlin, Theater Arts

Teacher, Director, and Choreographer. “It’s just a sweet show. Being an elementary and middle school, we want to encourage the younger grades to come and see it, and this hit the mark.”

Honk! tells the story of an odd-looking hatchling, Ugly, and his quest to return to his mother, Ida. Soon after Ugly is born, he is lured away from his home by a wily Cat who wants to eat him. Ugly

and Finding Yourself

manages to escape. With the help of new friends, including a comical squad of geese, a pompous Turkey, a wise and supportive bullfrog, and a beautiful swan, his journey home becomes an adventure. Ugly finds unexpected friendships and support, and eventually, self-acceptance. He learns that being different is not a weakness — it’s a gift.

“In this challenging social climate, it’s helpful to remember that ‘different’ isn’t bad, and ‘different’ isn’t wrong; it’s just different,” said Carlin. “This tale is a beautiful portrayal of how accepting differences can make our communities stronger.”

A Legacy of Mentorship

The composition of this year’s cast and crew offered unique opportunities. “There were more sixth graders than eighth graders, and many of the eighth graders were veterans,” said Carlin. “The result was a group of eighth graders who were excited to take on leadership roles. They spoke fondly of their memories of being sixth graders and how much they looked up to the eighth graders, and it was important to them to continue that legacy.”

They made it their mission to pass that kindness forward. Whether helping with choreography, offering words of encouragement, or simply being a friend during rehearsals, their actions defined what it means to lead with heart.

During one memorable lunch

period, the cast and crew circled their tables so everyone, sixth, seventh, and eighth graders, could sit together. The unity and joy were palpable as the room filled with laughter and shared excitement.

Practice, Confidence & Spotlight Moments

Captivating from the start was seventh grader AJ K.’s portrayal of the principal role of Ugly. The show’s unique representation of feeling out of place and lost is an ode to childhood and the awkwardness of adolescence. These sentiments were front and center thanks to an exceptional performance from the young actor, who mastered his character’s lack of confidence with confidence. Seventh grader Lilith B. tugged at the audience’s heartstrings with her sincere and engaging performance and angelic voice in the principal

role of Ugly’s mother, Ida.

For sixth grader Elizabeth R., who played one of Ugly’s siblings, Beaky, practice gave her a strong foundation. “At first, I was nervous,” she admitted. “But once I pulled off the top of the egg in the first scene, I remembered all our rehearsals. I wasn’t nervous anymore.”

Behind the scenes, student Freyja K. found her confidence as a crew member. “I didn’t think I would be good at timing the sound, but I did it really well,” she shared. “As they’re talking, if they make a mistake, you have to be paying attention so that you know not to change a light so quickly.”

Liana D. reflected on the musical’s theme, relating it to the middle school experience. “The main message of Honk! is to just be who you are, and don’t try to fit others’ expectations. You should be yourself. In middle school, it can be hard, trying to fit in with

Captivating from the start was seventh grader AJ K.’s portrayal of the principal role of Ugly.

a popular group or changing yourself so maybe other people like you, but just like in Honk!, at the end of the day, the person you really want to be is the best version of yourself.”

Facing Challenges, Growing Stronger

“As a theater teacher, one of the primary objectives I have is to provide the proper stretch and challenge, in order for the kids to grow,” said Carlin. “This story is about this little creature that faces adversity and receives love and support from someone who believes in him no matter what. With that support, he goes through trial after trial until he believes he has something to give and learns to believe in himself.”

Musicals require a significant level of coordination. The ability to sing and dance at the same

time can be challenging, and performers tend to be surprised by the amount of practice it takes. This cast persevered. They took it in stride and worked hard, doing repetition after repetition until they felt comfortable, and it became second nature. One student shared that sometimes choreography takes a while to learn. “It takes a lot of practice — even on the weekends. But when the music starts playing, you get it.” For many students, these challenges helped them to discover unexpected talents and confidence.

Technical Theater Director, Maddie Dustin, recalled a moment of growth for some members of the crew: overcoming fear, especially when it came to working on the catwalk. “A few students had a fear of heights,” Dustin said, “but with encouragement from peers and a willingness to try, they overcame it.”

Backstage Magic: Building the World of Honk!

While the spotlight shone on the stage, another kind of magic was taking place behind the scenes. Dustin was integral to coordinating the many technical needs of the production, while mentoring students in the stage crew to call and run the show.

This was Dustin’s first musical at Shore, and she noted that it was the most advanced and professional production she has worked on with middle school students. She praised the theater arts department for the detailed processes they have developed and implemented.

“This year’s crew was a mix of new and returning students,” said Dustin. “We were able to pair experienced seventh and eighth graders with students who had

never been on crew before, creating a nurturing learning environment. They provided guidance and mentorship, and the result was a close and connected group. What stood out was their willingness to learn while listening to and taking direction. It was nice to give them a task and see them encouraging each other to get it done.”

Faculty member and costume designer Rondi Kilham, with help from parent volunteer Veera Farhan P’27, ’30, crafted whimsical costumes that brought each role vividly to life. From ducklings to frogs to a pompous turkey, every stitch carried the show’s lighthearted charm.

Set designer Sam Hamlin transformed the stage into a storybook. Oversized nests, whimsical landscapes, and the delightfully clever Kitty Kat Snack Shack brought wonder to every scene.

Assistant Director and Choreographer Sarah Sklarsky worked alongside Carlin to bring movement and energy to the show. Carlin shared about Sklarsky, “She brings wonderful positivity and picks up choreography so quickly. I can show her a combination, and she’s ready to teach it to the kids after just one time.”

And Music Teacher and Director Jennifer Boyum added the musical magic. “Her skill with teaching vocals is unsurpassed in terms of what she cultivates in our kids,” said Carlin. “She holds a very high standard but does so with great warmth.”

Carlin beams with pride when reflecting on her team. “We’ve done thirteen shows together,” she said. “We love the collaboration. We respect the input that each of us brings.”

Enduring Magic –A Lasting Impact

Honk! wasn’t just a performance; it was a community. The bond among students, across years and roles, was tangible. “It’s not just the musical and performing part that’s fun,” said Elizabeth R. “I’ve become such good friends with so many people in the cast. I knew them before the musical, but after the musical, we are better friends.”

This sentiment was echoed during the school performance, which drew cheers and laughter from younger students, many of whom left inspired to one day be a part of Shore’s mainstage musical. For families of cast and crew members, it was a celebration of hard work, of joy, and of watching their children step into the spotlight and grow.

The winter musical is a cher-

ished tradition at Shore — not just for the students who take the stage, but for the entire community. From the earliest rehearsals to the final bows, it’s a celebration of perseverance, creativity, and the deep bonds that form when students express themselves and inspire one another.

Shore Giving Day

THANK YOU to our entire community — families, colleagues, alumni, grandparents, friends — for making Shore Giving Day such a success! Giving Day is all about inspiring participation, celebrating the Shore community, and feeling good about giving.

Shore Giving Day

SHORE’S SEVENTH ANNUAL GIVING DAY on May 14 raised a total of over $224,000 from 368 donors — a record-setting day!

Each year Giving Day makes a tremendous impact on Shore’s students and teachers, and this year, Shore’s community was inspired to rally together to raise critical funds that enabled the school to purchase new marimbas, enhance the athletics program and fields, and build a new Woodland Classroom.

In addition to raising funds, students, employees, and over 40 parents and grandparents gathered to celebrate service at Shore this year and participated in a morning of Earth-Day themed service activities on campus and beyond. From planting in the garden and cleaning up the courtyards, to preparing the new Woodland Classroom space and building birdhouses, to removing debris and obstacles on beaches and trails, the community showed “How the Good Grows” at Shore.

We’re so grateful to all of the volunteers who joined

us in service, and all of the donors who gave so generously. Your positive energy, tireless effort, and boundless generosity supports us now and in the future!

• Over 30 Giving Day Task Force members helped with a variety of tasks to make Giving Day a success.

• Several donors, including current families, grandparents, alumni, and families of alumni, offered five challenges totaling $111,500.

• Contributions from 11 corporate sponsors totaled $23,700 (and two additional sponsors contributed gifts-in-kind), a total that represents the highest number of sponsors and total dollars we’ve ever had for a Shore Giving Day.

Alumni Spotlights

Charlotte Marks ’16

Charlotte attended Shore from Grade 5 to Grade 8, then went on to attend Brooks School and later Middlebury College, where she majored in Molecular Biology & Biochemistry and minored in Spanish and Global Health. She studied abroad in Spain and Chile, served on the Middlebury College ski patrol, and played women’s field hockey, winning four NCAA championships.

What are you up to these days?

After graduating from Middlebury in February 2024, I joined Chestnut Partners, a boutique life sciences investment bank in Boston. In my role as an Analyst, I work closely with biotech companies on strategic financing and business development efforts. Outside the office, I enjoy staying active — jogging along the Esplanade, playing in social sports leagues, and skiing in Vermont on weekends. I am also fortunate to frequently spend time with my family, who live nearby in Manchester, MA.

What meaningful lessons did you take from your time at Shore?

My teachers and peers encouraged me each and every day to be a better version of myself and to never stop asking new questions. I am motivated by challenges and find that I seek out environments and communities with diverse ideas and perspectives. I bring a growth mindset to both my work and personal life, and I know that taking responsibility for my learning is key to my success.

What are you looking forward to?

I’m looking forward to spending plenty of time outdoors this summer, including playing in an adult field hockey league and enjoying beach days with my family. I am also excited to spend some time traveling in Greece at the end of August. ◾

Xander Schwartz ’16

Xander is originally from North Andover, MA and is now based in Cleveland, OH. Xander attended Shore from Readiness (now called Pre-K 2) through Grade 8, and graduated from Shore in 2015, Phillips Academy in 2019, and Amherst College in 2023. At Amherst, Xander was a member of the squash team, and worked to revitalize the college’s Sports Business and Analytics Club, a club which helps students develop analytical skills for careers in sports analytics and provides connections with Amherst alumni who work in the sports industry and opportunities for members to attend sports conferences and sports analytics competitions.

What are you up to these days?

I interned with the Cleveland Guardians — Cleveland’s MLB team — in 2022, and then joined full-time in 2023 where I am now a data scientist for baseball analytics. These days, I spend most of my time in Cleveland working, watching baseball, and playing squash.

Lizzie Flynn ’12

Lizzie is currently pursuing her PhD in Biomedical Sciences at the University of Massachusetts Medical School. Her current project focuses on developing combinatorial RNA therapeutics for osteoarthritis. She’s also passionate about STEM outreach in local elementary and middle schools in Worcester, MA. Lizzie credits much of her curiosity and work ethic to her early years at Shore.

What meaningful lessons did you take from your time at Shore?

Time management and learning to learn. Shore helped me develop skills and strategies that enabled me to understand how I learned best and feel confident with how to utilize new information and skills effectively. From my (albeit limited) experience, it seems like having the ability to learn new things on your own is more important than knowing any one thing. Similarly, having a sense of how to juggle multiple priorities in a timely manner feels essential. Shore was integral to both, challenging me and nurturing those skills to put me in the best position to succeed later.

What are you looking forward to?

Good weather in Cleveland and hopefully winning some baseball games! ◾

What are you up to these days?

I spend most of my time in the lab, which is both challenging and rewarding. Outside of work, I love spending time with my family. I’m a proud aunt to six amazing nieces and nephews! For fun, I enjoy watercolor painting, rock climbing, and reading fiction. I also always try to make time for school outreach and connecting with students, too. I’m part of a group at UMass called ScienceLIVE, which puts together experiments and presentations for Worcester elementary and middle schoolers to help them see that science can be fun and accessible.

What meaningful lessons did you take from your time at Shore?

Resilience. Kids learn so much from support and encouragement, but they also grow by failing and rising to meet the next challenge. I’ll never forget when I got a 0% on a long division quiz in fifth grade. I felt an absolute pit in my stomach as Mrs. Smith handed back my paper with a big red zero at the top. I was devastated. But she pulled me aside after class and said, “Lizzie, you would’ve gotten a 100 on this, but you forgot to carry the decimal in every problem because you went too fast. Slow down. Check your work. Next time, I want to see you get a 100.” Mrs. Smith’s voice is still in my head to this day when I’m designing experiments or editing manuscripts. There are a hundred stories like this one from my time at Shore, and each one helped shape me into the hardworking, creative, and driven scientist I am today.

What are you looking forward to?

In the coming year, I’m really excited to travel to India for the first time. My fiancé is Indian, and we’ll be going there to shop for wedding clothes, and we’re also making time for sightseeing. We’re planning to visit the Taj Mahal, which has been a dream of mine since Lower School. I’m really looking forward to getting married next spring, hopefully welcoming a puppy into our home, and continuing to make progress in my research. It’s a big year ahead, and I’m grateful for all of it! ◾

Alumni Events 2024-2025

Seeing Shore alumni both on and off campus is always a treat! Shore’s alumni events offered a wonderful opportunity for alums to connect with one another and swap stories, as well as catch up with Shore faculty, Head of School Amber Bock, and Alumni Association leadership.

Alumni & Friends Happy Hour in NYC

ON OCTOBER 16, Shore alumni representing a variety of class years had the chance to meet Head of School Amber Bock and catch up with Alumni Association Executive Committee member Taylor Chin ’11 at our Happy Hour in New York City at Hudson Hound. We’re already looking forward to next year!

Young Alumni Panel for Students

ON NOVEMBER 26, seven alumni returned to Shore to participate in a panel for students in Grades 6-8, moderated by their former History teacher Gwen Sneeden. Shore alums Marcela Hernandez ’21, Surina Bhalla ’25, Olivia Di Palma ’25, Nate Jackson ’24, Nick Laubinger ’22, Mia Townshend ’23, and Jack McVeigh ’21 gave advice and shared stories. The alumni, representing day, boarding,

and public schools, shared reflections with students and families about their Shore experience. They also shared helpful wisdom, advice, and reassurance about their successful transition into high school. Mrs. Sneeden emphasized how fortunate Shore students are to have access to Shore alumni who care so much about their school, as well as the value of an alumni network for life!

Young Alumni Gathering

ON NOVEMBER 26, Shore alumni currently in high school (Classes of 2022, 2023, 2024, 2025) joined us on campus for the annual Young Alumni Gathering. Alumni enjoyed connecting with their former classmates and teachers, meeting Head of School Amber Bock, and catching glimpses of their younger selves in the slideshow compiled of photos from their years at Shore.

Alumni Association Annual Boston Meet-Up

ON JANUARY 8, Shore’s Alumni Association hosted its Annual Boston Meet-Up for Alumni and Friends with 50 attendees. Alumni spanning from 1980-2020 (including an alum who lives in Idaho!) and former faculty joined

with parents of alumni, current faculty and staff, and other friends at Tony C’s Sports Bar & Grill in Somerville for a fun, casual evening to reconnect. Alumni Association Executive Committee Co-Chairs Alex Yen ’08 and Nate

Morgan ’08 welcomed attendees and shared updates, along with Head of School Amber Bock. This annual event is always a fun opportunity for Shore community members across decades to meet and catch up with one another.

Alumni & Friends Los Angeles Picnic

ON APRIL 26, Shore’s Alumni Association hosted a picnic for alumni and friends at Pan Pacific Park in Los Angeles. After a rainy morning, the sun came out! The small group that gathered, including Shore alumni and grandparents, enjoyed some wonderful in-depth conversation with new and old friends. ◾

Alumni Notes

Margaret Shaw Dean ’49 reports, “After Wellesley, I worked in Boston for several years, then moved to Washington where I met my husband. He was a lawyer representing Indian Tribes. I have two sons, both married with two kids each, now graduated from college, in college, or applying! Happily one family lives nearby.”

Lawrence Colloredo-Mansfeld ’55, Abigail Trafford ’55, Libby Bradford Borden ’55, and Deedee Morss Decker ’55

Chris Clark ’55 reports, “Nine members of Shore’s Class of 1955 and their spouses gathered in South Hamilton, MA in May to celebrate their 70th reunion at Myopia Hunt Club, including myself along with Libby Bradford Borden ’55, Carroll Taylor Clark ’55, Susanna Lawrence Colloredo-Mansfeld ’55, Deedee Morss Decker ’55, Eloise Weld Hodges ’55, Malcolm Salter ’55, Abigail Trafford ’55, and Frederic Winthrop, Jr. ’55. The next morning, the class gathered for a casual breakfast at the home of Carroll ’55 and Bobby ’58 Clark. The classmates are a close group that has stayed in touch — we had a wonderful time and will hope to do it again before we are 90!” Deedee Morss Decker ’55 adds, “I came the furthest, from Colorado, and we had a great time! We all started Kindergarten in 1946 or 1947. The boys all left after eighth grade, and the girls stayed through ninth grade. We were three men and six women for dinner, and we were missing two men who couldn’t make it. We have stayed in touch for almost 80 years.”

James Irving ’69 is the author of the Joth Proctor Fixer Mystery series. The sixth book in the series, “No Friend of Thine,” will be released in early September. For more information, visit jamesvirving.com.

John F. Magoun ’71 reports, “Still in Stamford and semi-retired with a part-time job teaching all subjects to adolescent inpatients at a psychiatric hospital. This fall we have moved to a new single-level house that has no stairs to challenge us in the years to come.”

Edith Iler Wiedemann ’80, Eliza Smith Cushman ’80, Abby Wyckoff ’80, Hilary Seward Kempainen ’81, Jim Rose ’80, and Hope Williams ’80

Several Class of 1980 classmates gathered in Boston for the premiere of the film “Sew Torn,” which Fred Macdonald ’80 co-wrote with his son, Freddy, cowriter and director.

Thayer Tolles ’80 is curator of American paintings and sculpture at the Metropolitan Museum of Art in New York City. She enjoys keeping up with Shore friends and loves when they visit the museum!

Kevin Kilpatrick ’95, Caitlin Kilpatrick ’97, and Caroline Kilpatrick ’01 ran into Pre-K 2 Teacher Beth White at the West Beach fireworks in July 2025.

Francesca Falzone Mastrella ’06 and Lauren Zion ’06 joined Shore’s Alumni Association Executive Committee in Summer 2025.

Robert Fitzgibbon ’83 celebrated the release of his true crime book that came out in March, “Murder in Rockport, Massachusetts: Terror in a Small Town.” Rob reports, “I got together with Class of 1983 members Brendan Pollock ’83, Eliot Hoyt ’83 and Christian Gal ’83 for lunch recently. We were trying for a ’80’s band vibe look, but ended up with a tweedy “The Holdovers” result.”

Khoa Do ’86 and family celebrated the graduation of his youngest child, Koi, at the June 12, 2025 eighth grade Shore graduation ceremony. See photo on page 40.

Matthew Brady ’90 reports, “Dispatch from the Small World Dept: I recently reconnected with Cara Grayer-Johnson ’90 after 35 years, as our daughters both attend The Madeira School in McLean, VA. Her laughter still warms the whole room and is exactly how you all remember!”

Brandon Stroman ’94, named co-chair of Shore’s Alumni Association Executive Committee in Summer 2025, reports, “While I was back at Andover last fall, I crossed paths with former Shore employee Andrew Lee, who is now on Andover’s Alumni Council! We sat together for a few of the Volunteer Summit sessions and got to have a wonderful conversation.”

Jessica Marlor ’08 (JL Marlor, professionally) reports that she was commissioned by the Kennedy Center and Washington National Opera to write a new opera for their 2024–2025 season. “Cry, Wolf” premiered in Washington D.C. and New York in January 2025.

Nate Morgan ’08 was named co-chair of Shore’s Alumni Association Executive Committee in Summer 2025.

Arthur Piantedosi ’08 and Carmine Piantedosi ’10 hosted Shore’s sixth grade students at their family bakery, Piantedosi Baking Company, in Malden, MA, in February to learn about breadmaking and to extend their math and science learning. Founded in 1916, Piantedosi Baking Company is a wholesale bakery specializing in producing high-quality hearth and pan style breads for local restaurants, sandwich shops, cafes, national restaurant chains, supermarkets, and more.

Alex Yen ’08 joined Shore’s Board of Trustees in July 2025. She remains an active member of Shore’s Alumni Association Executive Committee.

Eliza Dorsey ’11 joined Shore’s Alumni Association Executive Committee in Summer 2025.

Nathaniel Herring ’11 hosted Shore’s seventh grade students at the headquarters of his company ANCORE in Salem, MA in February. ANCORE is a company that manufactures space-saving, portable fitness cable equipment. At the facility, students explored how three-dimensional thinking, science, and innovation combine to bring entrepreneurial ideas to life.

Lizzie Flynn ’12 was a featured speaker at a Shore Upper School Meeting in May. Her presentation brought former faculty members Sue and Hugo Smith back to campus, and Lizzie’s brother Henry Flynn ’16 also joined her. Lizzie is a Ph.D. candidate at UMass studying RNA therapeutics, and she spoke with students about her journey since graduating from Shore and what it’s like to work as a professional scientist.

Jake Doggett ’16 visited campus in February 2025 and enjoyed reconnecting with Upper School Innovation Specialist Cam McNall.

Marks ’16 speaks to Shore students.

Charlotte Marks ’16 was a featured speaker at a Shore Upper School Meeting in November 2024 and spoke with students about her time at Shore and path since graduation. Charlotte was also a featured alumna speaker at a spring event for current families, families of alumni, and trustees. Charlotte joined Shore’s Alumni Association Executive Committee in Summer 2025.

Xander Schwartz ’16 was a featured speaker at a Shore Upper School Meeting in January. His presentation brought former faculty members Kent Vienot, Bruce Wright, and Ellen Wright back for a visit. Xander told engaging stories and shared how his love of baseball combined with experiences at Shore helped him on his path toward becoming a data scientist in baseball analytics for the Cleveland Guardians.

Jay Edokpa ’19 and Gabrielle Edokpa ’21 came to Shore in June to celebrate the eighth grade graduation of their younger brother Michael Edokpa ’25

Ricky Bansal ’19 and Zane Eskandar ’24 came to Shore in June 2025 to support their younger siblings at the fourth grade Parks Palooza event in which students

share presentations and displays about National Parks. Former Grade 4 teacher James Hubbard also attended and brought his baby, Aria, born November 2024.

Celia Mann ’21 graduated from Manchester Essex Regional High School and is starting her second year at the University of Florida. Celia recently enjoyed connecting with a younger Shore alum regarding the college application process and would love to hear from any Shore alum who would like to chat about college applications, the college experience, etc.

Email Celia if you’d like to connect: celiamann2005@ gmail.com.

Amber Bock, Katie Kozin, Hugh Foster ’22, and Mary Adams ’22

Mary Adams ’22 and Hugh Foster ’22 gave Shore’s Head of School Amber Bock and Chief Advancement Officer Katie Kozin a tour of the Brooks School campus in March 2025.

Whitman ’22, Skylar McNall ’22, and Emme Kate Albrecht ’22

Emme Kate Albrecht ’22, Skylar McNall ’22, and Elsie Whitman ’22 visited Shore, wearing their cap and gowns as they prepared to graduate from Hamilton-Wenham Regional High School, to reconnect with Shore students and former teachers.

Andrew Gould ’22 serves as Student Body Vice-President at Phillips Exeter Academy, and is the Co-Head of the Daniel Webster Debate Society. Andrew headed to Kuala Lumpur, Malaysia, in March for the World Individual Debating and Public Speaking Championship (WIDPSC). Andrew finished in sixth place overall among 120 competitors and won further distinction as the first-place male speaker and debater.

Meliena-Marie Johnson Hyre ’23 and Annalisa Smith-Pallotta ’23 stopped by Shore in June to visit their former teachers. Their visit coincidentally took place on Head’s Holiday!

Skylar McNall ’22, Ruby Poulo ’24, and Meliena-Marie Johnson Hyre ’23

Mai Do ’22, Skylar McNall ’22, Meliena-Marie Johnson Hyre ’23, Ashley Laubinger ’23, and Ruby Poulo ’24 worked as counselors at Summer Shore day camp.

Annabelle Curley ’24 and Claudia Ovalle

Annabelle Curley ’24 and her family had a fun surprise when they ran into Shore Spanish Teacher Claudia Ovalle at the Museo Nacional de Prado in Madrid in July! Annabelle was in Spain to participate in an intensive four-week Spanish course.

In Memoriam

Francis “Frank” Bradley ’72, P’09, ’16

Former Trustee, Alumni, Parent of Alumni

November 26, 2024

Karen Doub P’90, ’94

Former Trustee, Parent of Alumni

September 15, 2024

Lesley Harding Evon ’92 Alumni

August 23, 2024

Edith Febiger ’65 Alumni

October 20, 2024

John Glovsky P’84, ’86

Former Trustee, Parent of Alumni

May 23, 2025

Mary “Mallie” Amory Haight ’50, P’76, ’78, ’87, GP’12, ’17

Former Trustee, Alumni, Parent of Alumni, Former Grandparent

October 27, 2024

Jeremiah Jones ’66 Alumni

April 15, 2025

Raymond “Jack” Kinney P’82, ’87, ’92

Former Trustee, Parent of Alumni

July 26, 2023

Valerie Wyckoff P’76, ’80

Parent of Alumni, Former Employee

June 24, 2025

Alumni Events | 2025-2026

Tuesday, November 25, 2025

Young Alumni Gathering (for alumni in high school) Shore Campus

Wednesday, January 7, 2026

Alumni and Friends Happy Hour in Boston Somerville, MA at Tony C’s Sports Bar & Grill

Thursday, February 5, 2026

Alumni and Friends Happy Hour in NYC New York City at Hudson Hound

April 2026

Alumni and Friends Happy Hour in LA Location and Date TBD

To RSVP, learn more, or if you are interested in helping the Shore Association with regional events, please contact alumni@shoreschool.org.

Your connection to Shore is so important, and with every new information update, the strength of our alumni network grows.

Scan QR Code to network and receive event invitations, updates, and the annual Bulletin magazine.

The majority of Shore’s communications are only sent electronically, so your current email address is especially important.

Thank

Join the Shore community in 2025-2026 for these beloved traditions and memorable special occasions.

Flag Raising

September 2

September 12-14

September 18

October 31

November 8

November 25

November 26

December 18

January 11

January 30-February 1

February 26-28

April 10

April 24

May 7

May 13

May 19

June 11

Shore Safari

Back-to-School Night

Halloween Parade

Admissions Open House

Young Alumni Gathering (currently in Grades 9 - 12)

Grandfriends Visiting Day

Winter Concert

Admissions Open House

Shore Winter Weekend

Upper School Winter Musical

Shore Spring Benefit

World Music Concert & Lower School Art Show

Night of Celebration

Giving Day

Spring Pop Rock Concert & Upper School Art Show

89th Closing Exercises

The Shore Fund provides vital funds that propel the school’s mission forward and inspires the next generation of healthy, compassionate citizens of the world.

Thank you for considering a gift to the 2025-2026 Shore Fund. Your support strengthens the Shore community and helps the good grow!

For more information, contact the Advancement Office or visit www.shoreschool.org/give

Katie Kozin P’33 Chief Advancement Officer kkozin@shoreschool.org (978) 402-3816

Kara Waters Director of Annual Giving kwaters@shoreschool.org (978) 402-3819

Brooke Booth P’24, ’25, ’28 Director of Advancement Services bbooth@shoreschool.org (978) 402-3818

SHORE

545 Cabot Street

Beverly, Massachusetts 01915

Address Service Requested

If this publication is addressed to someone who no longer maintains a permanent address at your home, contact the Advancement Office at advancement@shoreschool.org. This will enable us to keep our database current and ensure that all alumni receive the Bulletin. Thank you!