The Waterford Magazine - 2026 - The With Kindness Issue

THE EXTRA MILE

Through the eyes of a student, discover how compassion, belonging, and mutual support define daily life in the Middle and Upper School

THE NATURE OF KINDNESS

An inside look at how the Outdoor Program teaches students to care for themselves, support one another, and become thoughtful stewards of the environment.

BUILDING A LEGACY OF OPPORTUNITY

Alani Aho's ’26 journey proves what Waterford's community and endowment can make possible for generations.

The Waterford Magazine

A publication for Waterford School—Issue VII. Since 1981, the Waterford community—students, faculty, staff, alumni, parents, grandparents and friends—have inspired meaning and purpose within one another and for the world in which we live. The Waterford Magazine, published by the School’s Marketing & Communication Office, strives to articulate that inspiration and share stories that effectively capture Waterford’s impact—in the past, in the present, and for the future. The magazine also seeks to highlight the activities of the School and its alumni, as well as to help highlight people, events, and topics relevant to our entire community.

EDITOR

Scott Hazleton

Director of Marketing & Communications

CREATIVE &

GRAPHIC

DESIGN

Neisha Williams

Marketing & Digital Media Manager

THIS PAGE: Photo by Amanda Nelson.

COVER: Addison W. ’40 watering flowers on the Lower School playground. Photo by Derick Rodgers.

Designed in house and printed on recycled paper.

Certified

WHY WE DO WHAT WE DO VISION

We inspire individuals to pursue lives of meaning and purpose.

WHAT WE DO

MISSION

We provide students with a world-class liberal arts education that stimulates intellect, ignites passion, and shapes character.

IDEALS WE LIVE BY CORE VALUES

Integrity

We act with integrity in our work, in our choices, and in our relationships. We aspire to the liberal arts ideal of wholeness, where honest self-examination makes possible integrated selfunderstanding.

Excellence

We embrace elevated standards of knowledge, performance, and character. We strive for excellence in everything we do, starting with excellence of effort.

Curiosity

We prize curiosity. We cultivate and celebrate the desire to know, to do, to question, to re-examine, and to improve.

Responsibility

Our commitment to responsibility starts with our individual lives and actions and extends outward in service to communities, both local and global.

Caring

We learn best in a caring environment, where respect and inclusion make possible the deepest forms of intellectual, emotional, and character growth.

THE EXTRA MILE | PAGE 18

Through the eyes of a student, discover how compassion, belonging, and mutual support define daily life in the Middle and Upper School.

THE NATURE OF KINDNESS | PAGE 24

Set against the backdrop of the Wasatch Mountains, the Outdoor Program teaches students to care for themselves, support one another, and become thoughtful stewards of the environment.

THE TENNIS DIFFERENCE | PAGE 36

In a sport where players call their own lines and settle disputes themselves, Coach Ken Wade explores how Waterford Tennis cultivates character alongside competition.

BUILDING

| PAGE 45

Alani Aho's ’26 journey as a "Waterford Lifer" proves what Waterford's community and endowment can make possible for generations.

A LETTER FROM THE HEAD OF SCHOOL

Greetings and welcome to the With Kindness edition of the Waterford Magazine. Since our founding, each spring we select an animating theme for the coming school year. This tradition helps unite our community around a shared aspiration and purpose. Over the years, these themes have challenged us, inspired us, and reminded us of the values that define who we are as a school.

This year's theme carried special meaning. With Kindness was the way our beloved Dean of Students, Nancy Nebeker, signed every email. Following her passing last spring, it felt like the most fitting way to honor her legacy—not simply as a remembrance, but as an invitation to live more fully into the spirit she embodied each day.

What has struck me throughout this year are the countless ways kindness has elevated our community. We often think of kindness as a personal virtue, but at Waterford it is something more. It is a force that strengthens relationships, deepens learning, and inspires us to bring out the best in one another. Time and again, I have witnessed students, faculty, staff, parents, and alumni choosing to contribute not merely to their own success, but to the flourishing of the entire community. There is something extraordinary about a school where people arrive each day asking not only, "How can I succeed?" but also, "How can I make this place better?"

The stories in the pages that follow offer beautiful examples of that spirit. You will read about Alani Aho, Class of 2026, whose fifteen years as a “Waterford Lifer” were sustained by an endowed scholarship and a community committed to ensuring opportunity endured when circumstances changed. You will learn about the Class of 2026's Senior Class Gift, The Breezeway, a lasting contribution designed for generations of students who will follow. You will celebrate Jake Reynolds '02, our Distinguished Alumni honoree, whose accomplishments reflect

the enduring influence of a Waterford education. And you will share in a year marked by three athletic state championships, reminding us that excellence and kindness are not competing ideals, but complementary strengths. Each of these stories reflects individuals choosing to invest in others, enrich a community, and leave something better than they found it.

These examples also remind us that a liberal arts education teaches us to listen carefully, think critically, ask thoughtful questions, and engage respectfully with perspectives different from our own. It nurtures intellectual humility alongside intellectual courage. It invites our students to pursue truth with curiosity, to challenge assumptions with integrity, and to participate meaningfully in the life of a community. Kindness is woven through all of these pursuits. It creates the conditions for genuine inquiry, thoughtful discourse, collaboration, and growth. It allows our students to take intellectual risks, engage deeply with ideas, and discover the joy of lifelong learning.

Indeed, one of Waterford's greatest strengths has always been our belief that education is fundamentally a human endeavor. Our classrooms are places where ideas matter, where curiosity is celebrated, and where students learn not only how to think, but how to live. The relationships formed here—between students and teachers, among peers, and across generations of alumni—are strengthened by mutual respect, generosity of spirit, and a shared commitment to learning. These qualities have shaped Waterford for more than four decades and continue to distinguish our community today.

As I reflect on this year, I am grateful for the many ways our community has embraced the call to lead with kindness. In classrooms and studios, on stages, playing fields, and campus quads, in moments both large and small, kindness has enriched our experience of one another and strengthened the culture we share. It remains a thread woven throughout our core values—integrity, excellence, curiosity, responsibility, and caring—binding them together into a vision of education that is both intellectually rigorous and deeply humane.

Thank you for your partnership, your trust, and your commitment to the ideals that make Waterford such a remarkable place to learn and grow.

All my best,

ANDREW MENKE Head of School

ACADEMICS

BEYOND THE SCREEN: BUILDING CHARACTER THROUGH THE TECHNOLOGY CLASSROOM

By Jenn Johnston, Lower School Technology Specialist

At Waterford, Lower School Technology is about far more than mastering software or learning coding languages. It provides students with unique opportunities to practice creativity, collaboration, and problem-solving which are essential pillars that support a robust liberal arts education. More importantly, students learn the fundamental values of working with others thoughtfully and kindly.

CULTIVATING KINDNESS IN A DIGITAL WORLD

The school's annual theme, With Kindness, connects naturally to everything that happens within the Lower School technology class. Because much of the curriculum involves collaboration, students rarely work in isolation. Instead, they team up to build multimedia projects, provide meaningful peer feedback, and solve complex coding challenges together. These shared experiences require patience, active listening, flexibility and constant encouragement from classmates.

LEANING INTO THE STRUGGLE

Students learn quickly that technology projects do not always work on the first try. Code has bugs that need to be fixed, robots and digital designs need multiple improvements and iterations.

In these challenging moments, students practice how to respond productively to frustrations both within themselves and when supporting their peers. One of the most valuable skills they develop is recognizing there is a problem and figuring out how to solve it. This might involve learning how to help a classmate effectively, shifting the focus from the individual success to a collective achievement.

FROM CONSUMERS TO CREATORS

Young students begin learning that technology is something they can use to create, rather than simply consume. Class II students explore foundation coding concepts through storytelling and handson projects, such as paper circuits and robotics. As students progress they take on advanced challenges involving 3D modeling and printing, digital design, presentations, video creation, and physical computing.

Ultimately, technology is always connected to communication and creativity. Whether it is Class IV students designing “Pencil Buddies” to solve an engineering problem or Class V students working on advanced digital media, they are learning to navigate the digital world with purpose, capability, and kindness.

CLASSES, STUDENT PROJECTS & FIELD TRIPS

Kindergarten and Class III students teaming up to test how their egg box designs would hold up when dropped from the top of the playground.

CUM LAUDE SOCIETY 2026

In April of 2026, twelve members of Waterford’s Class of 2026 were inducted into the Cum Laude Society—a century-old organization dedicated to the goal of recognizing and honoring academic excellence. Its member institutions include the very finest independent schools in the country and around the world. Waterford School is the only chapter school of the Cum Laude Society in Utah.

Each year, the Cum Laude selection committee aims to honor students who demonstrate true scholarship. Committee members look at a student's academic records and contributions to the lively intellectual community that is fostered in Waterford’s classrooms. This honor is bestowed upon the members of a graduating class who have a record of excellence in all academic disciplines and to those who demonstrate sustained commitment to the life of the mind.

Students formally inducted into the Cum Laude Society join the ranks of honored graduates from Waterford and other independent schools.

These students from the Class of 2026 were inducted into the Cum Laude Society this spring:

Raneem Alsolaiman

Grant Brady

Tindur Christianson

Evie Hershkop

Sadie Hutchinson

Fiona Jiang

Charlotte Ozeki

Liam Reddy

Dalloway Smith

Lydia Swinton

Danyou Tang

Jerry Xie

BIRDIN G BUDDIES

BIRDIN G BUDDIES

WHERE CURI OS IT Y MEETS KI ND NE SS

WHERE CURI OS IT Y MEETS KI ND NE SS

By Sam Sather Brogna, Class I Teacher & Rebekka Joslin, Nature Lab Curato r

On any given morning during the spring term, the campus arboretum fills with a unique, melodic chatter. "Look! On top of the spruce tree! It has a red head—that's a house finch!" This joyful exclamation doesn't come from a seasoned ornithologist, but from a Class I student, standing shoulder-to-shoulder with a Class VIII buddy. Together, binoculars in hand, they scan the branches for mourning doves, Steller's Jays, and California Quails, completely absorbed in the natural world.

At Waterford, birding has been a deeply rooted tradition for decades. Knowledge and awareness are necessary for caring and curiosity, two of our core values, and birds are a great entry point for learning about the ecosystems within which we live. You can look up anywhere on campus or in your neighborhood and find beautiful birds flying within reach of your binoculars, ears, and apps, like Merlin Bird ID by Cornell Lab, which is a favorite among families. Birding is an accessible activity, with an easy on-ramp (especially with today’s technology), frequent positive reinforcement through discovery, and a meditative joy to be found for all ages

This spring, the academic core of the Class I bird study came alive through a dynamic collaboration with their Class VIII buddies at Waterford’s Nature Lab. Younger students began by working on an intensive flamingo research project, learning to gather data from nonfiction texts and translate their findings into illustrated reports. Their growing expertise was enriched by a hands-on field trip to the Tracy Aviary, where real-world observation fueled their curiosity. Students then transitioned to independent research projects focused on native Utah birds. This progression allowed each student to pursue individual interests and confidently present their findings, blending rigorous science with peer-to-peer mentorship from their older buddies.

When Class I and Class VIII students come together as "birding buddies," under the guidance of their teachers and Ms. Joslin (Nature Lab Curator), something quietly remarkable happens that brings this year's school theme of kindness to life in the most natural way imaginable.

Middle school is a time when students are naturally, age-appropriately focused on themselves and peer perception. The birding buddies program offers Class VIII students a rare and healthy opportunity to step gently out of their own worlds. Class VIII students practice empathy and patience in guiding a six- or sevenyear-old through the storied practice of birding. They adjust their pace and their tone in matching the energetic curiosity of their younger partners. In teaching, the older students discover a quiet sense of responsibility. They recognize that their words, actions, and attention genuinely matter to someone else.

For Class I students, the natural world can feel vast and full of mystery. Their Class VIII buddy becomes a steady, reassuring anchor—someone to help dial in the focus on a pair of binoculars, or celebrate a brand-new entry on a "Life List." That older student becomes something meaningful: a trusted, friendly presence beyond the regular classroom.

"I think it was really nice for them to be able to talk to an older kid about the same stuff they're learning," says Greta W. ’30. "They look up to us, and we also look up to them in a way."

The birding buddies initiative shows that kindness grows naturally from pausing, listening, and paying attention to the living world and people alongside us. Through shared wonder, Waterford students are discovering that community and care are always worth protecting.

TO THE SENIOR CLASS

By Harmony Button, Class XII Dean

There is nothing quite like being a senior: that sense of impatience and nostalgia, the overwhelm of gratitude and the irks of suddenly intolerable peculiarities. As you reflect on the rush of senior spring, I encourage you to remember each of your “last” moments: your last senior night on your sports teams, your last concerts and performances, your last classes—right up to the very last time crossing the quad as a Waterford student instead of an alum. Just know, even as you feel the enormity of being present in those moments, I have always seen your class as transcending time. And by that, I mean, when I look at you all, I see you for the little kids you’ve been, the hilarious and brilliant teenagers you’ve become, and the courageous and compassionate adults I know you will be in the world.

A person can be many things, all at once: you’re allowed to feel little, and big. It’s okay to be excited, and scared. You’ve arrived at

adulthood, but you’re indebted to your childhood self. As you think about growing beyond Waterford, I hope you will embrace every invitation to evolve into the next version of yourself. But I also hope you know that your Waterford community will always value you for who you’ve been, as well as who you become. You have made something of your time here. You have built a community, together, that is about more than just shared time and space.

Your class has always been focused on caring for each other. That care does not just go away when you graduate. It evolves: it moves into online networks, reunions, text chains, and moments of connection with old friends and teachers. I am so grateful to have had the honor of walking beside you along your Waterford path. I am so very excited to see where you go from here.

SENIOR PROFILES

GRANT BRADY

Which faculty member(s) have had the most impact on your education and why?

Mrs. Morris has had the biggest impact on my education and time at Waterford. I’ve taken over 36 credits worth of classes, eaten hundreds of meals, and traveled to New York, London, and Eastern Europe with Mrs. Morris over the past seven years. She has influenced who I am today as she has pushed me to be both a better musician and person. She cares for me and really everyone she knows and is an example to me for the kind of person that I want to be.

KENZIE SEVY

What advice do you have for younger students at Waterford?

The biggest piece of advice I would give to any and every underclassman is to become friends with everyone and try to talk to new people every day. Because we have such a small and close community, it’s easy to sometimes think that we don't have to interact with new people because we already know everyone, but in reality you will have such a better experience by being welcoming and becoming best friends with everyone.

JERRY XIE

What will you miss most after graduation?

After graduation, I will definitely miss the amazing students and teachers here at Waterford the most. The Waterford community is a unique one, and I will miss the time that we spent together a lot. Whether it’s huddling together in anticipation after one of the close playoff matches in robotics or playing with my peers in pickleball class, it is a tight-knit sense of community that is a defining part of the Waterford culture. I love how supportive we are of each other, and the little things too: congratulating each other on the small accomplishments as well as the big, holding the door open for others, being willing to help others anytime. I love how teachers ask about my day, and genuinely care for their students' well-being. A collaborative, supportive community like Waterford is hard to find, and I will miss the people that are a part of it so much after graduation.

Ravens

Wat

ford Aw d

The Waterford Award is presented each year at the Upper School Closing Awards ceremony; it is the highest honor that Waterford awards to a student. It is given to one or two students who embody Waterford’s mission and core values and who demonstrate exemplary character, leadership, and community participation.

KENZIE SEVY

PHOENIX SHERANIAN Dep tment

Each department recognizes one graduating senior each year at the Upper School Closing Awards Assembly. The seniors are honored for their exceptional achievement in a specific academic, artistic, or athletic discipline.

Commencement Exercises.

Congrats to the Grads!

Caroline Loomis Aaronson

'Alani Pitasoni Tesi 'Aho

Ava Marie Aizad

Stone Allebest

Raneem Alsolaiman

Georgina Emily Angwin

Liam James Bennett

Juan Luis Maria Bonifasi Zhang

Grant Brady

Mia Chen

Zoe Samantha Chou

Truman Christensen

Tindur Christianson

Molly Jane Cook

Katelyn Cummings

Olivia Müller Del Fiol

Tai G. Dover

Katie Ann Dredge

Ruby Katherine Entwistle

Ammon Richard Flowers

Charlie Carpenter Groberg

Jasmine Guymon

Madeleine Guymon

Elise Renae Harris

Madeline Frances Harris

David Hendel

Chava Hershkop

Jonathan Samuel Huntsman

Sadie Spencer Hutchinson

Carden Cameron Jensen

Fiona Jiang

Athen Moore Jones

Brooke Elizabeth Jones

Lena Jumaa

Diane Da-Yeon Jung

Colleen Avery Kieffer

Reese Patricia Laakso

Milana Kaye Massinople

Isaac Truman Miles

Henry Blake Murray

Ridhitha Mahi Nachaegari

Thomas Christopher Odrobina

Charlotte Mina Ozeki

Ciel Eden Paul

Simeon Dexter Paul

Abigail Quinn

Liam Kotha Arthur Reddy

Francis Xavier Rurka V

Isabella B. Ryham

Sabr Kaur Sahota

Mari Elizabeth Sakaguchi

Yazmin Santiago Ramirez

Vivika Sarin

Kenzie Lynne Sevy

Phoenix Nishan Sheranian

Angad Zubair Singh

Dalloway Smith

David Winston Solomon

Whitney Louise Spanos

Selena Su

Lydia Heidi Swinton

Robyn C. Swinton

Danyou Tang

Alexandru Benjamin Tatos

Lucy Terp

Riku Todaka

Mary Jane Tyler

Arya Wade

Jade Li Wang

Jet Webster

Faith Wilde

Jerry Xie

Izel Zavala

Shiloh Justine Zichy-Thyssen

At a Glance

National Merit Scholarship Finalists 12

Seniors participated in the 2026 FIRST Robotics World Championships 7

Students received a Gold Key in the Regional Scholastic Art & Writing Awards 6 55 68

Student received a Silver Medal in the National Scholastic Art Awards for Photography 1

Students Matriculated Out of State Awarded Merit-based College Scholarships

CLASS OF 2026 ACCEPTANCE & MATRICULATION:

*Matriculation in bold

American University

Arizona State University

Auburn University

Babson College

Bard College

Baylor University

Belmont University

Beloit College

Boston University

Bowdoin College

Brandeis University

Brigham Young University

California Baptist University

Caltech - California Institute of Technology

Cal Poly - California Polytechnic State University

California State University (Long Beach)

California State University (Monterey Bay)

Carnegie Mellon University

Case Western Reserve University

Chapman University

Clark University

Clemson University

Colgate University

College of Charleston

Colorado State University

Columbia University

Cornell University

Dartmouth College

Denison University

DePaul University

Dickinson College

Duke Kunshan University

Duke University

Durham University (UK)

Emory University

Fordham University

George Washington University

Georgetown University

Georgia Tech

Gonzaga University

Harvard University

Johns Hopkins University

Kenyon College

Lewis & Clark College

Louisiana State University

Loyola Marymount University

MIT - Massachusetts Institute of Technology

Middlebury College

Mississippi State University

Montana State University

New York University

Newcastle University (UK)

Oregon State University

Parsons School of Design at The New School

Pratt Institute

Princeton University

Purdue University

Rensselaer Polytechnic Institute

Rhode Island School of Design

Rice University

Rochester Institute of Technology

Rollins College

Royal College of Music (UK)

Rutgers University

Saint Mary's College

Salt Lake Community College

San Diego State University

Santa Clara University

Seattle University

Southern Methodist University

Syracuse University

Texas A&M University

TCU - Texas Christian University

The College of Wooster

Trinity College Dublin (Ireland)

Tulane University

University of Alabama

University of British Columbia (CAN)

University of California (Berkeley)

University of California (Davis)

University of California (Irvine)

University of California (Los Angeles)

University of California (Riverside)

University of California (San Diego)

University of California (Santa Barbara)

University of California (Santa Cruz)

University of Chicago

University of Colorado (Boulder)

University of Connecticut

University of Denver

University of Florida

University of Illinois (Urbana-Champaign)

University of Massachusetts (Amherst)

University of Michigan

University of Minnesota

University of Mississippi

University of North Carolina (Chapel Hill)

University of Oregon

University of Pennsylvania

University of Pittsburgh

University of Prince Edward Island (CAN)

University of Puget Sound

University of Redlands

University of Richmond

University of Rochester

University of San Diego

University of San Francisco

University of Southern California

University of Utah

University of Washington

University of Wisconsin

Utah State University

Utah Valley University

Villanova University

Virginia Tech - Virginia Polytechnic Institute and State University

Western Washington University

Wake Forest University

Washington State University

Washington University in St. Louis

Weber State University

Westminster University

Whitman College

Whittier College

Willamette University

William & Mary

Yale University

The Extra Mile

A STUDENT PERSPECTIVE ON HOW PEOPLE AT WATERFORD GO ABOVE AND BEYOND FOR ONE ANOTHER IN MIDDLE AND UPPER SCHOOL

BY REESE B. ’27

When we think of kindness, our minds often drift to grand gestures: a massive charity drive, a viral video of someone helping a stranger, or a dramatic speech. But if my time at Waterford has taught me anything, it’s that true kindness isn’t a spectacle. It’s an atmosphere. It is the steady, quiet rhythm of a community that actively chooses to show up for one another, day after day, in ways that rarely make the headlines but always change the climate of our campus. At Waterford, going "above and beyond" doesn’t feel like an exceptional obligation; it feels like our baseline. You can see this ethos in action during the daily rush between classes. It’s in the student who notices a classmate struggling with a violin, lacrosse bag, and an AP chemistry textbook and immediately stops, sacrificing their own fleeting break to help carry the load. It’s in the Writing Fellow who stays late in the Writing Center, patiently re-explaining the importance of a hooking thesis or a difficult history prompt until the lightbulb finally goes on for a struggling friend. These moments might seem minor in isolation, but collectively, they form a safety net.

As students, we juggle intense academic pressures, extracurricular commitments, and the natural anxieties of growing up. Knowing that you are walking into hallways filled with people who genuinely want to see you succeed, and who will actively help you do so, changes everything. It turns a school from just a few buildings into a sanctuary.

Of course, this culture doesn't happen in a vacuum. The kindness of the student body is a direct reflection of the faculty and staff who guide us. Our teachers routinely redefine what it means to go the extra mile. It is not uncommon to see a teacher staying long after the final bell to listen to a student who just needs to talk, or writing a detailed, encouraging note on the margin of an essay that shows they didn't just grade the work, they truly saw the person behind it. When the adults in our community model that level of deep empathy, it becomes contagious. We learn to look outside of our own bubbles and notice who might be having a tough day, who needs an invite to the lunch table, or who just needs a genuine, "Hey, how are you really doing?"

What makes Waterford truly special is that this kindness isn't passive. It’s an active practice. Whether it’s Middle Schoolers organizing a spontaneous drive to support a local shelter, or Upper Schoolers mentoring younger students to ensure they feel welcome, our community is constantly asking: "How can we lift each other up?" I am incredibly proud to be part of a student body that understands the real power of compassion. Kindness at Waterford isn’t just a school theme or an idea for a magazine issue; it is the very fabric of our daily lives. It is the quiet reassurance that whatever challenges we face, we never have to face them alone.

AROUND THE QUAD

FULL CIRCLE: LESSONS IN SERVICE, SACRIFICE, AND KINDNESS

Below is a transcription of a speech given by Andrew Hercules ’09 at an Upper School Assembly

I’m Andrew Hercules. I am a Veteran of the United States Army Intelligence Corps. I am a Police Sergeant with the West Jordan Police Department. My most important role is husband to an amazing wife and father to two incredible children. But before all that, I was a Waterford student. I started as a 3-year-old in 1993 and continued until I graduated in 2009. Though it’s been almost 17 years, this place still feels like home to me. It’s a special feeling standing here today. I sat in this very assembly hall, where you’re sitting now, wondering what my future would look like. I never imagined I’d be back here one day, wearing a different kind of uniform, talking about what service means.

When I sat where you now sit, my biggest concerns were whether I was going to pass Mr. Wade’s History test. I didn’t think much about words like duty or sacrifice. But life has a funny way of bringing those words to life. In my junior year, I had a new math teacher. While he wasn’t new to teaching, he was new to this school. That man was Mr. Sayes. I sat in the front row (of every class, actually). For those of you who have had Mr. Sayes, I’m sure you’ve seen a photograph of him leaning against a building in his uniform.

While I should have been paying attention to learning how to solve quadratic equations, I couldn’t help but notice that photo and think about the possibilities service could have on my life. Just under a year after graduation, I joined the U.S. Army as a Human Intelligence Collector, which is just fancy talk for “Interrogator.” Which is also fancy talk for someone who asks people a lot of questions. Which, if you know me at all, you know that talking is a personality staple for me. A few months later, I was standing in formation at basic training wondering, “What did I just get myself into?”

Those first few weeks were some of the hardest of my life. 0430 start times, long runs, no sleep, and a whole lot of yelling, most of which was warranted. But something happened in that process. Every challenge chipped away at who I thought I was and revealed who I could be. The best lesson I learned? I was capable of much more than I believed.

Now, I’ll admit, military life came with a few “learning experiences.”

For one, I learned that “hurry up and wait” isn’t just a saying, it’s actually the official Army motto. I learned that MREs (Meals Ready to Eat) are actually neither ready nor something you’d willingly eat. I also learned that if you ever say, “Well, at least it can’t get any worse,” the Army takes that as a challenge. Serving in the Army taught me about teamwork, responsibility, and resilience. You learn quickly that it’s not about you, it’s about the people next to you. When things get tough, and they do, you don’t think about quitting, because the people beside you are counting on you. That sense of connection, that bond, is something I’ll always be grateful for. And that’s what service really is.

It’s putting others before yourself. It’s showing up when it’s hard. It’s being part of something bigger than your own goals or comfort. But through it all, the long days, the weird food, the unpredictable situations, I found purpose. I found pride in serving our country, and also in serving the people around me. This same sense of pride and purpose is what led me to a career in law enforcement.

My understanding is that the theme for this year is, With Kindness. At our police department, we have a motto. Every officer in our department knows the motto and it’s these 5 words: “You matter, like I matter.” This means that we see every person we come across as an individual person, with goals, needs, objectives, and challenges, just like we have. While I learned that motto after my Waterford and Military days, the idea of inclusion and love for those around us was instilled in me as a young student here at Waterford.

Three of the hardest things in this life are, first, admitting that you’re wrong; second, including the excluded; and third, exchanging love for hate. Each of these asks something difficult of us.

Admitting when we’re wrong requires humility. The courage to set aside pride and choose truth over ego. It’s not easy to face our mistakes, but doing so opens the door to growth, understanding, and respect. Including the excluded takes empathy. It asks us to look beyond our comfort zones, to reach out to someone who might feel left out, overlooked, or different. Inclusion is not just about being nice. It’s about recognizing that every one of us deserves dignity, voice, and belonging.

Exchanging love for hate. In my experience this might be the hardest of all. It means choosing forgiveness when anger feels easier, compassion when bitterness feels justified, and peace when conflict feels inevitable. When we practice these things; humility, inclusion, and compassion, we begin to see the world differently. We start to see people not as opponents or outsiders, but as human beings with their own objectives, challenges, and goals. And that’s where our greatest power lies: in our ability to see humanity in others. It’s the same power that drives service. The same belief that inspired countless veterans to stand up for something beyond themselves. When we see others as human, truly see their humanity, we’re reminded that kindness is not weakness, and that empathy is not optional. It’s essential to a life of meaning and connection. If there’s one lesson my time in service has taught me, it’s this: life’s greatest rewards come from doing hard things for the right reasons. I challenge you to choose courage over comfort, kindness over indifference, and action over apathy. Thank you for letting me share my story and thank you for reminding me that no matter where life takes us, home will always mean something special.

GRANDPARENTS VISITING DAYS

ALUMNI BIRD PRESENTATION

INTERNATIONAL FESTIVAL

OUTSIDE THE CLASSROOM

MS/US DANCES AND ACTIVITIES

LOWER SCHOOL STEMINIST WORKSHOP

ThE NaTuRe oF KiNdNeSs

BY ALL Y SIEGEL, OUTDOOR PROGRAM FA CUL TY AND CHRIS WAT KINS, OUTDOOR PROGRAM DIRECT OR

Imagine yourself during one of your most stressful days. The kids were fighting, there was terrible traffic, you were late to an appointment, and the list goes on. But then you take a moment to step outside and breathe. The sun is shining, birds are singing, and you can feel your body relax. You give yourself grace for being late and forgive your kids for being rude. When we slow down to match the pace of the natural world, our capacity for empathy grows. In this way, nature is a catalyst for kindness, allowing us to show more care for ourselves and everyone around us. The Outdoor Program builds this into the daily lives of Waterford students, teaching them to care for themselves, others, and the world around them.

The daily life of a Waterford student is filled with tests, assignments, practices, and performances. The noise and speed of their busy schedules stand in stark contrast to the steady rhythm of the natural world. The Outdoor Program gives students a mental break from their to-do lists simply by taking them outside during the school day. Here, in nature, they are allowed to simply be without the pressure of productivity. Learning how to be kind to themselves, by building time outside into their weekly schedule, is an essential life skill the students learn.

The Outdoor Program also presents students with challenges, such as rock climbing high off the ground, hiking with a heavy pack, or joining a group of peers they don’t know well. These experiences encourage students to step outside of their comfort zones in a controlled and supportive environment. In doing so, they build patience and confidence in their ability to grow through adversity. This growth mindset extends beyond outdoor experiences. It teaches them the same self-compassion they need to learn new skills in math or tackle a challenging music piece.

Considering the immense pressure teens face to perform and fit in, it’s natural that they are wrapped up in their own heads. Through the Outdoor Program, students move away from ‘I’ thinking towards a group mindset. Different people are challenged by different components of the program. After having the experience of being outside of their comfort zone, students develop empathy, and apply that to others when they are struggling. Every week, we see students step away from their own concerns to be fully present for one another, offering their undivided attention and support.

Waterford’s Outdoor Program is shaped by the Wasatch Mountains, our backyard and extended classroom. This terrain provides unique opportunities for educational activities and personal growth. In this space, each individual will encounter adversity, fear, and the unknown. When nature humbles us, we must ignore the distractions, slow our pace, and let focus dictate our next move. Intentionally leaning into moments that humble us is a deeply personal journey. By embracing that vulnerability, you come back feeling more capable and at ease, carrying a new desire to explore further. It’s a beautiful, deliberate way to discover your own inner strength.

Through this positive feedback loop, students learn to extend their awareness and care to the broader environment around

them. Each meaningful experience leads students to develop a sense of place in the Wasatch Mountains. As they cultivate a feeling of belonging and pride in these mountains, stewardship becomes intrinsic rather than imposed. Respecting wildlife, picking up trash, and leaving places better than they found them emerge not from a checklist of rules, but from a genuine sense of responsibility and care for the environment they have come to value as their own.

It is easy to see how the pace of the natural world compared to the hyper-speed of daily life fosters presence and kindness in each individual. If you follow that ripple effect back to campus, you’ll see students carry the spirit of the outdoors into their classrooms and friendships. With renewed self-compassion, grit, empathy for others, and care for the environment, each Outdoor Program student strengthens the Waterford community. Beyond this, they are learning that time spent outside is a life-long resource they can use for balance and personal growth as they tackle life after Waterford.

Legacy

OF SERVICE

FACULTY RETIREMENTS 2025-26

KENT

Kent Hodson is an intelligent, kind, and wise human being. In the summer of 2014 he started at Waterford working with John Hansen on grounds and that fall moved to the IT department. Since he has worked as our Systems Administrator, Network Administrator, Database Administrator, and Web Administrator (not one at a time but all at once). He is a man of many talents and wears many hats. When there didn’t seem to be a system to meet the need, he would roll up his sleeves and build it himself. His natural attention to detail is unmatched and is one of the reasons he is so good at what he does.

Kent fit in perfectly here at Waterford because he is continually learning thanks to his own curiosity and desire for personal growth. It has been an absolute pleasure and honor to work with Kent and we wish him the very best in his next stage of life. Happy retirement, it is well deserved.

TREY SAYES

It is with full hearts that we celebrate the career of Trey Sayes. Trey has been a prominent member of the Waterford Mathematics Department for nearly two decades. Notorious for his rigorous standards, Trey has been instrumental in helping students develop mastery, precision, and grit. He has helped students approach math from a variety of perspectives, requiring students to communicate their thinking through analysis, technology, partner work, and class presentation. Trey has embodied the ethos of the liberal arts by modeling his gifts of athleticism, photography, and writing in addition to teaching mathematics. As students learn about his storied career, he takes great care to learn as much about them, annotating his class rolls to note which instruments and sports each of his students play.

As he enters a new chapter in life, we are thankful for his dedication to the art of teaching and his devotion to our community. We are hopeful that he will continue to attend Waterford events, as a spectator or a participant on our pickleball court. His lasting legacy will remain imprinted in the hearts of his students and colleagues.

Roxine has been a steady, trusted presence for countless employees, always approaching her work with compassion, patience, and a genuine commitment to the well-being of others. Whether coordinating purchasing needs across campus, supporting employees through benefits questions, or ensuring important details never fall through the cracks, she consistently brings an unmatched level of organization and attention to detail to her work. What stands out most, however, is the heart behind her work. Roxine truly cares about people. She has spent years supporting faculty and staff not just professionally, but personally always willing to listen, help problem-solve, and make others feel cared for and supported.

Throughout her years at Waterford, Roxine has embodied the spirit of service and care that is so central to our mission. We are sincerely grateful for her many contributions and celebrate the lasting impact she has made on Waterford.

JULIE SMART

Julie Smart has been a treasured part of the Waterford community for the past 10 years as a dedicated reading tutor. Throughout her time here, Julie has touched the lives of countless students with her kindness, patience, and gentle encouragement. She has a special way of making every child feel supported, valued, and capable of success.

Julie’s sweet nature and caring approach have made her not only a wonderful tutor but also a wonderful colleague and friend. Her calm presence, unwavering compassion, and commitment to helping students grow as readers have left a lasting impact on our school community.

While we will greatly miss Julie, we are incredibly grateful for the years she has devoted to Waterford and the difference she has made in the lives of so many children. We wish her all the happiness and joy in her retirement and thank her for the love and dedication she brought to her work each and every day.

IN THE NEWS

LIAM REDDY ’26 EARNS FIRST PLACE AT THE 2026 ROMANIAN MASTER OF MATHEMATICS

Excerpt from Mathematical Association of America (MAA)

At the 17th annual Romanian Master of Mathematics (RMM), held February 2026, in Romania, the US team achieved second place. The RMM is a premier international high school mathematics competition that challenges students at the highest level while offering a unique opportunity to share ideas and connect with peers from countries around the world.

Each US team member received an individual medal for their rank among the 97 competitors.

Liam Reddy ’26 and his teammates ranked among the top 10 participants, with Liam achieving first place.

Scan the QR code to read the full article.

WATERFORD STUDENT SELECTED FOR CIVICS FELLOWSHIP

Excerpt by Peri Kinder, Journalist for Sandy City Journal

Twenty students from across the country were selected to participate in a highly competitive civic education and leadership development program after earning a Bill of Rights Institute Student Fellowship.

Vitalia S. ’27 was selected to participate part of the six-month fellowship focusing on civil discourse, leadership skills, historical study, and service projects—culminating in a week-long capstone in Philadelphia.

"One focus of the fellowship is civic participation, and the knowledge and skills gained through the fellowship will allow me to become more effective in promoting free exchange of ideas in my school, my community and beyond," Vitalia said.

Scan the QR code to read the full article.

ORLANDO PRIDE SIGNS SEVEN CASTAIN

Excerpt from Orlando Pride Communications

The Orlando Pride signed forward Seven Castain ’22 to a contract through the 2026 season.

“As we look to add depth and quality players to our roster ahead of the 2026 season, we are so happy to bring Seven... on board with us,” Orlando Pride Head Coach Seb Hines said.

Castain joins the Pride after playing the last four seasons collegiately at Texas Christian University. Castain, a senior forward from Draper, Utah, earned 2025 United Soccer Coaches All-America first-team honors and was a MAC Hermann Trophy semifinalist after tying the program's single-season goals record with 17 in her senior season. She also posted 38 points, second-most in school history, and tallied six multi-goal games, including two hat tricks.

Scan the QR code to read the full article.

Scan the QR code to watch the performances!

return / return

By Addison Knoll ’27

the lotus flower chews on its bed. a spring green for the season, came up from the mud, into the world. rebirth and resilience, grandpa tells me.

the spring green’s new for the season. my town’s not used to sun this early. rebirth and resilience, he tells me with freckled skin and wrinkled hands.

my town’s not used to sun or early arrivals with big mouths and soapboxes. with freckled skin and wrinkled hands, i see my life unfold again and again.

it arrives with a big mouth and a soapbox. the next one is a little more forgiving; i see my lives unfold again and again. i follow what i am given first.

the next one is a little more forgiving: i view the world through suffering eyes. i follow what i am given, take first seven steps. yet each time, i am newly here.

i view the world through sapphire eyes, came up from the mud, into the world/ yet each time, i am newly here: the lotus flower chewing on its bed.

DESIGNING FOR CHANGE

By Neisha Williams, Marketing & Digital Media Manager

When most people think of fashion competitions, they picture runways, couture, and bold designs. But at Junk Kouture, creativity begins somewhere much less glamorous: cardboard boxes, grocery bags, discarded paper, and other everyday materials destined for the trash.

Junk Kouture is a global youth sustainability program that challenges students ages 13–19 to transform 100% recycled materials into highfashion designs. Blending environmental education with creativity, performance, and innovation, the competition encourages students to reimagine waste while sharing stories inspired by sustainability and the United Nations Sustainable Development Goals. In fall 2025, Waterford students Ella S. ’30 and Cora K. ’29 earned the opportunity to represent the United States at the Junk Kouture World Final in Dublin, Ireland, with their design, Paper Scales

Inspired by the growing amount of plastic pollution in the world's oceans, Paper Scales transforms discarded cardboard, paper grocery bags, and plastic into an elegant gown that raises awareness about the impact of human waste on marine life.

"We both heard about how there's going to be more plastic than fish in the ocean by 2050," Cora explained. "We wanted people to realize this isn't just a slogan—it really is a big problem."

Turning that message into fashion required months of experimentation. The team recycled cardboard into handmade paper, molded and painted each scale individually, and fused grocery bags into fabric using an iron.

Even after the dress was assembled, the work wasn't finished. Following Winter Break, the team spent weeks making adjustments, fitting the bodice, replacing pieces, and working side by side to complete every detail before the competition.

For all the time they spent creating Paper Scales, the students say the most memorable part of the experience wasn't on the runway—it was backstage.

"I feel like when we were backstage, everybody was helping everybody," Ella said. "Even if they didn't speak our language or we didn't really understand one another, everyone wanted to help."

Although students had traveled from around the world to compete, the atmosphere felt collaborative rather than competitive. Before the show, models formed a circle backstage, introducing themselves and sharing the stories behind their designs. Competitors even stopped to help repair one another's garments moments before taking the stage.

For Ella and Cora, Junk Kouture became about much more than fashion. Every design told a different story—from environmental conservation to children's rights—but all reflected an act of kindness toward people, communities, and the planet.

"It was really cool seeing all of these people who care about sustainability," Cora said. "Every design showed some aspect of kindness."

Representing Waterford—and one of only a handful of teams selected to represent the United States—made the experience even more meaningful.

"We put in all this time and effort, and then we were chosen to represent our country," Ella reflected. "It made us really proud to be part of something so much bigger."

Building on the success of Paper Scales, another Waterford team—Elise H. ’26, Mary T. ’26, and Molly C. ’26—has been selected to represent the United States at the Junk Kouture World Final in early 2027. Their recycled design, Seafoam, was chosen from hundreds of student submissions nationwide and will compete alongside finalists from Milan, Paris, London, Dubai, and Dublin.

"I feel like if more people did the same thing we do, we could inspire real change in our communities," Ella said. "Now other people are doing it, and that's really cool."

In the end, Paper Scales became more than a dress made from recycled materials. It became a reminder that meaningful change often begins with creativity, collaboration, and the willingness to care—for one another and for the world we share.

ATHLETICS

WOMEN’S SOCCER STATE CHAMPIONSHIP

Congratulations to the Ravens Women’s Soccer team on becoming 2A State Champions! What an unforgettable finish to an incredible season. The Waterford Women’s Soccer team captured the State Championship in dramatic fashion, outlasting American Heritage in a thrilling title match. After a hard-fought 90 minutes of regulation and two tense overtime periods, the score remained 0–0. In the deciding penalty shootout, the Ravens converted their first four shots with precision and confidence. Then, with the season hanging in the balance, Jessica M. ’27 made a spectacular game-clinching save, sealing a 5–4 shootout victory and securing the state title for the Ravens. This win caps off a truly remarkable 18–1 season with the Ravens securing both the region and state tournament trophies.

Waterford’s Men’s Golf Team posing with their State Championship trophy. Photograph provided by Kory Carpenter.

MEN'S LACROSSE STATE CHAMPIONSHIP

The Waterford Men's Lacrosse team are the 4A State Champions! The Ravens capped off an incredible season by outlasting Juan Diego 6-7 at Zions Bank Stadium. The victory put an exclamation point on an amazing year that saw the team capture its first region title since 2021 and its first state championship since 2016. Their growth from the beginning of the season to the end, combined with their commitment to one another and willingness to sacrifice for the team, made this championship run possible. The Ravens competed with toughness, determination and unity all season long, representing the program and school at the highest level. Thank you to all of the players, coaches, and parents for your endless support, dedication, and belief in the program throughout the season.

MEN’S GOLF STATE CHAMPIONSHIP

The Ravens Men’s Golf Team are the 2A State Champions, capturing the title in dramatic fashion by out-dueling Beaver by just one stroke to bring home the coveted state trophy. Over the course of the two-day tournament, the Ravens displayed remarkable consistency and composure, averaging a team score of 81 and finishing with a two-day total of 651. Every player contributed to the victory, making it a true team effort built on countless hours of practice, dedication, and a commitment to one another. We congratulate the entire team and coaching staff on this incredible achievement. With every member of the roster returning next season, the Ravens are already setting their sights on a repeat this fall. Go Ravens!

Congratulations to the Ravens Rowing team on an incredible showing at the SRAA National Championship Regatta. The trip was a resounding success, highlighted by dominating performances across multiple boats throughout the entire weekend of racing! Waterford crews delivered an outstanding performance at the regatta, earning three gold medals and one silver. The Ravens claimed first place in the Girls Lightweight Senior 2x, Girls Junior 4x, and Girls Senior 4x events, while adding a second-place finish in the Boys Lightweight Senior 2x. Their strong results throughout the weekend showcased both their talent and determination on the water.

ACADEMIC ALL-STATE AWARDS

PRESENTED BY DESERET NEWS

The UHSAA presents Academic All-State Awards recognizing those students who have excelled in the classroom as well as in athletic competition and fine arts activities. Individuals are selected for this award on the basis of their athletic or fine arts ability and academic proficiency. With over 100,000 students participating in high school activities, this award is the most prestigious honor the UHSAA presents to senior students. On behalf of all those who are associated with the UHSAA, we congratulate and pay tribute to those individuals who have earned and received this distinguished award.

Here are Waterford recipients in the 2025-26 school year:

FALL 2025 ATHLETICS AWARD RECIPIENTS

SPRING

2026

ATHLETICS

AWARD RECIPIENTS

WINTER 2025 ATHLETICS AWARD RECIPIENT

2025-26 MUSIC AWARD RECIPIENTS

If you’ve ever attended a competitive high school or college basketball or football game you know that fans try to influence the game. From the 60th row, fans (speaking from personal experience) feel they can actually affect the outcome by disrupting the communication and rhythm of the opposing team. As long you aren’t hurling insults, loud cheering for your team—and against your opponents—is generally not considered bad sportsmanship.

Tennis is a different animal altogether.

In most tennis matches, spectators are expected to keep quiet during each point, no matter how exciting it is. It’s only acceptable to release a burst of cheers when your team wins the point. In fact, cheering for an opponent’s mistake is also considered poor sportsmanship, even if it helps you; cheering should be confined to the positive play of “your” team, i.e. cheer for “winners” not “unforced errors." Tennis players in the stands know immediately which fans have played the sport competitively just by their demeanor at the match.

After observing spectating etiquette at a tennis match, one might be tempted to believe that tennis is inherently less competitive than other sports, but it’s not that simple. In football, teams are criticized for “running up the score” against weaker opponents, but in tennis, not playing your best, even if your best means winning 6-0, 6-0, is considered an insult to your opponent. Players are expected to try as hard as they can to win while maintaining sportsmanship and honesty. Hard-fought matches end with a sincere handshake at the net.

Another way that high school tennis differs from most other

THE TENNIS THE TENNIS

BY KEN W ADE, US MEN’S & W OMEN’S TENNIS HEAD C M EN’S & W OAC H

sports is that the players are their own officials. Take a moment to imagine what that might look like in a football game! Players call the ball out, keep track of the score, and resolve any disputes without outside interference. Even coaches are expected to stay out of the officiating of the match, even when they know a mistake has been made. When a dispute arises, players come together at the net and talk it through. Some might question the wisdom of trusting teenagers (who really want to win) to call their own lines and not take advantage of any situations that may arise, but the on-court ethic of fair play and honest calls lies at the core of what is great about tennis. During my 25 years as Waterford’s tennis coach, for every bad line call or scoring mistake, I have seen hundreds of examples of thoughtfulness, fair play, and granting the benefit of the doubt to opponents. Tennis is often described as a “lifetime sport," but these lessons will transcend and outlast any player’s career on the court.

The Waterford tennis teams have been extremely competitive and successful over the years. I have a row of state championship trophies that live in the back of my classroom because there isn’t enough room in the trophy cases to display all of them. But when I see my players compete with honor and honesty in high-pressure situations, I feel more pride than when we’re awarded a championship

DIFFERENCE DIFFERENCE

trophy. Over the years, I can remember numerous examples of our players changing line calls on critical points when they realized they made an error, or when opponents were out of water and we offered them a bottle, or when opposing coaches and parents approached me after a win to thank us for the kind acts and sportsmanship extended on the court. I am not suggesting we always get it right; what teenagers—or other humans—do? But I love that we are consistently complimented not just for our excellent tennis skills and competitive spirit, but also for our humanity, ethics, and kindness on and off the court.

The modern sport of tennis probably descended from a medieval game called real (or royal) tennis. My favorite mention of the sport in literature is from a 16th century story where Sir Gawain of King Arthur’s court plays a match against 17 giants. Also, I love that a 1592 French rulebook for the game included warnings against gambling and blasphemy. Aristocrats in England and France built tennis culture within an atmosphere where a chivalric code of honor was understood and expected by all participants. In our more egalitarian 21st century society, we have lost much of that code (which is probably for the best), but there are important parts of it that live on in Waterford Tennis. Our teams invite you to attend a match soon to observe and practice tennis spectating etiquette while watching us take down some giants.

ADMISSIONS

A LETTER FROM THE DIRECTOR OF ADMISSION

This year’s theme, With Kindness, invited us to reflect on how small acts of welcome and generosity shape our community. In the Admission office, we see that kindness in action every day. Welcoming a new family to Waterford, and often to Utah, is a meaningful privilege. Time and again, you all extend a warm hand through conversations, advice, introductions, and countless acts of support that help new families feel at home from the very beginning.

During the 2025–26 admission season, our team met with more than 600 families. We were delighted to welcome 92 new families to Waterford, and especially excited that 41 current families chose to enroll additional children. Together, these families helped us begin the school year at full enrollment and with the largest student body in Waterford’s history. These results are a reflection of our entire community. We are deeply grateful for the families who shared their Waterford

experience with prospective parents, offered referrals, and helped others discover our school.

To our Parent Ambassador team and to Sara Hershkop, our PAEC liaison, thank you for the time, energy, and care you devote to welcoming new families. Your efforts make a lasting and meaningful difference.

Have a wonderful summer and we look forward to seeing you this fall.

With

gratitude,

NICOLE MIRANDA P’29, ’32 Director of Admission

A LETTER FROM THE DIRECTOR OF DEVELOPMENT DEVELOPMENT

This year, we invited our community to Lead with Kindness, and your extraordinary response has shown how a culture of care transforms our collective aspirations into reality. Thanks to your generosity, we exceeded our $1,250,000 Waterford Fund goal, raising over $1,375,000.

This success was fueled by our most impactful Giving Day to date. On Giving Tuesday, our community gave over $660,000 from 675 gifts. Beyond the numbers, the day was defined by connection; from the joyful morning carpool to the Connected Through Kindness project—where over 1,100 messages of gratitude from our students transformed the Heuston Concert Hall Gallery—we saw firsthand how philanthropy strengthens the ties that bind us.

Gifts to Waterford are the engine behind Waterford Rising: A Path to Distinction, our strategic plan to establish the preeminent liberal arts experience in the nation. To build on this momentum, we are looking toward a comprehensive vision that invests in the people, programs, and spaces that define us. At the heart of this effort is a commitment to strengthening our long-term financial health by growing our endowment from $16.5 million to $50 million by 2034. This growth is essential to ensuring that the transformational excellence of a Waterford education remains a permanent source of support, safeguarding the school's future for generations to come.

In the pages that follow, you will see this impact in action:

• Impact through Scholarship: Meet Alani Aho, a member of the Class of 2026 and the recipient of The Class of 2015 Endowed Scholarship. His journey exemplifies our core values of Caring and Curiosity as he embraced the full liberal arts experience— from the Troubadours and visual arts to athletics and English. We also celebrate the new Waterford Alumni Endowed Scholarship Fund, established in 2025 by Caleb South ’15, to ensure future alumni can lead lives of meaning and purpose.

• Legacy of the Class of 2026: We celebrate our seniors’ commitment to campus through their Senior Class Gift, The Breezeway. By connecting the 300 and 400 Buildings with a beautiful metal art installation, boulders for seating, and new lighting, the Class of 2026 has transformed a former afterthought into a vital gathering space centered on wellness, acceptance, and community.

• Enriching the Liberal Arts: Discover how philanthropy funded our Visiting Writer Series, which brought renowned authors like alumna Katie Sanyal ’20, Paisley Rekdal, and Naomi Shihab Nye to campus. While discussing the craft of writing with our students these guests provided a model for how writing is an essential feature of a well-lived life.

• Alumni Excellence: We are proud to profile Jake Reynolds ’02, this year's Distinguished Alumni Award recipient. Jake credits Waterford’s liberal arts approach for the big-picture thinking and curiosity that have guided his career and values.

Your partnership enables our mission to thrive and ensures that we continue to stimulate intellect, ignite passion, and shape character. Thank you for leading with kindness and for your unwavering commitment to this most important partnership.

With gratitude,

ANDREA BRAULT P’39 Director of Development

The 2025-2026 Waterford Fund was extremely successful thanks to our incredible community!

As we celebrate this extraordinary achievement, Waterford is deeply grateful for every family who took part.

The Waterford Fund supports both faculty and students by making the Waterford experience extraordinary. Waterford, like most independent schools, relies on annual, tax deductible gifts—in addition to tuition to generate critical revenue that supports core activities, program enrichment, teacher retention and recruitments, and school development.

Thanks to the tremendous spirit of our community, this year’s Giving Day, held on Giving Tuesday, was our most successful yet! Waterford received over $510,000 from 675 gifts, significantly exceeding the number needed to unlock both challenge matches from the Sherwood Family for a total of $150,000 in additional funds—thus raising over $660,000 overall, surpassing all previous Giving Day totals.

The day began with a joyful drop off with our Administrative Team and members of our Waterford Fund Council, an incredible group of parents who support our culture of philanthropy and volunteerism, celebrating with students and parents. Our parent volunteers spent the day reaching out to fellow families, encouraging participation in the Waterford Fund and building support across divisions. Waterford extends a very special thank you to Dave and Selena Overholt P. ’33,

Your support of the Waterford Fund demonstrates loyalty and commitment to Waterford’s mission to provide a world-class liberal arts education.

Gifts from our parents, faculty, staff, alumni, and friends continue to support our mission of providing students with a world-class liberal arts education that stimulates intellect, ignites, passion, and shapes character.

Thank you for supporting the 2025-2026 Waterford Fund!

’35 as they completed their exceptional two year term as co-chairs of the Waterford Fund Council.

In a new activity this year, our school celebrated kindness and gratitude through a collaborative project, Connected Through Kindness, that connected students with the joy of giving. Students were invited to reflect on what they are grateful for and wrote messages of kindness about our school community. They were supported by their teachers and members of the Waterford Fund Council. Over 1,100 messages appeared in this project, which was displayed in the Heuston Concert Hall Gallery throughout the month of December, 2025.

Mark your calendars for October 27, 2026 for Waterford’s next Giving Day.

VOLUNTEERING & THE PARENT ASSOCIATION

By Betsy Wright, Parent Association President

It has been an honor to serve as Parent Association President for the past two years. I am deeply grateful for the opportunity to work alongside our parent community, as well as our dedicated faculty and administration. I’m proud of the strides we’ve made in increasing parent engagement and in continuing to nurture and grow our Waterford community.

Over the past two years, I’ve been reminded again and again what makes Waterford so special. There is a genuine love of learning here— one that is not only encouraged in the classroom, but supported and reinforced by the entire community. It’s something you can feel in the way students engage, the way teachers show up, and the way families lean in—supporting their children and strengthening the community around them. It has been especially meaningful to support that partnership and see it take shape in so many ways.

This year’s theme was With Kindness.

It felt especially meaningful to have this theme serve as a nod to our former Dean of Students, the late Nancy Nebeker—“Mama Nebs” —who so generously sprinkled her fairy dust across the Waterford community. Nancy was the embodiment of kindness. She and I shared a special rapport, as she shared with so many, built over years of time spent on campus, in working sessions, and through a few Wright-family bumps in the road. She had a way of saying “I see you” through small but deeply meaningful gestures—a quick touch on the arm when we passed each other, a thoughtful question about one of my children, or a bear hug when a conversation called for it.

More than anything, she made people feel known and cared for. Honoring her through this theme felt both natural and important; an invitation to consider how we can each lead with kindness, in both big and small ways. In many ways, that spirit has shaped how we’ve approached our work this year.

The Parent Association continued to build on our mission of increasing parent engagement. We introduced working sessions into each PA meeting, hoping that rolling up our sleeves together would not only move our work forward but also create space for genuine

connection. In the Lower School, our Class Parent Representatives planned monthly grade-wide gatherings, supported by a new Social Coordinator role to help organize and inspire these events. The feedback has been wonderful. Families have loved spending time together at the park, the bouncy gym, the ice rink, and beyond— simple moments that strengthen the fabric of our community.

We also saw the value in helping parents connect more directly with one another. The GroupMe platform became a helpful tool for sharing information, asking questions, and staying connected day to day. We look forward to expanding this to Middle and Upper School families next year.

I love this parent community and am so appreciative of the many ways people show up—whether it’s attending meetings, volunteering across campus, or simply bringing energy and enthusiasm to the school. Those contributions may look different for everyone, but together they create something meaningful. This is a community that doesn’t just exist—it’s built, day by day, by the people in it.

I’ll close with a quote from Anne Frank that reflects both Nancy’s spirit and the heart of this year’s theme:

“How lovely to think that no one need wait a moment; we can start now, start slowly changing the world! How lovely that everyone, great and small, can make their contribution toward introducing justice straightaway... And you can always, always give something, even if it is only kindness!”

BUILDIN G A LEGACY OF OPPORTUNIT Y

BY TODD WINTERS, ASSOCIATE HEAD OF SCHOOL FOR INSTITUTIONAL ADVANCEMENT

On a winter day in 2011, a young mother walked into my office with a quiet but unmistakable sense of purpose. The global economy was still reeling; jobs were uncertain, budgets were tight, and the future felt fragile for many families. Yet Tofi Aho had come to talk, not about the instability around her, but about a dream she held for her three-year-old son, Alani.

She expressed that her child could learn and grow in the safe embrace of Waterford. This place would challenge his mind, nurture his character, and open doors she had never walked through. At the time, she wrote about her little boy in simple, loving terms: smart, funny, musical, and friendly. She talked about his love of singing, sports, and church. Her hope was that he would one day be ready for college and “a higher level of learning.”

Alani will tell you he doesn’t remember much from those early years before he came to Waterford. Looking back, what he does remember is the sacrifice his parents made to open this path for him, the lasting embrace of the Waterford community, and the support he received from the The Class of 2015 Endowed Scholarship Fund.

Growing up, Alani’s family home was filled with children—some in foster care, many with special needs. Alani was learning, sometimes in ways he only understands fully now, what it means to welcome others, to adapt, and to live in an environment shaped by service. He didn’t see it as strategy or sacrifice. It was simply life. Now, as an 18-year-old reflecting on those years, he sees it differently: his mother working multiple jobs, opening their home to support other children and provide income, all so that he could walk onto the Waterford campus each morning. Alani’s mother embodied this form of kindness: choosing to carry a heavier load so that her son could walk farther.

Alani’s story is a tapestry of challenges faced, achievements earned, friends embraced, and tragedy overcome. What Alani hears with full clarity, as a recent graduate of the Class of 2026, is how many other people stepped tacitly into his story. Teachers, administrators, and peers put an arm around him on this journey. Donors to the endowment, many of whom he has never met, helped in quieter, yet profound ways.

A COMMUNITY QUIETLY STEPS FORWARD

Ask Alani what stands out about his Waterford experience, and he doesn’t begin with test scores, college lists, or transcripts. He talks first about teachers.

Early on, teachers, such as Ms. Betty Neal and Mrs. Susan Johnsen, reached out to me and Mrs. Heuston, then Head of School, to ask a simple question: “What can we do to help Alani and his family?” They wrote emails advocating for Alani, a child who worked hard, cared for others, and brought a special presence to the classroom. As Alani grew through elementary and middle school, more individuals within the Waterford community (teachers, administrators, parents, and friends) began to ask similar questions. They advocated for him and asked us to do whatever we could to support him. These were the sparks that shaped our vision for what lasting, transformative financial aid could look like at Waterford.

The Class of 2015 Endowed Scholarship Fund became the vehicle through which much of that financial aid and community kindness flowed. Alani was selected as the first recipient of financial aid from the fund in 2016. For Alani and many others, the Waterford endowment has become the bedrock resolution of the all-important question asked many years ago: “What can we do to help?” It allows acts of kindness to be sustained over time, turning individual goodwill into ongoing opportunity, even in the face of unimaginable hardship.

In 2018, Alani’s mother unexpectedly passed away. He was ten years old. In the difficult months that followed, the Waterford community quietly rallied. Classmates and their families helped him and his family. Teachers offered support in and out of the classroom. Donors who may never have

met Alani helped ensure that his place at Waterford would not be lost to circumstance. What his mother had sacrificed to build, others stepped forward to protect.

The years moved forward. Alani progressed from Lower to Middle to Upper School. His junior year brought new trials. He became seriously ill and missed three weeks of classes. Then, in the same year, he broke his femur during a lacrosse game. Again, Waterford showed up. Kellen K. ’27, a fellow student, visited him in the hospital that same day. Other families reached out asking what they could do to help with surgical costs. Teachers rearranged their schedules, extended deadlines, and checked in regularly. This pattern repeated itself in ways large and small: reminders about missing work that felt more like a parent checking in than a critical notice; difficult conversations framed by belief in his potential; a culture in which striving for excellence was a form of respect rather than punishment. Their intent was never to lower expectations, but to help him rise back up to meet them.

“It wasn’t just a job to them,” Alani says of his teachers. “It was them being good and honorable people.”

FAITH, PURPOSE, AND THE DESIRE TO GIVE BACK

On Alani’s wrist is a small band that reads “Walk With Me.” For him, it is a private and public reminder of his faith, which he credits as the source of strength through his mother’s passing, his injuries, his academic challenges, and the daily decisions that shape a young life.

He speaks about gratitude often. To his family, his school, his faith, and those who made it possible for him to stay at Waterford, he is profoundly grateful. That appreciation has deepened into a clear sense of responsibility. He talks about having spent much of his childhood on “the receiving end” of the stability of scholarship aid through the Waterford endowment and The Class of 2015 Endowed Scholarship Fund. In the future, he wants to stand on the other side.

He dreams of returning from his mission and from college not only to support himself but also to support others—financially where he can, and through mentorship, service, and example. He wants the donors, teachers, and families who believed in him to know, as he says, “you

didn’t waste your time… you didn’t waste your belief in me.”

In this, he embodies a central idea of Waterford’s mission: that learning is indebted. That what we receive is meant, eventually, to be given away for the benefit of others. The Waterford endowment’s growth exemplifies our community’s dedication to living up to moments like this.

ALANI STANDS TALL

In his senior year, Alani led the Men’s Lacrosse team to a state championship. And this spring, his classmates selected him to deliver the commencement address.

Standing before his graduating class, he didn’t speak about the past or the future, but about the present. “I do have a purpose. And I believe every person sitting here has a purpose too,” he stated, after leading peers, friends, teachers, and families in a collective breathing exercise. He honored his mother by name: Tofilamoa Aho, the embodiment of sacrifice and unconditional love, and his best friend.

It was a long journey from 2011, when a mother was trying to figure out how to pay tuition for a three-year-old who loved to sing, to a senior standing at the foot of the Wasatch Mountains, speaking words of courage and gratitude to his peers. Alani is a true “Waterford Lifer”— fifteen years on this campus. Tofi couldn’t have known, when she walked into my office that winter, what lay ahead for her family. But her vision for Alani was clear, and others carried it forward when she could not.

THE RIPPLES OF AN ENDOWED SCHOLARSHIP

If you ask Alani whether he was “supposed” to be at Waterford, he answers honestly: no. Without financial support, without his mother’s determination, without the kindness of the donors, students, and parents who contributed to The Class of 2015 Endowed Scholarship Fund, the path that brought him from a three-year-old in a modest home to a senior delivering the commencement address would likely never have existed.

And yet, here he is.

The significance of that journey is not limited to one student. As Alani himself reflects, a scholarship doesn’t just alter a single life, but reshapes generations. It can improve the lives of future students, the communities they will serve, and the people whose lives they will impact in ways we cannot yet see. In the upcoming school year, another student will receive financial assistance from The Class of 2015 Endowed Scholarship Fund, lighting the way for them to learn, grow, and pursue a life brimming with meaning and purpose.

Since 2015, the endowment has grown from $3.1M to $16.5M. We are proud of the students and programs that the endowment has supported through this period of tremendous growth. Still, there are more students and programs of vast potential on the horizon, and we will rise to meet them on campus and through our strategic objective to grow the endowment to $50M.

At its heart, Waterford is not simply brick and mortar. It is a living network of kindness: teachers going the extra mile, classmates choosing a peer to speak for them at graduation, families opening their homes, donors choosing to support a child they may never meet. When those acts are gathered, stewarded, and sustained through the endowment, they become something enduring: a promise that when the next threeyear-old walks through our doors with a hopeful parent, there will be a place for them too.

NAMED ENDOWED FUNDS AT WATERFORD

The Beesley Endowment

The Carol and David Powell Family Endowed Scholarship

The Class of 2015 Endowed Scholarship Fund

The Elizabeth and Nathan Wright Family Scholarship

The Heuston Family Endowed Scholarship Fund

The James Baldwin Scholarship

The Jeanne Sorenson Siegel Fund

The Judy and Lorin Pugh Fund

The Mika Family Athletics Endowment Fund

The Mika Family Fund

The Nancy and Dustin Heuston Endowed Faculty Chair

The Nancy Smith Nebeker Endowed Scholarship Fund

The Parker Family Faculty Professional Development Endowment Fund

The Phil and Kim Cox Endowed Professional Development Fund

The Reddy Family Endowed Fund for Mathematics

The Taylor Family Endowment

The Waterford Alumni Endowed Scholarship Fund

The Waterford Crew Endowment

The Waterford Staff Scholarship

VISITING WRITERS SERIES

When Naomi Shihab Nye stood before our Upper School this spring and read "Kindness"—a poem she wrote three decades ago that still finds new readers every year—the auditorium went quiet in the particular way that happens when several hundred teenagers decide, together, to lean in and listen. That kind of earned attention was the gift of Naomi's visit as our Arts Week keynote speaker, made possible by the Visiting Writers Series.

Spearheaded by Mario Chario and Matt Davis, members of the English Department, the series brought three writers to campus this year, each offering students a unique perspective as living, breathing examples of what a writing life actually looks like.

Waterford alumna Katie Sanyal ’20 returned to campus in February to talk about her debut novel, Lady of the House, published by Madville Publishing. Katie traced her path back to Waterford classrooms, crediting books like Sandra Cisneros's The House on Mango Street with shaping her as a reader. She left students with simple advice to follow: read everything, and write consistently.

Days later, Paisley Rekdal, Distinguished Professor of English at the University of Utah and our state's former Poet Laureate, spent an afternoon with Betsy McGee's AP Literature students before sitting down with English teacher Harmony Button for a public conversation. Students asked her insightful questions on form, publishing, and the daily habits of a working poet. She answered thoughtfully, provided advice, and shared her important work on the Mapping Literary Utah project, her ongoing effort to chart the state's literary landscape.

As this year's Arts Week keynote speaker, Naomi Shihab Nye visited Harmony Button's Creative Writing class to help students draft poems inspired by our Lower School's gargoyle sculptures. Then, she sat down with Mario Chard for a fireside assembly conversation about what it means to "think poetically." Students commented that it was an hour they wouldn't forget—not simply because of who Naomi is, but because of how fully she showed up for them.

None of this happens without philanthropy. The Visiting Writers Series exists because Waterford parents Suzanne and Danny McCooey P. '28, and Karissa Peterson and Matt Nilson P. '27, '28, '32, '32, '36, '38, believed our students deserved access to the brave and curious people who write the books they read.

This is how gifts like this travel: from a family's decision to invest, to a teacher's classroom, to a student who suddenly understands that writing isn't just a school subject but a way of paying attention to the world.

Thank you to our amazing visiting writers—Katie Sanyal, Paisley Rekdal, and Naomi Shihab Nye—our English department, and the McCooey and Nilson families.

CLASS OF 2026 SENIOR GIFT

The Class of 2026 was excited to unveil their completed Senior Class Gift earlier this year. The ceremony included speeches from Mr. Menke, Mr. Winters and Class Dean, Harmony Button. The seniors wanted their gift to be something that would represent their class values of wellness, acceptance, and community. The Breezeway project embodies these values. Whether students gather at the breezeway to collect their friend groups before lunch, or take a moment to sit quietly outside the Willes Wellness Center before moving on, the Class of 2026 wants to remind Waterford that there is no part of the journey—across campus or through education—that is not worthy of appreciation, reflection, and gratitude.

We are grateful to all 20 student members of the Gift Committee, who met regularly through their junior and senior years to make this a student-driven process, and to our gift committee chairs: Diane J. ’26, Jazz G. ’26, Abi Q. ’26, Georgie A. ’26, and Ava A. ’26. Our gratitude extends to all the seniors who donated to this project, to all their generous parents, and to the parent gift committee: Rosie O'Grady P. ’26, Leslie Sarin P. ’22, ’26, Kate Sanderson P. ’23, ’26, ’31, ’35, Cameron Swinton P. ’26, ’26, ’32, Sara Hershkop P. ’26, ’29, and chair, Bethany Jones P. ’25, ’26, ’28, ’30. Thank you especially to Nathan Florence, our talented artist consultant, for his vision and community connections. We encourage everyone to stop by the breezeway to see the completed project.

Op en ing Fa milyBrunch

CELEBRATE THE STAR T OF THE NEW SCHOOL YEAR WITH A SPECIAL BRUNCH AND THE OPPOR TUNITY TO C ONNECT WITH OUR FA CULTY.

A UGUS T 29, 2026

GIVING BACK TO WHERE IT ALL BEGAN

THE NEW WATERFORD ALUMNI ENDOWED SCHOLARSHIP FUND

For Caleb South '15, Waterford wasn't just a school, it was the place that shaped who he would become. From the sweeping view of snowy mountains beyond the campus's brick buildings, to competing at the National High School Ethics Bowl in Chapel Hill, North Carolina, his years at Waterford left a mark that has stayed with him. Now, he's making sure the next student who needs that opportunity gets one.

We are thrilled to announce the creation of The Waterford Alumni

Alumni Scholarship Fund

Endowed Scholarship Fund, established with a generous founding gift from Caleb. The scholarship fund is an opportunity for alumni to collectively invest in the next generation of Waterford students, specifically those who, like Caleb, might not otherwise be able to attend due to financial circumstances.

“I never would have been able to attend Waterford without generous financial support, and I’d like to give back to make that experience possible for others,” Caleb shared. “Everyone deserves a great education.”

Caleb describes his motivation simply: Waterford played a huge role in making him who he is today, and he wants to help build something bigger than himself. “An institution like Waterford,” he notes, “is built on the effort of so many people, teachers, staff, administrators, parents, students and alumni. Giving is a small way to help these efforts come to life.”

Waterford is excited for The Alumni Scholarship Fund and the students it will support. Currently the fund is able to provide one student with a partial scholarship. Our goal in the years to come is to raise enough funds from our Alumni community to ensure that the Alumni Scholarship can fully fund a student. This new fund stands as a powerful reminder of the lasting impact alumni can have on the future of the school and its community.

Caleb isn’t alone in his enthusiasm. Alumni Association President Kali Corliss ’01 sees the fund as an easy way for the broader Ravens community to get involved: “I am so excited that my fellow alums have this new way to give back to Waterford. Contributing to the Alumni Scholarship is a simple and easy way to help a young student access the same wonderful liberal arts education we enjoyed. I encourage all my fellow Ravens to participate—any size gift makes a difference!”

Learn more about The Alumni Endowed Scholarship Fund or make a contribution by scanning the QR code

A WATERFORD FOUNDATION

2025–2026 Distinguished Alumni Award recipient Jake Reynolds ’02 reflects on leadership, resilience, and the mentors who helped shape his journey from Waterford student to President of the New Jersey Devils and Prudential Center.

Hanni Guinn ’95— Hanni is a graduate of Waterford School and Middlebury College (Class of 1999). After completing training in massage therapy in Utah, she founded Green Mountain Bodywork in Vermont in 2002, where she built a two-decade career in Rolfing™ Structural Integration. Her work has since evolved to include somatic coaching and embodiment practices focused on helping individuals reduce tension, improve awareness, and reconnect with the body.

In 2023, Hanni and her husband relocated to a small village in the Abruzzo region of Italy, within Maiella National Park. There, she continues her healing practice while also becoming involved in her husband’s work with US Skyrunning, a nonprofit supporting youth mountain running and international competition opportunities for young athletes.

US Skyrunning is expanding its programming with athletes competing in events including the Youth World Skyrunning Championships in Croatia, the North & Central American Youth Championships in Canada, and the World Championships in France and Spain, alongside a growing U.S. national series. Hanni notes that this work, centered on youth development and connection to the mountains, has become a meaningful focus in her current chapter abroad.

Nathaniel Hancock ’96—In May 2023, Nathaniel moved for a federal assignment to Cambridge, UK. That October his wife and four children left Sandy, Utah, to join him in Harrogate, North Yorkshire, a land of endless stone walls, rolling hills, and sheep. Nathaniel oversees training, learning, and development for government personnel in the European region. His post-Waterford life has taken him to France, Germany, and the UK on the other side of the pond, and to California, Maryland, and Utah in America. He shares: "While I am incredibly grateful to experience so many parts of the globe, it is the extraordinary people with whom I rub shoulders that leave lasting impressions. During trips back to Utah, I get together with old Waterford friends to reminisce on campus life in the 90s."

Aaron Stockham ’97—Aaron just finished his 18th year teaching history at Waterford. This year, along with AP US History and Class VI Humanities duties, Aaron has coordinated Waterford’s self-study process for reaccreditation through NWAIS. This years-long process builds a picture of the school for outside accreditors, who will visit in October 2026. The selfstudy is a report reflecting on the school’s work in 13 different areas, from governance to school program and campus health and safety. It’s the second time Aaron has coordinated this self-study; the first was in 2016.

CLASS NOTES

Brandon Martindale ’02—After graduating from NYU, Brandon built a career in finance and currently resides in Summit, New Jersey. He remains connected to the Waterford community and looks forward to staying in touch with fellow alumni.

Charly Kuecks ’05 —After appearing on Jeopardy!, Charly worked remotely all over the country as a manager in the SAT industry. This led her to a great role in New Haven as an in-house Test Prep director! She credits her time at Waterford with instilling a love of the liberal arts, and is thankful to the math department especially for helping her with her first "real" job as a tutor on campus.

Krystal Harnden ’06—Krystal continues to stay connected to the Waterford community. She assisted in organizing the Class of 2006 reunion and is the proud parent of two Waterford Lower School students. Krystal was recently elected to the Waterford School Board of Trustees with her term beginning June of this year and looks forward to spending more time on campus - which she says, “always feels like home.” Krystal recently earned a second Master’s Degree from the University of San Diego in Nonprofit Management and Leadership and greatly enjoys her role serving on the board for the Ronald McDonald House, Mountain West.

Beyond her board service, Krystal works in finance and published her first children’s book, Rainbow is my Favorite Color, in 2021. In her free time, she enjoys sewing, reading, and playing Mahjong.

Lauren (Kidd) Wolf ’08—After 18 years away, Lauren is excited to rejoin the Waterford community in fall 2026 as Middle and Upper School Math Department Chair. Following graduation from Tufts University, she worked in analytical organic chemistry, traveled abroad, served as an au pair in Lake Garda, Italy, and taught at an international school in Bangkok, Thailand. After spending the past decade teaching at The McGillis School, Lauren is returning to Waterford alongside her spouse, Erik, and children Josie and Dean. Her favorite Waterford memories include community service trips to the Navajo Reservation, skiing with the rec club at Snowbird, pottery with Ms. Susan Conine, studying literature and the classics, and spending lunches in Ms. Nancy Woller's and Mr. Tom Brennan's classrooms.

Steven Bennet ’11—After earning a B.A. from Columbia University and an M.D. from the University of Utah School of Medicine, Steven moved to Tucson, Arizona, where he completed his residency in anesthesiology. Today, he is a board-certified anesthesiologist at the University of Arizona Medical Center, where he specializes in resident education, pain management, and regional anesthetic techniques while teaching medical students and physicians in training. Outside

the operating room, Steven enjoys playing the cello, photography, and travel. A "Waterford Lifer" who began in Nursery Twos, he fondly remembers the school's close-knit community, orchestra with Ms. Kathy Morris, backpacking in Olympic National Park with Mr. Andrew Cole, international orchestra tours in China and Italy, and the lifelong friendships that continue to bring classmates together today.

Kristen Johnsen ’12—Kristen is an Emerging Technology Strategy Consultant specializing in climate tech and renewable energy. In plain English, she helps organizations to figure out which new "green" technologies are worth betting on, who needs to be involved, and how to move from a "research question in a lab" to a product out in the real world.

Kristen credits Waterford with teaching her how to think across disciplines, which she uses every day as she “translates” across different types of experts (e.g., environmentalists, engineers, policymakers, investors, marketers, and business leaders). Most of all, she credits her career trajectory to her time with Mr. James Harris on the Waterford robotics team during its first two years. Through Waterford Robotics, she learned how to define and break down complex problems, design creative solutions, fail miserably, start over, and keep going . . . all while under pressure. That comfort with ambiguity— and perhaps a slight addiction to high-stakes problem-solving—has taken her into some interesting places, like D.C. during elections or Berlin during the European energy crisis.

It is a busy summer for Kristen: she will marry her fiancé, Liam, and move to New Haven with their cats, Hazel and Calcifer, to attend Yale School of the Environment. At Yale, she will pursue her Master’s while working within the university’s venture ecosystem to research the next wave of energy innovation.

Lismore Nebeker ’13—Since graduating Waterford, Lismore has spent ample time traveling, studying public health and political science, and working for a variety of non-profit organizations. She is excited about her journey with Waterford coming full circle this year after being named Director of Talent Acquisitions. Lismore's institutional knowledge and love of the school will play a big role in her search for incredible teachers who want to join our Waterford Faculty community. Additionally, she has loved being a part of the Waterford Outdoor Program, where her love of skiing and playing outside all started.

Colette Gauthier ’19—Since graduating from the University of Washington, Seattle, Colette has made Los Angeles home and works as a Student Services Assistant at the USC Keck School of Medicine. Currently on the hunt for the next exciting opportunity, she looks forward to what the future holds.

Emma Greally ’22—Emma graduated from Harvard College in May with a B.A. in Social Studies and Global Health & Health Policy with Honors. She will be starting a Masters of Science in Applied Digital Health at Oxford University in England this fall.

Marta Stepien ’23—Marta recently won the Girls Who Code AI + Cybersecurity Challenge for TrueEcho, an innovative mobile app designed to protect seniors from voice deepfake scams. By combining voice authentication and AI-driven scam detection, the app helps identify fraudulent callers in real time. The recognition has further inspired Marta to pursue technology solutions that create meaningful social impact.

Lauren Watabe ’24—A sophomore at the Massachusetts Institute of Technology (MIT), Lauren is studying chemical engineering. She is currently a research assistant in MIT’s Department of Materials Science, working on the development of a more sustainable “emissionless smelting” process as an alternative to traditional, energy-intensive methods of metals extraction. Her team recently filed a patent and presented their work at NYC Climate Week.

Maddie Seamons ’17—Maddie always knew she wanted to be a teacher like her mom, and after returning to Waterford as a Kindergarten teacher, she quickly developed a passion for helping young children learn to read and write. This passion led Maddie to pursue a Master of Education in Educational Psychology with an emphasis in Literacy Education. Over the past two years, she has deepened her understanding of literacy development and research-based instructional practices while applying what she learned directly in her classroom at Waterford. She was proud to graduate this May and is grateful for the support of her family, Kindergarten team, and Waterford administration throughout this experience. Maddie looks forward to continuing to grow as an educator and using this knowledge to support her students' learning.

Alex Aguirre ’19—A graduate of the University of Utah, Alex recently became the marketing coordinator for the Indianapolis Motor Speedway.

This summer, Lauren will join McKinsey & Company as a management consulting intern in the Boston office, where she looks forward to supporting clients on challenges related to her academic interests in science and sustainability. On campus, she also works as a chemistry tutor.

Lauren reports that her experience at MIT has been both engaging and formative, and she remains enthusiastic about pursuing research and professional opportunities that can contribute to meaningful, long-term environmental impact.

Ada Gasecki '25—Ada recently began her pre-medical studies at the Medical University of Warsaw, where she is embracing both the challenges of her coursework and the excitement of life in a new city. She says the experience has exceeded her expectations so far. At Waterford, Ada especially enjoyed senior lunches and her time on the yearbook staff, and she remains grateful for the many faculty members who helped shape her journey, including Ms. Erika Munson, Ms. Nancy Nebeker, Mr. Chris Watkins, Ms. Freda Swensen, and Mr. Stuart Owens.

Maggie Adams '25—Since arriving at Georgetown University, Maggie has stayed busy writing for a campus sketch comedy group, serving on the board of Georgetown Radio, and recently competing in a rock climbing competition. A longtime outdoor enthusiast, Maggie fondly remembers Waterford's Outdoor Program as a defining part of her experience and is especially thankful to Mr. Chris Watkins and Ms. Ally Siegel for the climbing and adventure opportunities they provided.