This year, Fessenden welcomes new faculty and administrative staff members. Learn more about them below.

Luke Alpert joins Fessenden’s Upper School as a history teacher and brings with him many years of experience working with children in both school and camp settings. Luke earned his bachelor’s degree in Comparative American Studies at Oberlin College. He has taught social studies and been a grade dean at STRIVE Prep - Noel in Denver, CO, where he was named 2021-2022 teacher of the year, and he taught at The Calhoun School in New York City prior to that.

Tina Brounsuzian is Fessenden’s new Director of Human Resources with 13 years of experience in mission-driven organizations. Most recently, Tina served as the Chief Human Resources Officer at St. Mary's Centre for Women and Children in Dorchester. She is an active member of the Society of Human Resources Management and Northeast HR Association. Before transitioning into a career in human resources, Tina taught classroom music and individual instrumental lessons in several public school systems. She earned both her Bachelor of Music in Education, Performance, and Psychology, and her master’s degree in music from the University of Massachusetts Amherst.

Danielle Chambrelli is teaching Kindergarten with Andrea Calabrese. Danielle comes to us most recently from St. Mary’s of the Assumption where she spent the last two years teaching first grade. Prior to her work there, Danielle taught first grade at Saint John Paul II Catholic Academy. She earned a bachelor’s degree in Education, Curriculum, and Instruction, as well as a master’s degree in Education Curriculum, Leadership & Inclusion, from Lasell University.

Emmanuella Desir-Norris is our new Lower School librarian. She has been a librarian for the past two years at the Cambridge Public Library. Previously, Emmanuella was a library assistant at Dana Hall School and a Children’s Room and Circulation Assistant at the Coolidge Corner Branch Library. Emmanuella graduated from Bridgewater State University with a bachelor’s degree in history, Middle Eastern Studies, and Irish Studies. She later studied at Florida State University and earned her master’s degree in Information Science.

Bill Fischelis joins the Middle School as a long-term substitute science teacher in Grade 6. Bill brings over 20 years of educational experience, serving in a variety of school settings, most recently teaching at the Fayerweather Street School in Cambridge, MA. He has also taught at the Rivers School, as well as at an international school in the Philippines. He holds a bachelor's degree from Lawrence University and a Master of Education in Curriculum and Instruction from the University of Washington.

Sam Keesee is teaching science in the Upper School, and he brings camp, teaching, and coaching experience. Having earned a bachelor’s degree in Environmental Science and Policy with a second major in Studio Art at the College of William and Mary, Sam went on to complete his MAEd in Curriculum and Instruction at the College’s School of Education. Since 2018, he has taught Physical Science and Design at Helen C. Peirce School of International Studies (I.B. Program) in Chicago, IL.

Barbara Kenslea joins the Admissions Office as an Admissions Assistant. Prior to Fessenden, Barbara worked in the Admissions Office at Thayer Academy for 16 years, first as an Administrative Assistant and then as Admissions Office Manager. Prior to Thayer, Barbara served as an Administrative Assistant at The Children’s Evaluation Center in Newton for a number of years. She holds a Bachelor of Science in Physical Education from Springfield College, where she was also a varsity lacrosse player.

Brian King is teaching Healthy Decisions and Contemporary Issues as part of our Health and Wellness program in the Upper School. He holds a degree in science from Dean College. Brian has worked as a paraprofessional in Boston Public Schools since 2012, and he served as a Mental Health Worker at HRI hospital in Brookline, MA this past year. Previously, Brian worked as a home servicing therapist, with a focus on Applied Behavioral Analysis for five years.

Todd Morse joins the community as our Middle and Upper School Theatre Arts teacher. He brings much experience having created multiple theatre programs around the area, most recently at the Walnut Hill School for the Arts, where he launched the Community Theater Academy and served as its Director. Before that Todd was the artistic mind behind LINX Theater in Wellesley and was Creative Director for LINX Companies. He holds a bachelor’s degree in English Literature from Boston College.

Hanna Shibles joins the English department having taught English and language arts at Mother Caroline Academy and Education Center in Dorchester for the past three years. She earned a Bachelor of Arts in English Literature and Secondary Education at Saint Anselm College and a Master of Education in Curriculum and Instruction from the Boston College, Carolyn A. and Peter S. Lynch School of Education and Human Development.

Tina Stoval is the new Upper School librarian in the Wheeler Library. She most recently served as a Library Media Specialist in Medway, MA Middle and High Schools and worked for Merriam Elementary School in Acton, MA before that. Tina holds a Master of Arts in Teaching from National-Louis University and a BA from Saint Mary’s College in Notre Dame, IN with a double major in writing and literature, as well as a minor in biology. She began her teaching career as a seventh grade English teacher in the Chicago area and earned her post-masters School Library & Information Science Certificate from Simmons University in May 2020.

Adrianna Quintiliani will be teaching fourth grade. She has spent the last four years teaching fourth grade at the Jackson Walnut Park School in Newton. Prior to this, Adrianna also spent a year teaching third grade at Jackson Walnut Park School and was a special education aide at the Underwood School in Newton Public Schools and also in the Needham Public Schools. Adrianna attended Sacred Heart University, where she earned her bachelor's degree in sociology and her master’s degree in elementary teaching.

This year the Learning Resources Department welcomes five new skills teachers and tutors. Joining the Fessenden community as skills teachers are Allison Poster and Caitlin Salyer. Allison is working in the Skills Center with students in all divisions. Prior, Allison was a private tutor for the last four years, and she is an Orton-Gillingham trained tutor. She has a Bachelor of Arts in English from George Washington University. Caitlin is also an Orton-Gillingham trained tutor who has joined our Skills Center, and she will be working primarily with Lower School students. Prior to tutoring, Caitlin worked with elementary-age students for many years, including at Belmont Day School, Meadowbrook, and Country Elementary School. She has a Bachelor of Arts in psychology from Trinity College and a Master of Education from Lesley University. Emily Casella, Courtney Peschel, and Lily Zhang are new academic tutors. A recent graduate of Lasell University with a bachelor’s degree in psychology, Emily has experience with academic tutoring and coaching in Lasell’s Academic Advising Center, as well as substitute teaching in Waltham. She is also pursuing a Master of Arts in School Counseling at Boston College. While new to the academic tutor role at Fessenden, Courtney is not new to campus. A Fessy parent, she has worked as both a regular and long-term substitute, primarily in the Middle School. Prior to coming to Fessenden, Courtney has tutored and taught math. She has two bachelor’s degrees and a master’s degree in engineering from Dartmouth College. Last, but not least, Lily has had a private career coaching practice, and prior to that she was at MIT for many years, where she worked with students in both the Media Lab and in one-on-one career coaching and advising. Lily was also a high school ESL teacher in Boston. She has a BA in American Studies and Sociology from Tufts University, as well as an MEd in Secondary Education and English as a Second Language from University of Massachusetts Boston.

Familiar Faces in New Roles
In addition to the new faculty and administrative staff joining Fessenden this year, several members of the Fessenden community have transitioned into new roles for the 2023-2024 school year.

In the Lower School, Grace Littlejohn, who spent last year as a long-term substitute in Kindergarten, is co-teaching this year with Sarah Gagnon in Kindergarten. Grace graduated from Boston University with a bachelor’s degree in Early Childhood Education. Prior to her arrival at Fessenden this past March, Grace was a lead teacher at the Radcliffe Child Care Center at Harvard University. Greta Sanborn is teaching first grade and partnering with Maisha Sport. Greta has been at Fessenden for the last 13 years, and she has taught both Pre-K and Kindergarten. Suzie Krupienski is teaching third grade with Courtney Grey. Suzie has been teaching fourth grade at Fessenden for the last three years. Adele Ellis and Adam Brewer have joined us as assistant teachers. Adele and Adam, along with Becky Shelton, spend time with all grade levels in the Lower School. This past spring, Adele was a teacher in the Extended Day Program (EDP). Previously, Adele taught for over 10 years at the Blackstone Valley Technical High School as a design and visual educator. Adam took on a number of roles last year including substitute teacher and interim EDP Director. Adam recently completed his second summer at Fessenden Summer Camps as the Upper Camp Director, and returns to EDP with a new role as the Assistant Director. Marty Cox, who worked in EDP for the last few years, became the School’s Receptionist and Office Assistant last spring and works directly with the Lower School office in his role.

After serving as the Middle School Dean of Students and MS English teacher for several years, Rory Sanborn is the new Director of Athletics. Replacing Rory as Dean of Students is Melissa Giust (formerly Grip), who has also continued teaching math. Keely Lerman, who previously taught MS math and was most recently a Lower School Assistant Teacher and Learning Resources Academic Tutor, has returned to the MS math classroom.

Becca Palm is the new Head of Upper School after serving as science department chair and faculty member for 10 years. Taking over in the science department is Sam Braun, who is supporting science teaching and learning across the divisions. Gisela Hernandez-Skayne, US Spanish teacher, US Academic Grade Dean, and Language Department Chair, has also taken on the role of English Language Learners Department Chair. In this role, she is supporting the process of further aligning the ELL curriculum with our grade-level English and history courses. Finally, after acting as Head of Upper School for five years, Jason Lewis has become a member of the science faculty teaching biology, as well as earth and environmental science, and is serving as a Grade 9 Class Dean alongside Charlie Danziger ’12.

From boy mom to dad life, these titles about parenting boys are perfect reads for spring.

Each chapter of your son’s life comes with new joys and challenges. That’s why parents are constant students, searching for the best advice from fellow parents and experts alike. If you’re in the market for a new read to bolster your parenting prowess, here are six current titles on parenting boys—filled with fresh perspectives, humor, modern methods, and tips.

“Decoding Boys: New Science Behind the Subtle Art of Raising Sons” by Cara Natterson, M.D.

Have you ever found yourself wishing that your teenage son came with instructions? Cara Natterson’s book “Decoding Boys” may be as close as it gets to a manual for navigating your son’s adolescent years with grace and compassion. In it, she explains the biology behind puberty and the psychology that accompanies this critical period of development. Natterson offers practical advice for parents and teens on topics like social pressure, staying safe and being smart online, and understanding the wide spectrum of “normal” in adolescence. Kirkus Reviews called Decoding Boys, “Comforting ... a common-sensical and gently humorous exploration of male puberty's many trials.”

“Boy Mom: What Your Son Needs Most from You” by Monica Swanson

Monica Swanson is a mother who has waded through the beautiful, and sometimes muddy, trenches of parenting boys. It’s a badge she wears with honor in Boy Mom as she explores the responsibility of raising boys in today’s world. While her advice is influenced by her faith, her stories and experiences are universal to all parents and guardians. She shares personal stories, guidance, and inspiration along with the tools she has used to raise a boy with strength of body, mind, heart, and character.

“Code 7: Cracking the Code for an Epic Life” by Bryan R. Johnson

The best way to understand what it’s like to be a boy right now might be to step into one’s shoes. “Code 7” is a chapter book you can enjoy with your young reader (ages six to 10). Each chapter presents a story about one of seven main characters who are students at Flint Elementary School, and focuses on their positive character traits. According to the School Library Journal, “Readers will enjoy these stories involving a diverse group of likeable children who find themselves in funny (and most likely, familiar) situations. Educators and parents will appreciate the life lessons of caring, having a strong work ethic, and embracing teamwork that are so important during a child's formative years.”

“Things My Son Needs to Know About the World” by Fredrik Backman

Fredrik Backman’s collection of essays for his son reflect on fatherhood with humor and insight. Through all the fumbles and wins of parenting, Backman comes back to the heart of what it means to be a father. Each chapter imparts a lesson—from “What you need to know about being a man” to “What you need to know about what happened to the plastic singing giraffe”—each lesson is as valuable to dad as it is to mom and any caregiver in your son’s life. Publisher’s Weekly says, “All of the essays are connected by Backman’s belief that children should grow up ‘to be better than us ... kinder, smarter, more humble, more generous, and more selfless than we are.”

“Raising Boys Who Respect Girls: Upending Locker Room Mentality, Blind Spots, and Unintended Sexism” by Dave Willis

Dave Willis is a father to four boys, and, in addition to being an author, he is a relationship coach. In “Raising Boys Who Respect Girls”, Willis tackles the increasingly challenging question of what it means to respect women in today’s society. He empowers parents and guardians with the tools and information they need to instill healthy values in boys. Publisher Thomas Nelson says, “Willis helps readers inventory the blind spots that lead to accidental forms of disrespect, showing how to root out issues in our own hearts before we inadvertently pass along these same issues to our boys.”

“The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives” by William Stixrud, Ph.D., and Ned Johnson

Is it possible to prevent stress and anxiety in high-performing students? Authors William Stixrud, Ph.D, and Ned Johnson explore this topic from a science-based perspective using real life case studies and the latest in neuroscience and behavioral therapy. They translate their findings into parenting practices you can use to empower your son and help him avoid the pitfalls of anxiety. Some of their advice includes nurturing healthy habits, providing a safe space at home to express themselves, using positive language rather than anxiety-provoking language, and offering them challenges that lead to growth and confidence.

You Tell Us

What books on parenting boys have you found useful on your parenting journey? What boy-friendly self development books have you explored?

Caught up in the excitement of Super Tuesday, Fessenden's Kindergarten discussed the importance of voting and created this terrific "Go Vote!" video. We hope it inspires or at least amuses.

And, if you are you looking for motivation from a slightly older, and perhaps more well known, group of voting enthusiasts, we offer 32 Inspiring Leaders Make Their Arguments for Why Everyone Should Vote.

Critical thinking and collaboration in the classroom are the two Cs that nurture good decision-making in Middle School boys.

There are many opportunities for educators to help Middle School boys develop good decision-making skills. The 21st Century learning approach, which promotes mastery of the “six Cs” (critical thinking, communication, collaboration, creativity, character, and cross-cultural competency), is well suited for developing this skill. Of the six Cs, there are two that work in tandem and are particularly important in developing good decision-making skills—critical thinking and collaboration.

Decision-making abilities emerge in boys with the onset of puberty, between ages 9 and 14. This is a time when their worldview is taking shape, and they are beginning to establish their own set of values based on their personal experiences and the values instilled in them by family and community circles. Rather than accepting information at face value, your son may start asking more questions and even engaging in debate.

Shalini Rao, Fessenden’s Director of Teaching and Learning, says boys at this age “know right from wrong but they need a little guidance and sensitivity in making decisions.”

Critical thinking is a foundational set of intellectual skills that should be a focus in every classroom.

Critical thinking includes a wide variety of cross-disciplinary intellectual skills. As defined by the Great Schools Partnership, critical thinking examples may include:

• Developing well-reasoned, persuasive arguments and evaluating and responding to counter arguments
• Examining concepts or situations from multiple perspectives, including different cultural perspectives
• Questioning evidence and assumptions to reach novel conclusions
• Devising imaginative ways to solve problems, especially unfamiliar or complex problems
• Formulating and articulating thoughtful, penetrating questions
• Identifying themes or patterns and making abstract connections across subjects

Educators should encourage critical thinking through hands-on activities and projects. In literature, a student might explore different character perspectives by rewriting a scene from another character’s point of view. In science, students might be asked to question the source of a given research study and investigate the motivation behind the study to assess its credibility.

It is important to give students the opportunity to apply critical thinking skills to global issues or everyday social challenges. For example, in Fessenden’s eighth grade science class, the boys use what they have learned about electricity and programming to come up with a feature that will make a home more environmentally-friendly. This type of real-world application helps develop their social-emotional skills and better prepares them to make decisions in their own world.

Collaboration provides the opportunity for Middle School students to put their critical thinking skills to work.

The benefits of collaboration extend beyond the classroom and build on a student’s critical thinking aptitude and decision-making skills.

At Fessenden, group work is central to its project-based curriculum precisely because it is a very effective way to build collaboration and critical thinking skills, among others. “In a small group, each student has voice and choice in what to do to meet the challenge. They brainstorm and come up with a plan together. It is an iterative process, so students might run into bugs during the coding process, for example, and need to fix them or redirect the project altogether, “ explains Kitty.

Kitty also shares, “Those who don’t run into failure aren’t learning nearly as much as those who do. Having a couple of people collaborate on that makes it all the better. There are different skill sets and ideas that come to fruition.”

Most educators agree that providing ample opportunities for students to enhance their collaborative skills is critical to preparing them for the world they will inherit.

Critical thinking and collaboration benefit a student beyond the classroom.

Today, the ability to think critically and work with others to achieve a common goal is highly coveted in the workplace, and certainly an asset to building healthy relationships.

Students often look forward to group work because it gives them a chance to socialize and be part of a team. All the while, they are honing their ability to listen and to engage in discourse that is based on respect.

According to an article by the National Education Association, there are many benefits to collaboration in the classroom, including nurturing creativity through group brainstorming, helping a student get to know himself better, and providing the student opportunities to apply the critical thinking skills he has been working on across the curriculum.

When critical thinking and collaboration are fostered in the classroom and practiced by strong role models both at school and at home, boys develop effective decision-making skills based on respect, perspective-taking, and reason. A skill set that will serve them throughout their education, career, personal life, and community life.

Learn More

21st Century Learning: This approach focuses on mastering the “six Cs”: critical thinking, communication, collaboration, creativity, character, and cross-cultural competency.

Life and Leadership Course: Students have the opportunity to role play real-life scenarios with their peers, and develop awareness of self and others while honing skills for good decision-making.

Fourth grade is challenging for many students. Academic expectations are higher than they were in third grade, and children work more independently. Friendships are more important and more complicated. There is increased academic and social pressure. To help your son thrive, you want to find a school that understands the intricate relationships between academic expectations, childhood development, and social dynamics while helping your child navigate the transition from third to fourth grade.

How is a classroom structured to help students transition successfully to fourth grade? 

According to the Association for Supervision and Curriculum Development, a national organization empowering educators to achieve excellence in learning, teaching, and leading, schedules and routines are especially important in the fourth grade. By setting clear expectations in the classroom, students are more at ease and focused on learning. They remain more alert when lessons balance sitting and listening with active participation. Nine- and ten-year-olds have a lot of energy. Incorporating movement into the curriculum helps students productively expend their energy so they can concentrate on their work.

Fessenden teachers structure their classrooms to help their students thrive in fourth grade. They support their students in developing routines through interactive modeling and positive reinforcement and help their class build a safe and collaborative learning community.

Shalini Rao, Fessenden’s Director of Teaching and Learning, works closely with faculty to ensure that every student in fourth grade receives the support he needs. One way she accomplishes this goal is by facilitating the Responsive Classroom approach.

Responsive Classroom is an pedagogical approach to classroom management where learning is the priority. “The idea is that you are building a culture where classroom management and discipline don’t drive the learning,” explains Shalini. “It is about putting systems into place and creating a community that facilitates learning. It’s an approach to teaching where learning takes priority.”

There are three areas of childhood development that impact student success in fourth grade and are supported by Responsive Classroom practices. 

Integrating Responsive Classroom practices creates an exceptional learning environment for many students, including fourth graders. It is a student-centered methodology designed to create a safe and engaging classroom based on research that supports three critical areas of childhood development:

1. Responsive Classroom practices support a fourth grader’s physical development by incorporating movement throughout the day.

Fourth grade students are experiencing a lot of changes, not just in their environment, but in their growth and development. At this age, larger muscles are developing quickly, and handwriting often declines. Many boys enjoy the outdoors and physical challenges. They are frequently hungry and get tired easily, so classrooms must accommodate their natural rhythms.

“With this age group, it is especially important to establish a schedule that includes time for recess and outdoor play,” says Shalini. “Movement breaks, and healthy snacks help keep students focused.”

Students in fourth grade acquire a lot of new skills, and, combined with clear instructions and time to practice, minimizes frustrations. “Students are learning to use tools such as rulers, compasses, and more advanced computer programs,” shares Shalini. “Most boys enjoy these challenges, but developing new skills can be frustrating. So we build in breaks and give them a number of opportunities to practice.”

2. Responsive Classroom practices support a fourth grader’s cognitive development by carefully structuring lessons to build upon their experience.

Fourth graders are particularly good at memorizing facts, think often about abstract ideas, and take pride in their schoolwork. They are increasingly expressive, more interested in reading independently, and enjoy sharing their point of view.

“I expect my students to read for at least 30 minutes every day,” says Jamie Ames, a fourth grade teacher at Fessenden. “We also try to write every day. I want the students to take each writing assignment through multiple drafts and to read it out loud to get feedback from their peers.”

Expectations are high, and projects are much more complex in the fourth grade. “I tell my students that I want all of the work they give me to represent their best work,” explains Jamie. “But I also help them understand that it is an iterative process. The first draft is meant to be a good starting point. By sharing their work, getting feedback, and revising their work, they become better and better writers. I want them to be the best they can be, so I encourage them to compete against themselves. That fosters resilience and tenacity that will serve them well in the future."

3. Responsive Classroom practices support a fourth grader’s social and emotional development by incorporating group work, peer tutoring, and classroom discussion.

Socially and emotionally, students in fourth grade are generally happy and truthful. They have a more nuanced sense of right and wrong, and they are better able to resolve issues of fairness. They enjoy both cooperative and competitive games, which makes group work especially valuable.

“Every week, I put one of the paragraphs written by a student on the SMART Board,” says Jamie. “We review it as a class. The goal of the critique is to provide the writer with feedback and information. Some of our best discussions come out of this one exercise.”

Group work, peer tutoring, and classroom discussions provide students with the opportunity to develop their conflict resolution skills. “At this age, students are becoming more independent and self-reliant,” explains Shalini. “Group activities help them learn to resolve disagreements and concerns around fairness while they discover their strengths.”

Fourth grade is an important year for any child. For many, this is when they start to discover who they are as individuals. Teachers who understand the physical, cognitive, social, and emotional growth of these students are better able to support their current needs and prepare them for future success.

If you’re looking for a school for this pivotal year in your son’s education, we encourage you to visit Fessenden and spend some time in a fourth grade classroom.  Call us today at (617) 630-2300 to schedule your campus visit.

In honor of Valentine's Day, members of the Fessenden community shared their love for Fessy. Enjoy!