Dear Fayerweather Community,
I am constantly astounded by and grateful for the support that community members like you continue to provide. Because of you, our students are embracing opportunities for growth and learning that are possible in an environment where a focus on learning in community is privileged. Your contributions to this project – through financial donations, as well as donations of time, talent, and testimony – show that we have a committed and enthusiastic source of support for what makes Fayerweather unique and special.
“The times they are a-changin’,” as Bob Dylan reminds us, and sometimes it seems like the times are changing faster and faster than ever. As our world continues to change, it is imperative that Fayerweather stays flexible and resilient to adapt to these changes. Indeed, such nimble adaptation is one of the core pillars of our mission: Education must address the themes and issues of our time. As you will see in this year’s Impact Report, Fayerweather has been hard at work embracing this pillar by introducing new curricula, developing a robust strategic plan, and ensuring our financial stability so that we can continue to help set students up for success in this rapidly shifting world.
Learning necessarily involves changing. And change can be scary – it can be intimidating to change our minds, our behaviors, or our worlds. Change is not just necessary; it is inevitable. But when we prepare for change, we set ourselves up for a learning process where fear subsides, curiosity blooms, and the world becomes a place where we are agents of our own learning. Our students experience this every day when they venture to Fresh Pond to watch nature in constant flux, when they dig into difficult histories, or when they engage with and manipulate language to spur new ways to describe their worlds and their experiences. And because our students have the resources to experience these changes in a state of learning and not fear they are better equipped for how to respond to future challenges.
It is through your support that Fayerweather is able to create such an environment. Your continued love of Fayerweather and embrace of its mission does not simply put pencils into students’ hands – it opens up a space of curiosity and discovery that students are free to explore. When you contribute your time and your resources, you are helping students hear the message that while the world may be an uncertain and changing place, they are capable of exploring it, learning from it, and changing it for the better.
Thank you for your belief in the power of Fayerweather and our mission and in the success of our students and their ability to learn from an ever-changing world. The magical moments of discovery and learning that students regularly experience at Fayerweather would not be possible without you.
In partnership,
Kimberly Ridley, Head of School
New Staff Spotlight
Abby Walker, 1-2 Teacher
Why did you choose to work at Fayerweather?
I chose Fayerweather because of the community. FSS is a place where all are welcomed and celebrated. Teachers, staff, and students, all support and root for each other. It is a place where all people can flourish as their authentic selves.
Strategizing Success
By Courtney Quinn, FSS Board Chair
As a board, our role is threefold - stewardship of the mission, management and support of the head of school, and maintaining financial sustainability - but at the center of the role is the idea of continuance. There's nothing more important to our board than ensuring Fayerweather continues to meet its mission and upholds its values long into the future.
One of the ways we do that is by making sure we're responding - appropriately and thoughtfully - to changes in the education landscape. In the post-pandemic world, there have been a lot of them! Schools that thrive amid these changes are schools that know how to be nimble, adaptive and strategic while also holding true to our values and the core of our mission.
That's why we engaged in a strategic planning process this past year. A strategic plan is an opportunity for a governing board - in partnership with school leadership and with the engagement of the entire community - to take a step back, look thoughtfully at the environment in which we're operating, and set some priorities that will help us better meet our mission within the set of social, economic and cultural conditions in which we find ourselves.
Our process for this work was intentional and inclusive. We assembled a steering committee of board members, staff and members of the broader Fayerweather community to lead the process. We worked with our consultant to create opportunities for meaningful participation from our community - both virtually and in person - and took particular care to make sure we were hearing the perspective and voices of Fayerweather experienced teachers. We appreciate and value tremendously every person who took time to be part of this process.
In the new year, we'll share more with our community about the priorities we're setting as a result of our steering committee's work - priorities focused on situating our academic program in community and place, more deeply understanding the needs of our students now and in the future, and ensuring that our space, schedule and financial model are attuned to the requirements of the program and the community. We envision through these priorities a Fayerweather that is recognized as a beacon of progressive education, making the lives of our students and families richer with curiosity, creativity and social responsibility.
The priorities we set through this plan are long-term, school-wide efforts that require special attention, time and resources from the board and our community. That we're putting significant investment of energy into these priorities does not mean, however, that these will be the only work happening at Fayerweather over the next five years! School leadership will continue to make improvements to our curriculum and program and partner with the board on thoughtful policy making around technology, security and other important issues. The life of the school - quotidian, magical, and complex - continues, even as we set ambitious goals for how we would like to see ourselves in five years' time.
We're excited to be launching this new strategic plan in 2025 - and confident that both the good work that went into our planning and the good work to come will position Fayerweather as a leader in the transformative work of education.
New Staff Spotlight
Andrew Lee, Assistant Head of School
What do you envision for your future at Fayerweather?
I envision us collaborating as a whole community of students, families, and staff to shape Progressive Education for the post-Covid world. And I envision continuing to experience joyful moments every day.
2023-2024 Annual Fund Donors by Class
Thank you to our current families whose support for the school through their gifts allows each student to experience joy in learning.
Overall Parent/Caregiver Participation: 90%
PreK | Ashley & Nora | 98%
- Kurt Armbrust and Holly Careskey
- Jessie Ewing
- Kendra Field and Khary Jones
- Pat and Kyle Satterstrom
- Shengtao Wang and Jie Bai
Kindergarten & TK | Tara & Melissa | 98%
- Kurt Armbrust and Holly Careskey
- Jessie Ewing
- Elena Geretti and Michel DeGraff
- Lydia and Henrik Hagtvedt
- Kate Haviland and Edo Berger
- Zach Hirschtritt and Sarah Perkins
- Adria Karlsson
- Rackham Karlsson
- George Locke and Elizabeth Stark
- Marc Oliveras and Mireia Torello
- Lane and Paul Penta
- Rebecca and Ramsay Ravenel
- Marin and Masanao Yajima
- Nina You
- Natalie and James Zahniser-Word
Ami & Alex | 1-2 | 99%
- Joshua Buresh-Oppenheim and Rachel Hirsch
- Sara Cable and Elizabeth Pinsky
- Sara and Victor Gehling
- Kate Haviland and Edo Berger
- Adria Karlsson
- Rackham Karlsson
- Rahul Khara and Lulu Liu
- Katherine and Jonathan Mackie
- Paul McDonald and Marcia Velencia
- Abby and Matthew Murphy
- Matthew Naunheim and Aya Michaels
- Josy Raycroft and Katy Tooke
- Benjamin Schneer and Elizabeth Segran
- Jeannie Seidler
- Nate Silver and Kristina Fenn Silver
- Laura and Jonathan Zittrain
1-2 | Tracey & Lucy | 98%
- Christian Baillet and Gabriela Schlau-Cohen
- Elizabeth and Matthew Bean
- Jeff Cleary and Alissa Cardone
- Nicole Clouse and David Danese
- Bobby Cohanim and Laura Major
- Karina Davis and Kenroy Cayetano
- Sara and Victor Gehling
- Sandra Law and Ben Ho
- Sayra Lucero
- David Manegold and Julie Skinner Manegold
- Michelle and Daniel McHale
- Marc Oliveras and Mireia Torello
- Lane and Paul Penta
- Sandra Rojas and Carrie Dirmeikis
- Manuel Zepeda and Katherine Jong
3-4 | Aaron & Diana | 100%
- Suzanne Baumann
- Elizabeth and Matthew Bean
- Cicely Carew
- Jonathan Dutch and Emily Greenstein
- Julie Ebin
- Shawn Hockert and Miranda Elmorsi
- David Klotz and Elnaz Menhaji-Klotz
- Paulo Loos
- Maria Aliberti Lubertazzi and David Lubertazzi
- Mike '92 and Sarah MacGillivray
- Rob Mark and Becky Evans
- Paul McDonald and Marcia Velencia
- Amy McGuire and Mel Forest
- Abby and Matthew Murphy
- Rebecca and Ramsay Ravenel
- Ciaran Smyth and Mirian Arias
- Arielle Stanford
- Stacey Versavel
3-4 | Nabia & Maria | 98%
- Dacia and Shanel Antunes
- Karl Bandtel and Farley Urmston
- Carolyn Bloomberg-O'Brien and Timothy O'Brien
- Nicholas Conway and Jessica Liao
- Jennifer and David Falk
- Rhea M. Gibson
- Carie and Matt Hersh
- Rob Hesketh and Anne Sarkalahti-Hesketh
- Adria Karlsson
- Rackham Karlsson
- Jenny and Peter Kuliesis
- Paulo Loos
- Erin McLaughlin and Eric Masunaga
- Jeannie Seidler
- Niall Stephens and Talaya Delaney
- Moddie Turay and Melanca Clark
- Stacey Versavel
- Marin and Masanao Yajima
5-6 | Abby & Chrissi | 100%
- Dacia and Shanel Antunes
- Aaron Bennett and Sarah Dunbar
- Maggi Berwind-Dart
- Emily Bowler and Jen Brennan
- Mike Bowler and Annie Peterson
- Joshua Buresh-Oppenheim and Rachel Hirsch
- Jeff Cleary and Alissa Cardone
- Nicholas Conway and Jessica Liao
- Sean Effel and Susan Brown
- Rhea M. Gibson
- Grant Godfrey and Keri Hughes
- Ashley and Laroy Harding
- Rob Hesketh and Anne Sarkalahti-Hesketh
- Shawn Hockert and Miranda Elmorsi
- Allison Li and Michael Brown
- Manuel Molina and Glorimar Ruiz-Mercado
- Miguel Montero and Margo Guernsey
- Christopher Moss and Christine Mastal
- Kerrie and Adam Owens
- Courtney and Donovan Quinn
- Josy Raycroft and Katy Tooke
- Carlos Sánchez Somolinos and Monica Álvarez
- Amy Sandler
- Patrick Sylvain and Jalene Tamerat
- Moddie Turay and Melanca Clark
- Levina Wong
5-6 | Cindy & Sarah | 97%
- Stef Branca
- Mark Breedlove and Diana Marsh
- Caroline Berz
- Jeff Cleary and Alissa Cardone
- Bobby Cohanim and Laura Major
- Karina Davis and Kenroy Cayetano
- Mahmood Firouzbakht and Deidre Deegan
- John Frank and Elsie Sunderland
- Cynthia Gilbert
- Chris Jeris and Te-Yi Lee
- Adria Karlsson
- Rackham Karlsson
- David Klotz and Elnaz Menhaji-Klotz
- Rob Koelzer and Deb Gettelman
- Marc Leuchner and Courtney Hite
- Tina and Christopher Mack
- Annika Malmberg and Steven McCarroll
- Clemens Noelke and Iva Kronja
- Rebecca and Ramsay Ravenel
- Pat and Kyle Satterstrom
- Andres Tellez and Katherine Armstrong
- Robert Zeiller and Melissa Renn
The Unit | 87%
- Vivek Bald and Kym Ragusa
- Erik Barnes and Debra Candreva
- Carolyn Bloomberg-O'Brien and Timothy O'Brien
- Felipe Bohorquez and Patricia Cortes
- Shelly Brissett
- Jennifer Clay and Philip Tan
- Jeff Cleary and Alissa Cardone
- Amy and Ethan d'Ablemont Burnes
- Ben Dunlap and Melissa Feuerstein
- Jennifer and David Falk
- Amy and Ed Fallon
- Mark Fisher and Janelle Smart Fisher
- Genie and Dov Fogel
- John Frank and Elsie Sunderland
- Abhijit Gurjal
- Khary Jones and Kendra Field
- Tammy Kahn
- Adria Karlsson
- Rackham Karlsson
- Rob Koelzer and Deb Gettelman
- David Lewis and Christine Hayes
- Adam Limb and Amy Armstrong
- Jamie and Josh Mendelsohn
- Emie and Daniel Michaud Weinstock
- Karen '84 and Justin Miel
- Meredith Moore
- Andrew Ott and Charan Devereaux
- Michael Patti and Nicole Lamy
- Cecilia and Daniella Pizzurro
- Courtney and Donovan Quinn
- Megan and Robert Ringrose
- Joseph Ronayne and Mireya Nadal
- Carolina and Bryan Sadowski
- Amy Sandler
- Anuj Shah and Heather MacDonald
- Christopher Sokolowski and Angela Chang
- Andres Tellez and Katherine Armstrong
- Parra Tomkins and Finn McCool
- Ben Vigoda and Lauren Stewart
- Jason Wadsworth and Sonya Green
New Staff Profile
Anna Grant, PreK-4 STEM Specialist
What do you envision for your future at Fayerweather?
I have been so excited to implement our new PreK-4 STEM program here at Fayerweather. As we progress through the year, the STEM curriculum has begun to take shape to enhance the historic place-based science and nature education found in each grade band. I look forward to building this program with the continuing support of the community!
From STEM to Bloom
By Garrett Nichols
PreK through 4th Grade students encountered a whole new world this year when they walked into teacher Anna Grant’s room. Anna, who teaches Fayerweather’s new lower school STEM curriculum, has outfitted her room to look like a science enthusiast’s wildest dream. In Anna’s room, which is nestled at the end of the hall next to the PreK room, full-sized skeleton models cozy up next to elaborate microscopes while posters adorn the walls to highlight the anatomies and habitats of various amphibians, birds, and mammals.
More than just a room full of fun artifacts and instruments, Anna’s room is a place where she hopes Fayerweather students can “establish an identity of scientific literacy.” For Anna, Fayerweather’s STEM program isn’t simply a standalone area where students study the scientific method and then set it aside until they come back to her room. Instead, she’s forming a “community responsive” program: “I’m taking what people are doing in the classroom, and I’m enhancing it,” she says. When students learn how to ask the right questions and embrace uncertainty, says Anna, they’re going to be empowered to keep asking those questions elsewhere.
Blending uncertainty with empowerment is the kind of uncomfortable contradiction that Anna hopes to nourish. “We give our kids a lot of anxiety about uncertainty,” she says. “And in here, you can have just a momentary journey away. You can embrace uncertainty, just sit in uncertainty and realize that if you don’t know something, it’s not that someone else knows that and they’re holding it away from you.”
This approach to STEM education at Fayerweather looks quite different from approaches in other educational settings. When asked to craft the program, Anna pulled from multiple models – from STEAM libraries, to makerspaces, to other lower school science programs. And as she developed her curriculum, she knew that she wanted to create a space of empowerment for young kids.
“I think that in the past in a lot of places if you’re an elementary school kid, you might get lucky if your teacher has like a really cool rock collection,” she notes. “Science curriculums in elementary schools are made for classroom teachers who don’t have a science background, and so they don't always feel empowered to bring in more emergent or community responsive elements to the curriculums that are essentially from a box."
Because of this, students aren't always encouraged to explore outside of a set curriculum, which can have the unintended effect of limiting their curiosity. “There’s not a lot of power placed on young kids’ observations and young kids’ experiences with the world around them and sense making, which is sometimes one of the most exciting and powerful moments in kids’ lives – noticing things in the world around them,” she explains.
Fayerweather’s embrace of place-based learning – essentially, immersing students in the cultures, landscapes, and histories that surround them in order to give them a tangential understanding of the concepts they’re learning – allows Anna to design a STEM curriculum that is dynamic and responsive to the world – and bodies – students live in. “One of my favorite things about teaching is when kids are using their own bodies as a kind of lab,” focusing on their sensory experiences to help them understand how things work.
While Anna is excited to keep building a STEM program at Fayerweather that is truly unique, she does so with an eye on the future – not just for Fayerweather but for STEM education more broadly.
“My dream is that we can develop a model for a community-responsive program that we could bring to other places,” she muses. “Fayerweather could be a proving ground for this kind of program that we bring to other schools that incorporates a STEM approach to learning throughout the curriculum (and not just in a dedicated science class).”
New Staff Spotlight
Annie Underwood, PreK Associate Teacher
What is one thing you've learned about Fayerweather since starting that excites you?
One exciting thing that I've discovered is the energy and talent at the All School Meetings. I love when I get to sit and see the PreK and other classes share their knowledge with the rest of us.
2023-2024 Donors to the Solid & Strong CommUNITY Fund
2023-2024 Board of Directors | 100%
We are thrilled that once again 100% of our Board of Directors made gifts to support Fayerweather Street School in 2023-24. It is through the leadership, dedication, and generosity of our Board Directors that Fayerweather stays #Solid&Strong.
- Amy Abelove, Vice Chair
- Aaron Bennett *
- Carolyn Bloomberg-O’Brien *
- Max Cohen ‘00, Secretary
- Ben Dunlap, Treasurer
- Anne Ellsworth
- Mark Fisher
- Khary Jones
- Rebecca Lowenhaupt
- Eric Lowenstein *
- Steve McCarroll
- Elisha Meyer ‘97
- Daniella Pizzuro
- Courtney Quinn, Chair
- Glory Ruiz-Mercado
- Carolina Sadowski
- Lauren Stewart
- Lia Taniguchi, Member At-Large
- Clair Ward
- Lisette Zinner
* Denotes Faculty Directors
Other
Thank you to our Alums, Alum Families, Grandparents, and other Special Friends of the School who made a gift to the Solid & Strong CommUNITY Fund
- Amy Abelove and Ric Bowen
- William Braunlin and Cathy Siebold
- Jill Breitbarth
- Candace Clampitt and Shea Ennen
- Cynthia and H. Theodore Cohen
- Max Cohen '00
- Marianne and Michael Collins
- Kathy Crowley and Chris Abouzeid
- Anne Eisner and James Taff
- Anne Ellsworth
- Margee and John Falk
- Bob Fera and Mindy Nierenberg
- Andrew Feuerstein
- Shani Fletcher
- Peter and Gita Givertzman
- Gary Goldstein and Diane Levin
- David and Elizabeth Goodchild
- Margaret Ann Gray
- Joanie Grisham
- Karen Hockert
- Sufia Jamal
- Margo and David Jay
- Ruth Johnson
- Michaela Karman '06
- Shira Karman
- Susan E. Kluver
- Josh and Melody Komyerov
- Gail and Ken Lehrhoff
- Rebecca Lowenhaupt and David Meshoulam
- Eric and Tracey Lowenstein
- Mike MacGillivray '92
- Dorothy and Roger Mark
- Charlie McDermott and Patricia Flaherty
- Elisha Meyer '97
- Elizabeth Miel
- Karen Miel '84
- Barbara and Richard Moore
- Cindy Probst and Sue Pearce
- Elma Quinn
- Cathe Read and David Locke
- Nancy Renn
- Owen T. Smith '23
- Starr Snead
- Carole and Tony Sokolowski
- Janet Sortor and Tim McLaughlin
- Gretchen and Richard Stark
- Lia Taniguchi
- Cora Tellez
- Chelsey and Joseph Wold
- Kathy Wolff and Steve D'Amato
- Lisette Zinner and Dan Holin
New Staff Spotlight
Brittany Lopez, 5-6 Learning Support
Why did you choose to work at Fayerweather?
I chose to work at Fayerweather because I was impressed by the character of the students during my interview process. The children were so self-assured and welcoming, immediately volunteering to have lunch with me to serve as my guides.
A Trip to Learn
By Carolyn Bloomberg-O'Brien, Chela Badell-Watson, and Jennifer Kay.Goodman, Unit Teachers
Translated by Chela Badell-Watson
This past summer, we traveled to Puerto Rico and gained valuable insights into its rich culture, history, and traditions. We plan to incorporate this knowledge into organizing an educational and immersive trip for students in the future, ensuring they experience the vibrant essence of Puerto Rico firsthand. On our 10-day trip we visited many places and realized that we need to narrow the trip in many ways so it will work well for a shorter trip for students. Our goal is to incorporate as many subject areas as possible, including humanities, sciences, math, Spanish, art, music, and community service.
We began our journey in Old San Juan and learned about its history through a tour guide, examining the history of colonialism and decolonization. On our own, we explored El Morro (an old Spanish fort) and thought of ways we can incorporate math, art, mindfulness, and, of course, practice speaking Spanish with native speakers.
Following a few days in Old San Juan, we headed out to visit the western side of the island. Our first stop was an old sugar plantation that is now a museum and community service site. Guides teach visitors about Puerto Rico’s past as a sugar producer, which included using enslaved workers. In addition to educating people about the history, they also work with volunteers to reforest the island, transforming sugar production into tree nurseries. Following this stop, we visited a local organic farm that utilizes hydroponics, practices organic farming, and has goats to make cheese. We could picture students at both locations, planting trees or working on the farm, tying these experiences to their studies in the Unit of food production, slavery, and nutrition. We then headed into the center of the island and visited a local water park, “Gozalandia.” We hiked through a forest and swam in a pristine river, bathing under waterfalls.
We continued on our way to the northwest coast of the island, to the town of Aguadilla, where we met with the administration of the Froebel School. This is a pre-K to 12 independent school established in a former US Army barracks. We met with administrators and staff and explored possibilities for a cultural, community service, and language-exchange program between our students.
Next, we traveled southwest to Mayaguez, Cabo Rojo, and the beach-side city of Ponce. We visited its main plaza, the market and the beach. The following day we continued to the thermal Waters of Cuomo and learned about its health properties. We ended the day on the northeast coast in Fajardo which is the launching point for visits to the El Yunque rainforest. We took a guided tour through the only rainforest in the US, swam in another waterfall, and had lunch with typical Puerto Rican cuisine.
Overall, the experience gave us a glimpse into what could be an exciting opportunity to travel with students to a place that is quite different from Cambridge. Going with students will allow us to do project- and place-based learning that fulfills Fayerweather’s mission of learning about different cultures and teaching hard history. Getting students away from the familiar will help us challenge them in ways that will broaden their horizons.
Un Viaje para Aprender
Por Carolyn Bloomberg-O'Brien, Chela Badell-Watson, y Jennifer Kay.Goodman, Profesores de Unidad
Traducido por Chela Badell-Watson
El verano pasado viajamos a Puerto Rico y obtuvimos valiosos conocimientos sobre su rica cultura, historia y tradiciones. Planeamos incorporar este conocimiento en la organización de un viaje educativo e inmersivo para estudiantes de la Unidad en el futuro, asegurándonos de que experimenten la esencia vibrante de Puerto Rico de primera mano. En nuestro viaje de 10 días visitamos muchos lugares y nos dimos cuenta de que teníamos que limitar el viaje de muchas maneras para que funcionara bien en un viaje más corto para estudiantes. Nuestro objetivo es incorporar tantas áreas temáticas como sea posible, incluidas humanidades, ciencias, matemáticas, español, arte, música y servicio comunitario.
Comenzamos nuestro viaje en el Viejo San Juan y conocimos su historia a través de un guía turístico, examinando la historia del colonialismo y la descolonización. Por nuestra cuenta, exploramos El Morro (un antiguo fuerte español) y pensamos en formas en las que podemos incorporar matemáticas, arte, presencia mental y plena y, por supuesto, practicar hablar español con hablantes nativos.
Después de unos días en el Viejo San Juan, salimos a visitar el lado occidental de la isla. Nuestra primera parada fue en una antigua plantación de azúcar que ahora es un museo y un sitio de servicio comunitario. Los guías enseñan a los visitantes sobre el pasado de Puerto Rico como productor de azúcar, que incluía el uso de trabajadores esclavizados. Además de educar a la gente sobre la historia, también trabajan con voluntarios para reforestar la isla, transformando la producción de azúcar en viveros de árboles. Después de esta parada, visitamos una granja orgánica local que utiliza hidroponía, practica agricultura orgánica, y tiene cabras para hacer queso. Podíamos imaginarnos a los estudiantes en ambos lugares, plantando árboles o trabajando en la granja, vinculando estas experiencias a sus estudios en la Unidad de producción de alimentos, esclavitud y nutrición. Luego nos dirigimos al centro de la isla y visitamos un parque acuático local llamado, "Gozalandia". Caminamos por un bosque y nadamos en un río cristalino, bañándonos bajo cascadas.
Continuamos nuestro camino hacia la costa noroeste de la isla, hasta el pueblo de Aguadilla, donde nos reunimos con la administración del Colegio Froebel. Esta es una escuela independiente desde preescolar hasta el grado 12 establecida en un antiguo cuartel del ejército de los EE. UU. Nos reunimos con administradores y personal, y exploramos posibilidades para un programa cultural, de servicio comunitario y de intercambio de idiomas entre nuestros estudiantes.
Luego, viajamos hacia el suroeste hasta Mayagüez, Cabo Rojo y la ciudad costera de Ponce. Visitamos su plaza principal, el mercado y la playa. Al día siguiente continuamos hacia las Aguas Termales de Cuomo y conocimos sus propiedades para la salud. Terminamos el día en la costa noreste en Fajardo, que es el punto de partida para visitas a la selva tropical de El Yunque. Hicimos una visita guiada por la única selva tropical de Estados Unidos, nadamos en otra cascada y almorzamos con comida típica puertorriqueña.
En general, la experiencia nos dio una idea de lo que podría ser una emocionante oportunidad de viajar con estudiantes a un lugar bastante diferente a Cambridge. Ir con los estudiantes nos permitirá realizar un aprendizaje basado en proyectos y lugares que cumplan con la misión de Fayerweather de aprender sobre diferentes culturas y enseñar historia real. Alejar a los estudiantes de lo familiar nos ayudará a desafiarlos de maneras que ampliarán sus horizontes.
New Staff Spotlight
Garrett Nichols, Marketing & Communications Manager
What is one thing you've learned about Fayerweather since starting that excites you?
I have really enjoyed learning about the culture of exploration and “what if” at Fayerweather – from the students to teachers to administrators. Everyone is genuinely excited to try new things.
Special Projects & Funds
Gifts to specific projects and funds help support the Horizon Fund, Library, tuition aid, our STEM and science programs, and tutoring or other support for students with different learning profiles. We are thankful to the donors below who have identified these areas for their support above and beyond their gifts to our Solid & Strong CommUNITY Fund.
- Anonymous (2)
- The Boston Foundation
- Amy & Ethan D’ablemont Burnes
- Anne Ellsworth
- Fidelity Charitable
- Janelle & Mark Fisher
- Genie and Dov Fogel
- Gita and Peter Givertzman
- Kate and Jonathan Mackie
- Steve McCarrol and Annika Malmberg
- Montauk Foundation
- Michael Patti and Nicole Lamy
- Rowan T. O’Riley Foundation
- Schwab Charitable
- Elizabeth Segran and Ben Schneer
- Barbara Timken
- Nicholas Timken
- Anna Timken-Ingendahl and Eli Ingendahl
- Vanguard Charitable
- Mary Weitzel and David Halfpenny
New Staff Spotlight
Julie Parsons, Art Teacher
Why did you choose to work at Fayerweather?
Fayerweather is a fantastic small progressive independent school that knows its students and holds itself to best educational practices. I have learned how deeply dedicated the professional community is to each student's success.
Big Night Out
Thank you to everyone who donated, attended, bid, participated in the paddle raise, 50/50 drawing, wine pull, and volunteered for BIG NIGHT OUT IN 2024 honoring Iku Oseki! Due to our generous community, we raised over $80,000 for the Tuition Aid Endowment and Tuition Aid Programs at the school. Thank you!
- Anonymous (2)
- Kurt Armbrust and Holly Careskey
- Karl Bandtel and Farley Urmston
- Elizabeth and Matthew Bean
- Michael Bowler and Annie Peterman
- Stef Branca
- Bernice Buresh
- Joshua Buresh-Oppenheim and Rachel Hirsch
- Alissa Cardone and Jeff Cleary
- Cicely Carew
- Max Cohen '00 and Tony Savorelli
- Community Foundation for Southeast Michigan
- Amy and Ethan d'Ablemont Burnes
- Karina Davis and Kenroy Cayetano
- Charan Devereaux and Andrew Ott
- Ben Dunlap and Melissa Feuerstein
- Jonathan Dutch and Emily Greenstein
- Julie Ebin
- Sean Effel and Susan Brown
- Ann Eggleston
- Anne Ellsworth
- Jenn and David Falk
- Amy and Edward Fallon
- Andrew Feller and Kathleen Mulvaney
- Mahmood Firouzbakht and Deidre Deegan
- Andrew Fish
- Janelle Smart Fisher and Mark Fisher
- Alex Flores
- Rhea M. Gibson
- Kate Haviland and Edo Berger
- Rob Hesketh and Anne Sarkalahti-Hesketh
- Courtney Hite and Marc Leuchner
- Shawn Hockert and Miranda Elmorsi
- Eleanor Horton '04
- Keri Hughes and Grant Godfrey
- Jennifer Hunter
- Khary Jones and Kendra Field
- Adria Karlsson
- Kathryn and Bengt Karlsson
- Jennifer and Gregory Katsoulis
- Rahul Khara and Lulu Liu
- Rob Koelzer and Deb Gettelman
- Jennifer Krier and Robert Cosinuke
- Sandra Law and Ben Ho
- Jessica Liao and Nicholas Conway
- Ripple Lin
- Rebecca Lowenhaupt and David Meshoulam
- Maria Aliberti Lubertazzi and David Lubertazzi
- Daniel Lubins
- Sayra Lucero
- Tina and Christopher Mack
- Laura Major and Bobby Cohanim
- Rob Mark and Becky Evans
- Diana Marsh and Mark Breedlove
- Charlie McDermott and Patricia Flaherty
- Michelle and Daniel McHale
- Erin McLaughlin and Eric Masunaga
- Nabia Meghelli and Arun Ravindran
- Abby and Matt Murphy
- Andrea Myers
- Diane and Charley Norris
- Elizabeth and Robert Oakes
- Iku Oseki and Michael Robbins
- Whitney and Michael Otto
- Adam and Kerrie Owens
- Paul and Marlena Penta
- Sarah Perkins and Zach Hirschtritt
- Daniella Pizzurro and Cecilia Cole Pizzurro
- Courtney and Donovan Quinn
- Rebecca and Ramsay Ravenel
- Kim and Robert Ridley
- Megan and Robert Ringrose
- Julia Rosenbloom and Max Weiss
- Glory Ruiz-Mercado and Manuel Molina
- Carolina and Bryan Sadowski
- Amy Sandler
- Pat and Kyle Satterstrom
- Jeannie Seidler
- Anuj Shah and Heather MacDonald
- Christopher Sokolowski and Angela Chang
- Arielle Stanford
- Niall Stephens and Talaya Delaney
- Lauren Stewart and Ben Vigoda
- Lia Taniguchi
- Parra Tomkins and Greg Shaw
- Mercedes Tompkins
- Bran Trice
- Moddie Turay and Melanca Clark
- Clair Ward
- Dorla White-Simpson
- Julie Winslow and '87 Ned Regina
- Levina Wong
- Marin and Masanao Yajima
- Nina You
- Natalie and James Zahniser-Word
Volunteer Supporters
We are grateful for the continued contributions of time, talent, and testimony generously given by the Fayerweather community. Because of your efforts, we are able to continue to deliver the Fayerweather experience that families, students, and alum cherish.
- Monica Álvarez
- Jie Bai
- Emi Barkus
- Patricia Bohorquez
- Stef Branca
- Asya and Ron Calixto
- Holly Careskey
- Cecily Carew
- Melanca Clark
- Amy d'Ablemont Burnes
- Deidre Deegan
- Talaya Delaney
- Charan Devereaux
- Ben Dunlap
- Anne Ellsworth
- Miranda Elmorsi
- Becky Evans
- Jessie Ewing
- Amy Fallon
- Jenn Falk
- Mark Fisher
- Genie Fogel
- Deb Gettelman
- Sandra Gold
- Matt Hersh
- Ben Ho and Sandra Law
- Shawn Hockert
- Keri Hughes
- Chris Jeris
- Khary Jones
- Adria Karlsson
- Rahul Khara
- Jenny Kuliesis
- Sandra Law
- Allison Li
- Maria Aliberti Lubertazzi
- Tina Mack
- Lauren Magoun
- Laura Major
- Steve McCarroll
- Amy McGuire
- Erin McLaughlin
- Abby Murphy
- Kerrie Owens
- Courtney Quinn
- Becca and Ramsay Ravenel
- Megan Ringrose
- Glory Ruiz
- Carolina Sadowski
- Anne Sarkalahti-Hesketh
- Jeannie Seidler
- Lizzie Stark
- Philip Tan
- Andres Tellez
- Marica Velencia
- Masanao and Marin Yajima
- Nina You
- Laura Zittrain