This week, during Community Time, students from Preschool through 8th Grade began preparing for our upcoming Ruby Bridges Walk to School Day on Wednesday, October 28.

Across the school, students read and learned about Ruby Bridges, who, at just six years old, became one of the first Black children to integrate an all-white elementary school in New Orleans in 1960. Her extraordinary courage in the face of racism and hostility changed the course of history and continues to inspire generations of children.

While understanding this important chapter of American history is essential, we also want our students to recognize that Ruby’s story is not simply one of the past. It invites us to reflect on the choices we make, the way we treat one another, and the responsibility we each have to stand up for what is right.

Through age-appropriate books, thoughtful conversations, and reflection, students explored questions such as:

• What helps us find courage when something feels difficult?

• Can you remember a time when you felt left out or alone?

• What responsibility do we have when we witness something unfair, even when it isn’t happening to us?

• What can we do to ensure that every child in our community knows they matter?

These conversations connect directly to our core values and our commitment to helping children develop not only an understanding of fairness and justice, but also the empathy, courage, and confidence to put those values into action.

One of the things I value most about our progressive approach to education is that we don’t simply ask children to learn about the world; we encourage them to consider their place within it and their capacity to make it better. Ruby Bridges was just six years old when she made history. Her story is a powerful reminder that children are not too young to have a voice, challenge injustice, or make a difference.

Over the coming weeks, students will continue this learning through Buddy Classroom activities and a schoolwide assembly before we walk together on October 28. Our hope is that students will understand that walking in Ruby’s footsteps is about more than remembering her courage. It is about finding the courage to make our own communities more just, inclusive, and kind. 

The planned route is attached here and families are welcome to join us on that day. 

One of my favorite parts of the week is getting into classrooms and seeing our approach to learning come alive. This week, that took me to 5th grade science, where students were exploring the law of superposition – the principle scientists use to understand the relative ages of layers of rock.

The lesson began with a short whole-group review before students moved into teams of three for some hands-on investigation. Each group was given a “rock” to study. Before taking samples, students examined what they could see and made predictions about the layers they expected to find. They then carefully extracted samples, recorded their observations, compared the evidence with their original hypotheses, and reconsidered their thinking based on what they discovered.

What struck me was not simply what students were learning, but how they were learning it.

They weren’t being given an answer and asked to remember it. They were being asked to wonder, predict, investigate, observe, and revise. Their initial prediction didn’t need to be “right” to be valuable; in fact, discovering something unexpected created an opportunity for deeper thinking. The evidence mattered more than being correct on the first try.

This is the scientific method in action, but it is also an example of something we value across the curriculum at Lesley Ellis. We want students to develop the confidence to form an idea, test it, pay attention to what the evidence tells them, and change their thinking when necessary. Hands-on learning makes abstract concepts tangible, but just as importantly, it puts students in the role of active thinkers rather than passive recipients of information.

Watching our 5th graders huddled around their samples, comparing observations and debating what the layers might reveal, I was reminded that some of the richest learning happens when the teacher doesn’t immediately provide the answer. Instead, students are given the tools, structure, and space to discover something for themselves.

That is how we teach science – and, more broadly, how we teach children how to think.

One of the great privileges of my role is getting to spend time in classrooms, and this year I want to use this space to give you a little more of a window into not only what our students are learning, but how they are learning – the skills they are developing, the questions they are wrestling with, and the habits of mind that grow over time at Lesley Ellis.

On Monday, I had the chance to “top and tail” my day with two very different classroom experiences: I began in Kindergarten and ended in seventh-grade history.

My morning started during Kindergarten choice time before we came together for Morning Meeting. Students took a mindful moment and practiced breathing exercises, including elevator breaths and belly breaths. After only three days of school, I was struck by how confidently they were already navigating their routines – particularly when they kindly reminded me that we turn off the lights for our breathing practice. Trust Kindergarteners to keep the Head of School on track!

From there, students transitioned into literacy stations. At one station, they used manipulatives to construct their names; at another, whiteboards invited them to write morning messages; and at another, students used lacing cards to form letters.

On the surface, these activities look playful – and they are. But there is a tremendous amount of learning happening within that play. Students are developing letter recognition and early writing skills while strengthening the fine-motor control they will need for handwriting. They are practicing following multi-step routines, making choices, using materials independently, transitioning between activities, and learning how to participate in a class.

At the other end of my Monday, I joined a seventh-grade history class where students were asked to consider two scientists. They learned first about a scientist whose work made it possible to synthesize ammonia by pulling nitrogen from the air – a scientific breakthrough with enormous implications for agriculture and food production. They then learned about a scientist who applied his knowledge to the development and use of chemical weapons during World War I.

The students discussed the two figures and their choices before their teacher revealed the twist: they were the same person, German chemist Fritz Haber.

What followed was far more than a history lesson.

Students began wrestling with questions that resist easy answers: What does it mean to call someone a “good” or “bad” person? How do we reconcile actions that benefit humanity with actions that cause tremendous harm? What happens when we reduce people – or groups of people – to simple categories?

From there, students were introduced to the concept of dehumanization, a theme they will return to throughout the year. Already, they were being asked not simply to remember historical facts, but to examine complexity, consider perspective, challenge binary thinking, and support their ideas through discussion and evidence.

In many ways, these two classrooms could not have looked more different. In Kindergarten, students were building the foundational skills of literacy, self-regulation, and independence through purposeful play and practice. In seventh grade, they were grappling with ethics, history, and human behavior.

And yet, underneath both experiences, I saw a common thread.

Our Kindergarteners were learning to slow down, notice, make choices, persist, and become increasingly independent. Our seventh graders were being asked to slow down, question assumptions, tolerate ambiguity, listen to different perspectives, and revise their thinking.

The sophistication changes as children grow, but the work builds year after year.

That is one of the things I love most about visiting classrooms at Lesley Ellis. I get to see the continuum of learning unfold – from a child proudly constructing their name to an adolescent realizing that history, and people, are rarely as simple as they first appear.

“One child, one teacher, one book, one pen can change the world.”

~ Malala Yousafzai

This week we celebrate Teacher Appreciation Week, and I want to take a moment to honor the extraordinary educators who make Lesley Ellis such a joyful, thoughtful, and deeply human place to learn.

Our faculty bring an incredible depth of experience, care, and commitment to their work:

• 6 teachers have been at LES for 1–3 years

• 12 teachers have been at LES for 3–5 years

• 7 teachers have been at LES for 6–10 years

• 7 teachers have been at LES for 11–19 years

• 3 teachers have devoted more than 20 years of service to LES

Collectively, our 35 teachers bring nearly 290 years of service to LES and more than 475 years of teaching experience to our classrooms each day.

While those numbers are remarkable, what feels even more meaningful is what they represent: relationships, continuity, wisdom, and a deep belief in children. Teacher retention speaks volumes about the health of a school community, and I feel profoundly grateful for a faculty that cares so deeply for your children and remains so committed to our mission and progressive pedagogy.

Every day, I have the privilege of witnessing teachers listening carefully to students’ ideas, designing meaningful learning experiences, nurturing confidence, encouraging productive struggle, and helping children discover not only what they know, but who they are becoming. Their work is intellectually demanding, emotionally complex, and profoundly important.

Schools are built not only on curriculum and buildings, but on people – and we are extraordinarily fortunate to have educators who bring such warmth, creativity, expertise, and dedication to this community.

I hope you will join me this week in celebrating and thanking the remarkable teachers who make LES the special place it is.

With gratitude,

Rhi

Thank you for helping to make Spring Community Day such a joyful, full-hearted celebration of our school. The energy on campus was palpable – from the first cups of coffee under the tent to the performances – and I feel so grateful to be part of a community that shows up for one another in the way you all do.

For those of you who have been with us for a while, you may have noticed that we shifted the name this year from “Spring Visiting Day” to “Spring Community Day.” That change was intentional. “Visiting” often carries an admissions connotation, and while we are always proud to welcome new families, this day felt like something more. It felt like a moment to celebrate who we already are – together. “Community” simply felt more true.

I’ll admit, as someone experiencing this day for the first time as Head of School, I went into it hearing that this is our “biggest event of the year” and feeling a bit of the weight of that. I love talking about LES and all that makes it special, but large gatherings still make me a little nervous. (I suspect I’m not alone in that.)

And yet, being there watching our students – especially our youngest learners – step up in front of a full audience with such confidence and joy, I was reminded why this matters so much. We ask our students to do brave things here. To stand up. To share their voices. To perform, present, and take risks in front of others.

They are able to do this not by accident, but because of the environment we create together – one where it feels safe to try, to stretch, to feel a little uncomfortable, and to do it anyway. When you saw those children singing on stage with poise, you were seeing the result of that care, that intention, and that daily work.

It’s easy to talk about values like confidence, courage, and community. What I saw on Friday were those values in action – alive in our students.

Thank you for being part of that.

Last night, we gathered in the gym to support our Tuition Assistance program – an evening that was both joyful and deeply meaningful.

Thank you to everyone who contributed in so many ways: from the Kindness Challenge trees and Lucky Envelopes to the beautiful Classroom Treasures, and for the extraordinary generosity shown in support of Tuition Assistance. Because of you, we are able to offer an LES education to a wide range of students, and it is heartening to see that our collective efforts are reflected in strong enrollment for the year ahead. I look forward to sharing a fuller picture of enrollment, programmatic updates, and fundraising milestones in the coming weeks.

I also want to extend a heartfelt thank you to Jenn Champagne and the Benefit Committee, whose time, care, and creativity made the evening such a success. And a special appreciation to Jeanne Codori-Hurff, an alum parent, and Lauren Imperatore, a current parent, for sharing such powerful reflections on their children’s experiences at LES. These stories will stay with me. They are a reminder that while no school is perfect, what defines us is our shared commitment to our mission – and to one another. When we are grounded in shared values, we are able to navigate both the moments of celebration and the moments of growth with honesty, care, and a spirit of partnership. 

Thank you again for being part of this community.

Please read on for important reminders and updates. Wishing you all a wonderful April break when it arrives! 

Spring Benefit Gratitude

Last night’s Spring Benefit was a wonderful success.

Each year, we listen, learn, and evolve the event, always grounded in our mission to create a fun and inclusive experience for all, one that builds and strengthens our community. It was truly special to see that come to life so fully, with families, faculty, and friends coming together in such a joyful and connected way.

Thank you to everyone who made the evening possible, from our host, speakers, DJ, musicians, and food service helpers to the Spring Benefit Committee, families, faculty, staff, volunteers, supporters, and sponsors. Your time, energy, and care made this night what it was.

We’re also grateful for the strong partnership and generosity shown across our community and look forward to sharing more details in the coming days once everything has been finalized with care.

If you won an item, you will hear from us soon with next steps. We appreciate your patience as we wrap things up. A full Spring Benefit recap is coming soon.

Spring has sprung and with it comes our Spring Benefit this coming Saturday, April 11th from 6-10pm in our gym which is transformed into a beautiful events space. 

I want to extend my heartfelt thanks to the Benefit committee members: Ariana Blaine, Patrick Bradley, Leah Catanzano, Jenn Champagne, Rebecca Ellis, Jennifer Marx, Dasha Mangeym, Elizabeth McFalll, Amogh Nayak, Brinda Sen and Mira Whiting. The planning, organization and attention to detail that makes the evening so special are a huge undertaking and we are very grateful. 

There are lots of ways to engage this week: 

Please stop by the LES main entrance during drop-off or pick-up to preview the Class Basket Showcase, participate in the Kids’ Kindness Challenge, and enjoy fun ways to support tuition assistance, including Lucky Envelope Surprises and sweepstakes.

• Kids’ Kindness Challenge

Students can write acts of kindness on cards and add them to a tree near the school entryway throughout the week. Community sponsors match these acts of kindness with support for tuition assistance. As the tree grows, it reflects the many small acts of kindness that help our community feel connected and supported.

• Lucky Envelopes

Choose an envelope and reveal a mystery prize designed especially for students. Envelopes are available for a suggested donation during Preview Week or through the Lucky Envelope link on this page.

• Sweepstakes

Select experiences and items will be available through sweepstakes tickets, offering another way to participate in the Spring Benefit. Tickets are available for a suggested donation during Preview Week or through the sweepstakes link on this page.

• Order Mosaic LES Lion T-shirts

Mosaic LES Lion T-shirts will be on display and available for pre-order during Preview Week and through the online Benefit Catalog. 

• Preview Class Basket Showcase

Class baskets will be on display in the first-floor hallway throughout Preview Week during drop-off and pick-up.

• View Class Treasures during Juice & Java gatherings

Class Treasures will be on display at each class’s Juice & Java gathering during Preview Week.

• Volunteer to Help

Sign up to help during Preview Week or with event setup, by emailing the Development Manager, Jenn Champagne. 

For more information about the Benefit, please see our Spring Benefit FAQ’S. We hope to see you there!

This past Thursday, I had the privilege of attending a dear friend’s book launch – an evening that was both joyful and deeply moving. What made it especially meaningful was knowing the years of work that led to that moment. This book did not appear overnight. It was drafted, revised, reworked, and refined – again and again. There were moments of excitement, certainly, but also moments of doubt, critical feedback, and the need to return to the page and try again.

As I listened to her speak about her journey, I found myself thinking about our students and the work they do every day.

In classrooms, we often talk about the importance of the process: drafting, editing, revising, and being open to feedback. These can be some of the most challenging parts of learning. It takes courage to share something that isn’t finished, to hear suggestions for improvement, and to keep going when something doesn’t yet meet your vision. And yet, this is where the real growth happens.

What my friend’s accomplishment made so clear is that these habits are not just “school skills” – they are life skills. The ability to persevere through multiple drafts, to accept and apply feedback, and to stay committed to a long-term goal is what allows ideas to take shape and, eventually, to be shared with the world.

We see this in our students every day. In the early drafts of their writing, in the way they revise a piece after a conference with a teacher, in their willingness to try again after something doesn’t go as planned – these are the quiet, important steps that build both skill and confidence.

The finished product – a published book, a polished piece of writing, a confident presentation – is always worth celebrating. But it is the process behind it that truly matters. It is where resilience is built, where thinking deepens, and where students begin to understand that meaningful work takes time. 

Thank you, as always, for partnering with us in nurturing these habits of mind in your children. It is a privilege to witness their growth – not just in what they produce, but in how they learn to persist, reflect, and refine their ideas over time.

“The real voyage of discovery consists not in seeking new lands but seeing with new eyes.” Marcel Proust

This quote has been on my mind this week as I’ve watched students learning together across our classrooms. At school, we often think discovery comes from new information, new places, or new experiences. But some of the most meaningful learning happens when we pause and try to see something familiar from a different point of view. I have seen this in 3/4 math classrooms where students are encouraged to share different strategies to the same problem; I explored it with students in Preschool and PreK when I read A Color of his Own by Leo Lionni and when I stepped into a 7th grade anti-bias class exploring gender stereotypes. This work is interwoven throughout our curriculum and builds skills of perspective taking, considering different viewpoints, uncovering complexity, and reasoning with evidence. In a world where we can quickly “get an answer”, these are the critical skills our children need to be equipped with for the world that awaits them. 

Perspective taking is a powerful skill for children – and for adults. It asks us to slow down, to be curious, and to imagine what the world might look like through someone else’s eyes. In classrooms, this might mean considering a character’s motivations in a story, understanding a classmate’s reaction during a group project, or approaching a challenging problem in a new way. These moments help students grow not only as thinkers but as empathetic members of a community.

Sometimes the greatest discoveries are not about going somewhere new, but about learning to look more closely at what has been there all along.

At Lesley Ellis, we often speak about belonging – not simply as a value, but as a daily practice. Part of living into that commitment is noticing the moments that matter deeply to members of our community and taking time to learn together with curiosity and care.

With that spirit in mind, I wanted to share a few thoughts and resources related to supporting our Muslim students and families during the upcoming observance of Ramadan, which began on the evening of Tuesday, February 17, 2026, and continues through the evening of Thursday, March 19, 2026 (exact dates depend on the sighting of the moon).

Understanding Ramadan

Ramadan is one of the holiest months in Islam. It is a time centered on spiritual reflection, prayer, generosity, and community. Many Muslims fast from sunrise to sunset during this month. While children are not religiously required to fast until puberty, some families choose to involve younger children in partial participation or in supportive ways.

The fast includes abstaining from food and drink during daylight hours. Even for those not fasting, family routines may shift – with early morning meals, evening gatherings, and additional prayer – which can impact sleep and energy levels.

How We Support Students

As an inclusive community, we aim to be thoughtful and responsive during this time. This may include:

• Being mindful during lunch and snack times. Some students may prefer a quieter space or adjusted expectations if they are fasting or supporting family members who are.

• Understanding if students seem more tired or less energetic, particularly later in the day.

• Avoiding scheduling important tests or physically demanding activities late in the afternoon when possible.

• Connecting directly with families to ask how they would like their child supported. Culturally responsive practice begins with listening.

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These small adjustments communicate something much larger: you belong here.

If your family observes Ramadan and there are specific ways we can be supportive, please do not hesitate to reach out. And for families who do not observe Ramadan, I encourage you to talk with your children about what they are noticing and learning. Curiosity and openness are muscles we build together.

Thank you, as always, for helping us create a community where every student’s identity is seen, respected, and valued.

Dear Families,

We are tied together in the single garment of destiny, caught in an inescapable network of mutuality. And whatever affects one directly affects all indirectly.

– Dr. Martin Luther King, Jr

This year Black History Month marks its centennial year, 1926–2026 – I invite our community to pause, reflect, and celebrate the profound contributions, leadership, creativity, and joy of Black Americans. While February offers a dedicated moment of focus, the spirit of this month calls us into learning that endures well beyond it.

Black History Month began in 1926 when historian Dr. Carter G. Woodson intentionally aligned it with the birthdays of Frederick Douglass and Abraham Lincoln. What started as a week grew steadily through the commitment of educators and communities who understood that these histories must be more fully recognized. By 1976, it had expanded to a national month of observance – rooted in the belief that a more complete telling of history strengthens us all.

At Lesley Ellis, this belief is woven into the fabric of who we are. Our anti-bias curriculum is not an add-on; it is foundational to the student experience from our earliest years through eighth grade. Students are invited to engage with history thoughtfully – to encounter both the familiar narratives and the voices too often left unheard, to ask questions, to consider perspective, and to develop the empathy and critical consciousness that prepare them to participate meaningfully in a diverse and interconnected world.

The stories we choose to elevate matter. They shape our understanding of the past, influence how we show up for one another in the present, and help our children imagine what is possible for the future. For Black students, representation nurtures identity and belonging; for all students, it deepens understanding and strengthens the community we share.

As a white leader, I hold this month with both humility and responsibility. Growing up in Scotland, my own racial identity work began later in life. A formative experience was participating in the CARLE Institute (Critical Analysis of Race in Learning and Education), which challenged me to examine privilege, dominant culture, and my role as both a leader and a parent raising a white child in the United States. That learning continues to shape how I lead – with curiosity, reflection, and accountability. I have been particularly impacted by the work of Jennifer Harvey and Ali Michael. 

Schools help shape not only what children learn, but how they learn to see one another. I am continually grateful to be part of a community that approaches this work with intention, reflection, and care – and that understands belonging as essential to educational excellence.

Please scroll for book recommendations you may wish to explore at home. Stories invite conversation, expand perspective, and help our children grow into compassionate, informed citizens.

Warmly,

Rhiannon

This week we’re looking forward to Cabin Fever Week – a joyful, light-hearted tradition that does much more than add a bit of color to our hallways.

Cabin Fever Week is one of the many ways we intentionally build community and belonging at school. When students, faculty, and staff participate together – whether through themed dress days, shared laughter, or collective school pride – it sends a powerful message: this is a place where everyone belongs.

For students these moments matter. Cabin Fever Week:

• Strengthens relationships across grades and between students and teachers

• Encourages self-expression and creativity in low-stakes, inclusive ways

• Builds school identity and pride, helping students feel connected to something larger than themselves

• Creates shared memories that anchor positive feelings about school

Participation is always optional, and we encourage families to approach the week in whatever way feels comfortable for their child. Whether students go all-in on every theme or simply enjoy the energy around them, Cabin Fever Week is about celebrating community, not perfection.

We can’t wait to see the creativity, humor, and school spirit that make these moments so special. There will be baskets at the field door and Winter St entrance (one for Early Childhood, one of Elementary School and one for Middle School). Each day students and families who participate are encouraged to write their name and grade on a raffle ticket and one winner from each division will be drawn on Friday. The prizes are $110 worth of vouchers for swag from the school store!

Since relocating from New Jersey last summer, our community has been so kind and thoughtful, often checking in to see how the transition was going and how my family and I were settling in.

From sharing the best coffee shops and hiking trails, to pointing us toward great pizza, dentist recommendations, and everything in between, you made our move feel seamless. Because of your generosity and warmth, we truly felt welcomed from the very beginning.

And today feels like the final piece of the puzzle: a snowstorm in the forecast, the NFL playoffs on the screen, and Burns Day to celebrate my Scottish roots – what a perfect convergence. As Robert Burns wrote, “The best laid schemes o’ mice and men / Gang aft a-gley,” in other words, even the best plans can go awry. How fitting for a snowy winter day! It feels like a beautiful reminder that while we can plan and prepare, there is also magic in embracing the (somewhat) unexpected.

Snowstorms invite curiosity, wonder, and flexibility. They slow us down, change our routines, and encourage us to meet uncertainty with patience and even delight. The NFL playoffs offer their own lessons: teamwork, perseverance, strategy, resilience, and the importance of showing up for one another, win or lose.

What I love most is how both moments remind us that learning happens everywhere. It happens while watching snow fall from the window, while bundling up for fresh air, while cheering for a favorite team, and while talking about what it means to try, adapt, and support one another when things don’t go exactly as planned.

So here I am, honoring my Scottish heritage on Burns Day, embracing a snowy Massachusetts winter, and enjoying playoff football – feeling, at last, like a true Massachusettsian. Snow boots by the door, football on the TV, and a very full heart of gratitude for this community that has helped make this place feel like home.

Our 8th graders and their families are entering the final stage of the high school application process, bringing months of hard work and preparation to fruition. Like much of what we do at LES, this process takes a village: teachers and administrators writing thoughtful recommendation letters, supporting students through interview prep when needed, and offering the social-emotional guidance students (and families!) need as they contemplate life after LES. Thank you to everyone who helps make this journey possible.

As we move through January and watch our students dive deeply into their work, I’m reminded of what makes our approach to teaching and learning so powerful. At its heart, our goal is to cultivate habits of mind that encourage questioning, analyzing, creating, and thinking expansively.

This is why high schools consistently tell us that LES graduates stand out. They arrive not just academically prepared, but ready to contribute thoughtfully, collaborate meaningfully, and advocate for their own learning. They don’t merely know what to think – they know how to think.

Time and again, we hear that our graduates enter their diverse high schools ready to lead, speak up, and engage fully in their new communities. Visiting alumni offer further testament to the enduring connection they feel to LES and to the experiences that shaped them here.

January 4, 2026

As we step into 2026 together, there is a natural sense of possibility in the air. New beginnings invite reflection, intention-setting, and the quiet hope that we might grow in ways both seen and unseen. At the same time, this moment can also bring a sense of apprehension – for students and adults alike. The return to routines, the unknowns ahead, and the pressure that sometimes accompanies “fresh starts” can feel heavy. If that’s true for you or for your child, please know that it is completely okay.

At LES, we hold space for all of it. We believe growth rarely comes from perfection or certainty, but from curiosity, courage, and the willingness to try again. This time of year offers our students meaningful opportunities to stretch – academically, socially, and emotionally – supported by trusted adults who know them well and value who they are right now, not just who they are becoming.

As we move forward into the year ahead, we do so with care, patience, and optimism – committed to nurturing confidence, resilience, and a love of learning in every child. We’re grateful to be on this journey together and look forward to all that this next chapter will bring.