About
Board of Trustees
The Plan for Growth
The Inly Board of Trustees has undertaken a strategic planning process, looking ahead to Inly’s 50th anniversary and beyond. The process involved wide outreach to the entire Inly community and contemplated dozens of ideas about how our community should collectively prepare itself, and our students, for the long-term future in a time of unprecedented change. Many of those ideas are now incorporated into the four pillars of an exciting strategic plan.
Moreover, the strategic planning process brought us closer together as a Board and community. It even caused us to revisit our mission and to reframe how we go about strategic planning, turning to a more agile model that reflects Inly’s innovative and entrepreneurial roots.
The plan itself focuses on preserving Inly’s core strengths, in particular the nurturing of each child’s talents and individuality in a community of deep mutual respect and caring, while aspiring to cultivate and share more widely, how a school can provide young people with a foundation of skills that will be required for success in an ever-changing world.
I hope you enjoy this brief summary of the four pillars of our plan, but more importantly, I hope you will engage with us in the many initiatives that we will be undertaking to make it a reality.
Respectfully,
Davenport Crocker, Jr. P’19, ’20, ’24
President, Inly Board of Trustees
Moreover, the strategic planning process brought us closer together as a Board and community. It even caused us to revisit our mission and to reframe how we go about strategic planning, turning to a more agile model that reflects Inly’s innovative and entrepreneurial roots.
The plan itself focuses on preserving Inly’s core strengths, in particular the nurturing of each child’s talents and individuality in a community of deep mutual respect and caring, while aspiring to cultivate and share more widely, how a school can provide young people with a foundation of skills that will be required for success in an ever-changing world.
I hope you enjoy this brief summary of the four pillars of our plan, but more importantly, I hope you will engage with us in the many initiatives that we will be undertaking to make it a reality.
Respectfully,
Davenport Crocker, Jr. P’19, ’20, ’24
President, Inly Board of Trustees
Growth is not merely a harmonious increase in size, but a transformation.
—Maria Montessori
—Maria Montessori
2020-21 Board Members
President: Davenport Crocker, Jr. P’19, ’20, ’24
Vice President: Sandy Kronitis-Sipols P’08
Co-Treasurers: Paul Antico P’11, ’14, ’16, ’21, ’24 and Lisa Tyrrell P’19, ’22
Clerk: Katy Sullivan P’22, ’22, ’28
Stacey Best P’22
Charles Cella P’18, ’19
Conor Cooper P’27, ’27, ’29
Justin English P’25, ’27, ’29, ’31
Elle Hanson P’19, ’23
Polina Haseotes P’22, ’24
Amy Martell P’19, ’22 (currently on leave)
Lory Newmyer P’99, ’02, ’04
Adam Russo P’27, ’28, ’29, ’29
Vice President: Sandy Kronitis-Sipols P’08
Co-Treasurers: Paul Antico P’11, ’14, ’16, ’21, ’24 and Lisa Tyrrell P’19, ’22
Clerk: Katy Sullivan P’22, ’22, ’28
Stacey Best P’22
Charles Cella P’18, ’19
Conor Cooper P’27, ’27, ’29
Justin English P’25, ’27, ’29, ’31
Elle Hanson P’19, ’23
Polina Haseotes P’22, ’24
Amy Martell P’19, ’22 (currently on leave)
Lory Newmyer P’99, ’02, ’04
Adam Russo P’27, ’28, ’29, ’29
Welcome to Inly, a private, independent Montessori school with innovative programs that inspire toddlers, preschool and K-8 students to become independent, lifelong learners. Our inviting community draws students from 20 towns on the South Shore of Boston,
including Scituate, Cohasset, Hingham, Norwell, Hanover, Marshfield, Pembroke, Plymouth and Hull.
including Scituate, Cohasset, Hingham, Norwell, Hanover, Marshfield, Pembroke, Plymouth and Hull.
NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS
Inly School admits students of any race, color, religious affiliation, national and ethnic origin, and without regard to disability, to all rights, privileges, programs and activities generally accorded or made available to students at our school. We do not discriminate on the basis of race, color, religious affiliation, national and ethnic origin, or disability in the administration of our educational policies, admissions policies, scholarship and loan programs, and athletic or other school administered programs.