70 minute read
Meet the School
Get to know independent schools in NJ and beyond.
MORRISTOWN-BEARD SCHOOL
70 WHIPPANY RD., MORRISTOWN • 973-539-3032 • MBS.NET
A School Where Students Pursue Deep Learning
If you’re searching for exceptional academics in a supportive community, Morristown-Beard School may be the right place for your student. MBS is a private, independent, coeducational day school with students in the Middle School (grades 6-8) and Upper School (grades 9-12) representing more than 85 districts throughout New Jersey.
At MBS, students will fi nd small class sizes and teachers who ask them to go beyond the surface and engage in deep learning. MBS graduates are powerfully prepared for learning and for life, no matter what path they choose to pursue.
A PLACE OF POSSIBILITIES
Parents and students love the numerous opportunities available at MBS for students to discover their passions and explore diff erent things. “The faculty care deeply about our students and support each one’s self-discovery as a learner and as a member of the greater community,” says Director of Enrollment Management Rob Mitchell.
“Students are empowered to take ownership of their own academic journey at MBS, and there are numerous pathways they can pursue. The ability for our students to take the lead is a critical component of an MBS education.”
MBS faculty and staff nurture the individual passions their students possess. “Whether in the classroom, on stage or on the fi eld, our students take advantage of the many possibilities to engage their skills and talents,” says Mitchell. “They can choose from countless academic electives, clubs, community service programs, arts and athletics; all supported by state-of-the-art facilities and accomplished faculty and staff . The MBS diff erence is entrenched in the leadership of our students. We give them the tools they need to succeed.”
Balance is essential to an MBS education and students here participate in everything from arts to athletics. Even if a student has never played a sport, they are encouraged to join the team. The same goes for participation in theater, music and dance. Clubs focused on diversity highlight the inclusive environment at MBS.
STATE-OF-THE-ART FACILITIES AND SO MUCH TO DO
MBS is a place for experiential, handson, learning. Their signature academic programs, such as “Learning Outside the Classroom Walls” and “Social Emotional Competencies” in Middle School, as well as “Independent Studies” and the “Interdisciplinary Concentrations Program” (ICP) in Upper School, set them apart.
“Experiential learning is central to the future of MBS, and forms a cornerstone of the newest strategic plan, as we aspire to help students make connections between their classes and the world beyond school,” says Head of School Liz Morrison.
A highlight of the beautiful 22-acre campus is the Center for Innovation & Design (CID), 8,000 square feet of fl exible space for students to design, experiment and problem solve. The 25,000 square-foot Math & Science Center and Science on a Sphere® (SOS) are a big draw for students. SOS is an educational tool designed by NOAA that uses computers and video projectors to display planetary data on a 6-foot diameter sphere.
INNOVATIVE ACADEMICS KEEP STUDENTS ENGAGED
MBS just launched its newest signature program, the Interdisciplinary Concentrations Program. The ICP off ers pathways for students eager to explore an aspect of the world that transcends individual classes, disciplines and extracurricular pursuits. Students may apply for any one of three concentration pathways at the end of their freshman year: “Arts and Innovation,” “Global Citizenship” and “Ethics, Leadership, Justice.”
Working weekly with a concentration advisor and a cohort of peers, students will progress through sophomore, junior and senior year committing to electives, independent projects, discussions, retreats and community service opportunities that further their journey down a concentration pathway to real world experiences.
“MBS is a leader in student engagement and empowerment,” says Morrison. “Our faculty are experts in their disciplines, but more importantly, they understand the incredible abilities our students possess and seek to partner with them to further their academic and personal development.”
At MBS, the aim is not just covering content and scoring well on tests; it’s analytical and creative thinking and real understanding. Students are encouraged to take risks, push into challenging new territory and explore all their talents.
Students thrive at MBS and graduate well prepared for the challenges of college and university studies. Their skills in thinking, writing and time management set them apart, while the qualities of mind they develop position them for long-term success.
NEWARK ACADEMY
91 SOUTH ORANGE AVE., LIVINGSTON • 973-992-7000 • NEWARKA.EDU
Reimagining Rigor to Ignite a Passion for Learning
Newark Academy has been helping its students achieve academic excellence and embody intellectual curiosity since 1774. It’s one of the oldest independent day schools in the country, located on a 68-acre campus in Livingston. The school engages sixth through twelfth graders in a range of transformational learning experiences. NA is fulfi lling its mission by reimagining rigor and instilling in students a genuine curiosity about the world around them so they can become accomplished scholars with a passion for learning.
A SCHOOL WITH A GLOBAL VIEW
Newark Academy is the fi rst school in New Jersey to off er the International Baccalaureate (IB) course of study and diploma program. The coursework off ered through the IB program is the gold standard in fostering global perspectives and promoting diverse learning experiences. “Newark Academy is a global school,” says Director of Admission and Enrollment Management Keith Fischer. “In addition to our students coming from more than 90 local communities, we have a number of international students as well.”
Another example of NA’s commitment to global education is its Immersion Experiences. Every Upper School student participates in a cultural/linguistic, cultural/service or wilderness/outdoor immersive experience, fostering a deeper understanding of other cultures as well as a sense of self-exploration. NA continues to create experiences that broaden students’ horizons.
LEARNING BY DOING
Rather than focus on memorization of facts and fi gures, NA students learn how to think critically, consider complex issues and put thought into action. This emphasis on experiential learning takes center stage during June Term, a two-week period when Upper School students take a deep dive into subjects ranging from rocketry and app development to language construction.
In the Middle School, hands-on learning occurs through classroom projects like stock market investing, building roller coasters, debate, play writing and fi lm production. Students complete the year with meaningful and engaging Capstone Experiences that promote communication, teamwork and self-refl ection.
With more than 60 clubs and organizations available to students, they learn and develop into strong leaders outside of the classroom as well. From the Philosophy Club to the Mock Trial Team, to student government to the Minuteman (the school newspaper), to on-stage productions and award-winning musical groups and classes, students have the opportunity to fi nd their passions and continue their growth outside of the classroom. NA’s commitment to athletic excellence across the school’s 25 sports ensures that students receive an outstanding student-athlete experience. This is accomplished through programs that are competitive, highly organized, grounded in solid fundamentals, character oriented and emotionally rewarding. Being a member of a team is an experience that Newark Academy feels will be enriching for all students.
Student opinions are also valued in decision-making processes at NA. Students take on leadership roles on the Honor Council, the Equity & Inclusion Team, and the Curriculum Committee, to name a few. The Student Voice proposal process has resulted in new policies and changes at the school.
INCLUSIVITY AND CONNECTIONS
Newark Academy strives to be a welcoming community, where everyone’s known and feels a genuine sense of belonging. That sense of belonging begins with each of our students bringing their own unique identity to NA. Fifty-eight percent of students identify as people of color and 18 percent of students identify as being part of one or more typically under-represented minority groups. “We are diverse by design,” says Fischer. “We know that being able to build relationships and share ideas with others is one of the essential abilities needed for success.”
Newark Academy students also have diverse interests. A high-performing athlete can take part in the winter musical and a student who loves computer programming can earn a spot in the school’s nationally recognized jazz band. Fischer notes “Diversity of all kinds benefi ts the individuals and enriches our entire community.”
NA students and alums are connected by a unique educational experience. There are nearly 5,000 alumni within the NA community who are invited to several events throughout the year to stay connected with the school. From visits to the NA campus and fun-fi lled events in cities around the United States, to innovative, virtual opportunities for career and personal development, NA off ers something for alums at every life stage.
ACADEMY OF THE HOLY ANGELS
315 HILLSIDE AVE., DEMAREST • 201-768-7822 • HOLYANGELS.ORG
AHA’s ‘All-Girl Advantage’ Now Begins in Grade Six
Welcome to the Academy of the Holy Angels, where “The All-Girl Advantage” is a passport to a world of aspiration, exploration, and innovation. This fall, girls will begin their journey early. The 2021 opening of the AHA Middle School made the Academy the only area school that off ers an all-girl education that extends from grade 6 through high school.
AHA Middle School renews the Academy’s tradition of educating young girls. AHA recommitted to off ering a Holy Angels education to girls in grades 6-8 to meet the growing need for girls to receive a solid foundation to prepare for high school.
PLOTTING A COURSE
“All-girl education provides girls with every opportunity and AHA Middle School will be a place where girls take the lead,” says AHA President Melinda A. Hanlon.
AHA fosters confi dent, self-reliant women who accept leadership roles, actively participate in mostly-male gatherings from the college classroom to the executive boardroom, and are quickly closing the gender gap in many fi elds, including STEM careers.
Students at all-girls’ schools are more likely to study math and chemistry, explore unfamiliar subjects, and say “yes” to challenges, according to the National Coalition of Girls’ Schools.
All-girls’ schools that tailor-make programs for young women, including AHA’s bespoke critical thinking and oral presentation course at Oxford University, improve students’ self-esteem and wellbeing.
AHA’s faculty members provide expert mentorship by considering students as individuals.
Women mentors and peer role models show Angels what’s possible.
In addition, the O ce of Academic & College Counseling keeps students apprised of outstanding enrichment options, including the Governor’s Schools and the Perry Outreach Initiative.
PIONEERS IN ALL-GIRL EDUCATION
The School Sisters of Notre Dame established AHA in 1879 with the goal of providing each young woman with the tools she needs to reach the fullness of her potential. Angels grow spiritually, intellectually, socially, and physically, as they receive a fi rst-rate education in a nurturing environment where equal importance is placed on academics, character, integrity and service.
All are welcome! While Holy Angels is steeped in Catholic tradition, the Academy serves young women from various backgrounds.
CHATHAM DAY SCHOOL
Small by Design, Outside by Providence
Chatham Day School’s David Buff um always appreciated his sprawling campus.
Last year, when he saw more clearly what it could be, he absolutely loved it.
“I wouldn’t call us an outdoor school, but to have the ability at any given time to go outside, to use our footprint, is big,” says Buff um, Head of School. “It took a while to see the nose right in front of our face, which is that we’re surrounded by this beautiful 15 acres of nature. Why wouldn’t we walk the kids on a little mulch trail back into the grotto? We realized that what appeared to be good to react to coronavirus is an eff ective way to educate students in general.”
ENROLLMENT UP, NOT CLASS SIZE
Learning what works best for education is what Chatham Day does.
The school, usually just called CDS, prides itself on “Small by Design,” which means class sizes don’t exceed 14 students for preschoolers through 8th graders. It means diff erentiated teaching strategies under universal design method.
The school is seeing a big enrollment bump during COVID, as it remained open with a litany of safety protocols.
Parents were attracted to the small class sizes. And Buff um has no plans to increase those sizes—despite opening last year with 152 students and expecting some 175 students this year.
He’ll repurpose outdoor areas as natural classrooms, buying whatever furniture is needed. He’ll add second sections at each grade as necessary.
“We will not sacrifi ce on size of class,” he says. “We will hire more teachers and use more of our space. We’ve gone to two sections in a majority of grades now. Rather than adding a 15th or 16th person to a class, we’ve split it and made two classes of eight, or a seven and an eight. We feel very strongly about holding to that philosophy of small classes, because that really is the most important part of our mission.”
BEING KIDS A LITTLE LONGER
One of Buff um’s favorite parts of CDS is that as a preschool-8 school, eighth graders are like high school seniors.
They assume the mantle of leadership as their schoolmates look up to them. But they retain just enough “kid” in them to enjoy the silliness of joining those younger students for a holiday assembly rendition of “Frosty the Snowman.”
In an age where kids seem to grow up too fast, it’s a delicate balance Buff um treasures.
“We are able to have them be kids for longer,” he says. “At a preschool through eight you keep that alive for longer.”
CHRISTIAN BROTHERS ACADEMY
850 NEWMAN SPRINGS RD., LINCROFT • 732-747-1959 • CBALINCROFTNJ.ORG
Brothers to One Another, in School and Life
When you ask parents of Christian Brothers Academy students, it’s never just one trait they like most about their sons’ educational experience.
“They are always impressed with the formation of our students as complete individuals,” says Director of Enrollment Management Jennifer Maccarella. “They value academics and understand how the foundation provided at CBA provides the building blocks for success, but more so they seek a CBA education for their son because they know he will develop into a man of character and faith with strong morals and principles.”
Character is an intangible quality that’s easy to notice, di cult to teach. But at CBA, those with it are called Academy men.
DEVELOPMENT AND INSPIRATION
Identifying and developing Godgiven gifts and talents for use in service has been the keystone of CBA since its 1959 founding by Dr. George Sheehan and Messrs. Peter Fleming and John Henderson. The school, rooted in the Lasallian tradition, has now educated more than 11,500 young men. It has won two National Blue Ribbon School of Excellence awards along the way, the latest in 2017.
CBA off ers nearly 50 extracurricular and co-curricular activities, the latter of which include robotics and media and broadcasting. There are 18 varsity sports, most with sub-varsity teams, too. There is Pegasus Production Company, the student-run theater group, and nine music off erings in the performing arts department, including Jazz Band and Pipes & Drums Band.
Pedagogy is also paired with faith at a school that has daily theology classes and morning mass, as well as school-wide masses throughout the year.
“CBA seeks to meet each young man where we fi nd him,” says Dean of Students Matt Meehan. “Develop him as a whole person, and inspire him to develop an other-centered, Christian ethos.”
COMMUNITY AT THE CENTER OF ALL
Perhaps the best compliment for Academy men is they typically do double the amount of service the school requires. Take the Class of 2021. Fifty hours of service were required for graduation. They completed 21,840 hours of service, or 105 per man.
“Community is at the center of the CBA experience,” Meehan says. “From day one, our boys are reminded they are to be brothers to one another. Serving others is the truest externalization of their God given gifts and talents and lessons learned at CBA. Our boys learn quickly that they are to become builders of others.”
THE CRAIG SCHOOL CAMPUSES
10 TOWER HILL RD., MOUNTAIN LAKES • 24 CHANGEBRIDGE RD., MONTVILLE • 973-334-1234 • CRAIGSCHOOL.ORG
Individualized Success The Craig School Way
Dr. Kara Loftin joined The Craig School as headmaster in July 2020 and it didn’t take long for her to put a name on what she saw as the school’s defi ning program.
The Craig School Way.
“There are fi ve essential pieces to The Craig School Way,” Loftin says. “The fi rst is multi-sensory instruction woven through any course, any grade. The second is structured literacy, followed by parent-student partnerships with bilateral communication. The fourth element is organizational skills. Finally, whole student development, which focuses on academic, executive functioning and socialemotional growth to move students toward independence as learners and thinkers in this global society.”
EDUCATING STUDENTS AND STAFF
The Craig School began in 1980 as an elementary school and added a high school in 2000. Now, The Craig School serves 135 students in grades 2-12. Grades 2-8 are housed on the Mountain Lakes campus, with grades 9-12 on the School’s Montville campus. All students are taught using an adaptive and responsive program within an OrtonGillingham instructional framework. This is a well-established approach that includes multi-sensory learning and assistive technology.
Dr. Loftin notes that professional development is a key tenet of education at The Craig School.
“Providing opportunities for professional development that not only include knowledge acquisition but hands-on application in the classroom is important to providing the best educational programming available for students with learning diff erences,” she says. “By bringing specialists to partner and work with our faculty, they are at the forefront of what is happening in the fi eld of exceptionalities. Faculty are well versed in current research and this happens through intentional teacher development.”
MEETING THEM WHERE THEY ARE
The Craig School was able to open fi ve days a week last year, with plans to do the same this year. While all schools talk about the need to meet students where they are in their educational journey, this is even more important with neurodiverse students.
“We have very individualized academic programs that are carefully and thoughtfully put together for our students,” Dr. Loftin says. “Assessment, observations and parent interviews inform our students’ educational plans. That coupled with high-quality teaching provides the tools for our students to shine.”
Call it The Craig School Way.
DELBARTON SCHOOL
Where Brotherhood is Simply “Who We Are”
Delbarton School is back— and better than ever.
This fall, when this all boys (grades 7-12) Benedictine Catholic school’s 650 students return, the 187-acre campus will feature an updated science pavilion with a large STEM maker space; St. Benedict Hall, a library/guidance center that opened in April; and ongoing construction of a fi eld house with modern amenities and spaces.
The school is also enhancing its curriculum, moving from trimesters to semesters, and adding more bus routes to encourage students from 3 states and 120 towns to participate in its co- and extracurricular off erings.
“We are blessed because our teachers are excellent, our facilities are superb, our learning environment is unparalleled—but the main draw of Delbarton is the culture of brotherhood beyond the classroom,” says Dean of Admission Dr. David Donovan. “Campus is bustling again…and this place feels better than ever.”
NEARLY 1,500 YEARS OF LESSONS
The Benedictine monks of St. Mary’s Abbey, a religious order founded in 529 BCE, opened Delbarton’s college-like campus in 1939. A recent survey showed satisfaction rates of Delbarton families and alumni higher than brands like Apple.
That’s due in part to a program that features 26 Advanced Placement courses, championship teams in 16 varsity sports and a dynamic Mission & Ministry program with 23 service initiatives.
The Delbarton Incubator course and a Business Center off ering Bloomberg terminals broaden the School’s curriculum, and so do the 36,000 square foot Arts Center and robust global travel and exchange program.
During the pandemic, Delbarton was committed to teaching its students inperson, respecting all mandates, and fully intends to do the same this fall.
But programs and protocols alone don’t make an exceptional school.
Transforming boys into ethical, responsible and inquisitive young men does. The School also off ers a strong alumni network to support its graduates.
LENDING A HELPING HAND
This year’s school theme is “Renewing traditions; renewing ourselves” and one of Donovan’s favorite traditions is fi nancial aid outreach.
The school distributes $3.5 million in grants annually, averaging about $27,000.
By every measure, diversity matters at Delbarton.
“We have families from very diff erent economic incomes who might not think they qualify, but are surprised that they do,” he says. “Cost should never be a reason not to apply.”
FRANKLIN SCHOOL
88 TOWN SQUARE PL., JERSEY CITY • 201-234-4781 • FRANKLINJC.ORG
An Educational Start at 150 Years Old
The foundation of the new Franklin School opening in Jersey City in fall 2022 dates back to 1872.
But its high school pedagogy is anything but dated.
“We’re delighted to bring together the latest thinking, expert educators and partners in the vibrant Jersey City community to launch the new Franklin, laying the foundation for students to chart their own course to top-tier colleges and universities,” says Vice Chancellor Blake Spahn.
The forefather of today’s Franklin was founded in New York City nearly 150 years ago. When Dr. M.C. Spahn became Franklin’s headmaster in 1950, he started a three-generation family tradition of educational excellence. His son, Chancellor Stephen Spahn, has spearheaded Franklin a liate, Dwight School in New York, since 1967 and is the longest-serving head of an independent school in the U.S.
He and his son, Vice Chancellor Blake Spahn, have expanded Dwight globally, with campuses in London, Seoul, Shanghai, Dubai and Dwight Global Online School—ranked by Newsweek as the second-best online high school in the U.S.
APPLIED LEARNING BY DOING
A Franklin education prioritizes applied learning—meaning learning by doing. Students pursue their own interests with a hands-on curriculum that includes design and tech courses, art, digital design and fabrication, programming, robotics, architecture and more in Franklin’s stateof-the-art Makerspace.
The school will emphasize technology as a tool for exploration and invention, and each student will develop a “passion project” in an incubator-style setup. There will also be a range of Advanced Placement, elective and micro-courses introducing students to diff erent career paths, clubs and after-school activities.
AGENCY OVER THEIR FUTURE
The school’s tagline, “Educating Innovators—Shaping the Future,” speaks to Franklin’s forward-thinking curriculum.
“We’re dedicated to empowering students to pursue their passions, develop real-world readiness, and have agency over their future,” Blake Spahn says. “We believe that applied learning is the key to making this vision a reality, so our curriculum, which sets Franklin apart from other high schools, is designed to provide students with as many hands-on, experiential learning opportunities as possible within and beyond the classroom. Our graduates will venture into the world ready to succeed as innovators and socially responsible global leaders.”
GILL ST. BERNARD’S SCHOOL
PO BOX 604, ST. BERNARD’S RD., GLADSTONE • 908-234-1611 • GSBSCHOOL.ORG
A Community of Learning, For College and Beyond
In the world of independent schools, the phenomenon of getting caught up in the “rat race” for college placement is one Gill St. Bernard’s knows all too well. “For many, college is seen as the fi nish line,” says Eric Loy, Associate Director of Marketing.
“What makes GSB diff erent is our commitment to not just preparing students for academic success at top colleges and universities, but providing students with a true foundation— educationally, socially, and intellectually —for a meaningful life.
“Our students are more than a test score and more than a stat line. Education is more than meets the eye.”
GSB’S NORTH STAR? BALANCE
Gill St. Bernard’s was established in 1900 with the founding of St. Bernard’s School and merged with The Gill School (founded in 1934) in 1972.
There are 24 buildings, a working farm, a trout stream, and a performing arts and community center on the 208-acre, collegiate-style campus for preschool to 12th grade students.
While academics are rigorous, the guiding principle at GSB is balance.
“Balance means combining our curriculum, impressive arts and athletic programs, experiential learning opportunities, character development, and an ever-growing list of extracurricular activities,” Loy says. “That notion of balance is the diff erence between being challenged and being pushed.”
Alumnus Eddie McCarthy (Class of ’20) puts it even simpler: “Wherever it is you want to grow as a person, GSB is going to help you get there.”
FAMILY RELATIONSHIPS, SAFELY
During COVID, GSB was open for in-person instruction every day last year for all of its students and is requiring employees to be fully vaccinated at the start of this school year.
It will keep its daily cleaning protocols in light of students who may be ineligible for vaccines or only partially vaccinated when school starts. Hand sanitizer stations will also remain in place.
But even with rigid protocols last year, GSB takes prides in what it was able to accomplish.
“As a small school by design, GSB is a place where both students and families can get involved, fi nd their voice, and truly make a diff erence,” Loy says. “Whether you’re participating in a classroom project, on a sports team, in a club, or at a Parent’s Association event, families create meaningful relationships with one another. There’s support every step of the way.”
LACORDAIRE ACADEMY
155 LORRAINE AVE., UPPER MONTCLAIR • 973-744-1156 • LACORDAIREACADEMY.COM
A Joy Bubble of Creative Problem Solvers
Lacordaire Academy Director of Admissions Saydi CallahanKeefe sees a delicate balance around her at this unique Catholic school.
The three-acre campus blends the coziness of a small school with an academic rigor that prepares its graduates—for boys, that’s eighthgraders; for girls, it’s senior year—to enter an ever-more complicated world.
“Lacordaire is an age-appropriate joyful bubble,” Callahan Keefe says. “It’s a wholesome, small-school education. But we want them to be strong as they cross that graduation stage. To be ready for the outside world knowing how to be fl exible, knowing how to creatively solve problems.”
COLLEGE PREP, DOMINICAN STYLE
Lacordaire was founded in 1920 by the Sisters of St. Dominic of Caldwell, NJ. From its start as a French-English school for girls, it evolved into a Lower, Middle and Upper School, housed on a campus that is home to some 288 students. Lacordaire is a coeducational school from pre-kindergarten through eighth grade, and girls-only for high school. It’s led by a veteran leadership team that works together to meet its Dominican goals.
“High schools know that students from Lacordaire are going to show up and know how to do the work, maintain balance and participate in extra-curricular activities,” Callahan Keefe says. And our girls who graduate from 12th grade go on to some of the most sophisticated institutions in the world. They go to Yale, they go to St Mary’s in London.”
The college-preparatory curriculum here features forensics, Mu Alpha Theta Mathematics Honor Society and performing and visual arts. There are scores of clubs, organizations and sports teams.
There’s also a rigorous public speaking program, which is fi tting as the school’s name is an homage to Pere Henri Lacordaire, a 19th-century Dominican priest famous for his gift of public speaking and his membership in the Academie Francaise.
SERVICE THROUGH KINDNESS
Lacordaire was open in-person last year, and aims to safely do so again this year.
The school was happy to be of service to its students—as service to others and social justice is at the heart of its Dominican mission.
“It’s more important than ever that we get out of our own heads through service, through kindness,” Callahan Keefe says. “It brings our community a lot of peace to devote themselves to other people. Being of service can be a relief when the world feels complicated.”
A joyful bubble, indeed.
MARY HELP OF CHRISTIANS ACADEMY
659 BELMONT AVE., NORTH HALEDON • 973-790-6200 • MARYHELP.ORG
Discovering God’s Gifts, One Girl at a Time
Mary Help of Christians Academy was open for the entire 2020-21 school year, despite COVID, and parents at this all girls’ high school truly appreciated it.
“I have heard so many stories from friends and family that have not measured up to the quality education our teachers continued to give through this rough period,” Sister Marisa DeRose, Head of School shares. “Our COVID protocols allowed our students to return to in-person learning and we remained that way until June. We are looking forward to seeing the girls back on campus in September.”
GENUINE INTEREST AND FAITH
Prayer and education go hand-in-hand at Mary Help of Christians, which was founded in 1924 and continues to be taught in the tradition of the Salesian Sisters of St. John Bosco. The 16-acre campus has at times served as an orphanage, an elementary school and a boarding school. It assumed its current identity as an accredited, college-preparatory high school in 1944.
The school has Advanced Placement courses and dual enrollment agreements with Rutgers University, Fairleigh Dickinson University and Seton Hall University, allowing students to earn college credit without ever leaving campus.
All of which creates an environment of support and sisterhood that sees each student at Mary Help of Christians get accepted into their college of choice each year.
“Parents love the all-girls environment where students are focused on discovering their God-given gifts and where the faculty and staff are focused on helping each student fi nd their career and calling,” Sister DeRose says. “There is a genuine interest in every student’s well-being with an emphasis on student success that integrates faith in all that we do.”
AN ACADEMY PAST ACADEMICS
Mary Help of Christians is more than just classwork. It’s athletics and extracurricular activities.
It’s Mary’s Mini-Mart, a school store with everything from sprit wear to fruit smoothies.
Most importantly, it’s the confi dent young women they become upon graduation. “The Mary Help of Christians Graduate is an innovative thinker and life-long learner who is confi dent and capable of contributing to society, both independently and cooperatively,” Sister DeRose says. And “the Mary Help of Christians Graduate is a catalyst for positive change, inspired by her belief in God and the Salesian spirituality with a commitment to service.”
MONTCLAIR COOPERATIVE SCHOOL
65 CHESTNUT ST., MONTCLAIR • 973-783-4955 • MONTCLAIRCOOP.ORG
A Progressive and Personal Approach to Education
The Montclair Cooperative School was founded in 1963 and has been a leader in progressive education for 58 years. The Co-op keeps children at the center of school life, engages parents in their children’s education and guides its students towards their own personal growth and excellence.
From preschool (2.5 years) through eighth grade, the school’s approach is to educate the whole child by meeting each child where they are and making sure each child feels seen and heard.
DEVELOPING AND NURTURING SKILLS
The Co-op’s mission is to create a nurturing and diverse environment, where children grow and fl ourish intellectually, emotionally and socially. Using progressive models for learning, emphasis is always placed on children’s work and the way they think about their world.
The development of social-emotional skills is an integral part of the Co-op, where children learn how to negotiate, to reach consensus, resolve confl icts and advocate for themselves and others.
Co-op teachers create a deep and personal connection with students, examining every child’s thinking individually and in small groups, planning curriculum that will stretch each child in academics, the arts and social skills.
A STRONG SENSE OF COMMUNITY
At the heart of the Co-op’s success is a sense of community. The school believes parents are partners in their children’s education, and are off ered meaningful opportunities to participate in many aspects of Co-op life.
Parents support the school by assisting in their child’s classroom, lending time and talent through a family job, fundraising or serving on a committee. Being a Co-op parent is an experience they cherish.
Alumni and alumni families remain connected to the Co-op, giving back to the community in which they thrived.
Together, the school respects and nurtures its community, holding true to the belief that a child who is socially and emotionally in a good, balanced place has a strong foundation for continued study, growth and a lifelong love for learning.
Finding the right school takes time and great care. Keeping children engaged in their own learning encourages them to be creative with their education—no matter the format.
Whether you’re enrolling your child into school for the fi rst time, or interested in moving to an inspiring place for students, contact the Montclair Cooperative School to learn more about the joy of being part of the Co-op.
OAK KNOLL SCHOOL OF THE HOLY CHILD
Teaching the Whole Child, With a Founder’s Purpose
Actions, not words.
It’s more than the mantra of education visionary Cornelia Connelly, whose teachings form the bedrock for Oak Knoll School of the Holy Child.
It’s a North Star.
“Our founder’s axiom is taken very literally here,” says Jennifer Landis, Oak Knoll’s Head of School. “Our graduates leave here with a sense of purpose and understanding about the world around them that prepares them for the next steps and beyond.”
A GLOBAL NETWORK FOR LIFE
Oak Knoll was founded in 1924, based on Connelly’s Society of the Holy Child Jesus, which started in 1846 with a vision of teaching “the whole child” long before the approach became a staple of education. Now the society off ers a worldwide web of 9 U.S. schools and 13 overseas.
“When students enroll in Oak Knoll, they are joining a global network for life,” Landis says. “Our students and families form bonds that last a lifetime and span well beyond our campus in Summit.”
That campus encompasses an independent school for boys and girls in pre-kindergarten through grade 6 (the Lower School). Grades 7-12 (the Upper School) are for young women.
And while it’s a global family, it’s a focus on the individual that defi nes education here.
“One of the most special aspects of the school is our focus on whole-child development,” Landis says. “When we think of that we think about how we tend to the social, emotional, cognitive, physical and spiritual development of each child.”
ANYTHING BUT COOKIE CUTTER
Oak Knoll off ered hybrid, in-person classes last year and is looking forward to in-person teaching this year.
Those face-to-face encounters will feature several new and improved programs, including a co-educational pre-kindergarten program that launched in 2020 and a new signature confi dencebuilding initiative for middle school girls. There is also increased social/emotional programming, including the “Character Strong” curriculum in the Lower School, and a new leadership-building program in the Upper School.
In addition, there are scores of clubs, extra-curricular groups, afterschool activities, 15 varsity sports, an international-exchange program and diversity, equity, inclusion and justice initiatives.
“Families know that when they send their child to Oak Knoll, they are not getting a cookie-cutter education,” Landis says. “Their child will be encouraged to push boundaries, step outside their comfort zones and discover their passions.”
PRINCETON ACADEMY OF THE SACRED HEART
A Place Where He Can Be … Anything He Chooses
Zaneta Chambers joined Princeton Academy of the Sacred Heart in May as its fi rst director of the Learning Resource Center. And while the hire may sound like a routine appointment, it typifi es Princeton Academy’s approach to “developing young men to be creative, compassionate and courageous leaders of a just society.”
“We seek to bring out the best in each and every boy,” Head of School Alfred (Rik) Dugan III says. “We take great pride in seeing, hearing and knowing each and every boy individually, and meeting him where he is on his journey, as a person and as a learner. We use a phrase here, ‘He Can Be.’ We believe he can be anything.”
REINVENTING BOYS’ EDUCATION
Princeton Academy was founded in 1998, and today has the vision to reinvent boys’ education for students in kindergarten through grade 8.
“We need to pull in all parties who are a part of that child’s learning journey,” Chambers says. “It cannot just be the student. We have to partner with families, caregivers. We need to ensure teachers play an active part, not just in the classroom, but by really knowing the child, and seeing them for who they are and where they are at the moment.” She is not alone, of course. Princeton Academy also has created a Director of Social Emotional Wellness to lead along with a Director of Secondary School Placement, a Director of Community and Culture, a Director of Curriculum Innovation and a Director of Spiritual Life.
“This concept of reinventing boys’ education allows us to really think about developing good men for tomorrow,” Dugan says. “We are mindful that we are educating and partnering with families to raise boys who we strive to equip with a tool belt to solve global problems and make our world a better place, while also providing a compass to help him navigate the moral context of the world around him.”
A HANDSHAKE BY ANY OTHER NAME
A longstanding tradition at PASH is the Morning Handshake.
So with the school open in-person last year, that became a diff erent, but just as meaningful, morning greeting.
“Every boy was acknowledged with eye contact, a good morning, sometimes a bow or a head nod,” Dugan says. “Yes, a handshake is a handshake, but really it is a representation of seeing the other individual and enabling the other person to know, ‘I am here for you. I am extending my hand, and so are you. And you are going to carry that forward into our world.’”
RANNEY SCHOOL
Values at Its Core, More Applicable Than Ever
Resilience has long been a lesson at Ranney School’s heart.
Over the past 18 months, Head of School Dr. John Gri th has seen it on display more than ever in the face of a pandemic.
“Our community rallied,” he says. “The faculty was terrifi c; they recreated themselves and the way they taught. Parents were very supportive of protocols and our students were incredibly cooperative. Adaptability and resilience, those core values, defi nitely bore out as advantages.”
LEAD. CREATE. CONTRIBUTE.
Ranney School serves 700 students from age 3 to 12th grade. Classes and activities include fi ne/performing arts, top-ranked robotics squads and 40 athletic teams. Facilities include state-of-the-art spaces such as two Innovation Labs. Recent improvements include updated sports fi elds and a modernized health center.
The school’s mission is to “nurture intellectual curiosity and confi dence to inspire students to lead honorably, think creatively and contribute meaningfully to society.” In those words, Dr. Gri th sees real-world touchstones for the resiliency, service and adaptability that the school touts.
“We have a school-wide commitment to community service. This year, we will host two community-wide service eff orts for all students as we endeavor to be connected to the broader community.”
The school taught in-person last year, though activities were modifi ed for safety. The Maymester program for Upper School students, which envisions travel programs, shifted in-house.
“Students still had opportunities to do experiential education,” Gri th says. “Projects over the past couple of years have included building a pizza oven, learning culinary studies and applying math and engineering to applications like building a golf course. We certainly expect those and other experiences to grow in the future, including a return to travel.”
CULTIVATING INDIVIDUAL TALENTS
If intellectual curiosity is the start of a Ranney journey, connectedness is the end.
Dr. Gri th proudly follows alumnus Scottie Lewis, a star basketball player drafted to the Charlotte Hornets. And he was thrilled to watch alumna Jessica Springsteen—The Boss’ daughter— help her team win a silver medal in the US equestrian team jumping fi nal at the Tokyo 2020 Olympics.
“Both are examples of the school’s ability to cultivate students with individual talents and accommodate their needs and schedules,” he says. After all, resiliency takes work.
SAINT JOSEPH HIGH SCHOOL
145 PLAINFIELD AVE., METUCHEN • 732-549-7600 • STJOES.ORG
A College Prep Program Rooted in Christian Values
Saint Joseph High School is operated by the Brothers of the Sacred Heart, who have been active in American education since their arrival from Lyons, France in 1847. At Saint Joe’s students and parents will fi nd an exceptional college preparatory program rooted in Christian values, a great athletic program and an extensive list of extracurricular activities. The school admits boys of any race, color, national or ethnic origin or creed and is accredited by the Middle States Association of Colleges and Schools and by the National Association of Independent Schools. Saint Joe’s is located on 77 acres in Metuchen and Edison, NJ.
CHARACTER DEVELOPMENT IS IN THE CURRICULUM
The Formation Program at Saint Joe’s is designed to address non-traditional educational components that are vital to students’ development, but are not covered in the normal curriculum.
A few areas of particular interest include leadership and character development and diversity. On Wednesdays throughout the school year, an hour of time is dedicated to Formation. The Program is broken down by grade level, with each grade attending a seminar that is relevant to them in their development. For example, freshman attend a seminar on preparing for a midterm/fi nal, while seniors attend one on writing a college essay.
Saint Joe’s believes that its Formation Program helps students to develop into well-rounded individuals and extends their learning beyond the typical core classes of the school day.
FACULTY WITH TALENT AND EXPERIENCE
The school’s faculty and staff are comprised of highly educated and talented individuals who truly care about the success and well-being of the Saint Joseph students.
More than 70% of Saint Joe’s educators have at least one master’s degree or higher and 10% have a doctorate degree including two medical doctors and two lawyers.
Five of Saint Joe’s Partners in Mission have been accepted as Advanced Placement (AP) Readers to grade the national AP exams each year. Additionally, one serves as a member of the AP Leadership as a Table Leader.
On average, Saint Joseph teachers have 21 years of experience in their fi eld of expertise, while 31% have over 30 years of teaching experience.
All of Saint Joe’s teachers are trained in STREAM (Science, Technology, Religion, Engineering, Arts, Mathematics) so that they are able to provide enriching and cross-sectional lessons to their students.
TRINITY HALL
Designed for Girls, and How They Learn Best
M
ary Kate Blaine was hired by Trinity Hall as the independent, all-girls high school’s second head of school in
December 2020.
She was impressed well before her July start date.
“I found Trinity Hall’s commitment to excellence audacious and inspiring,” she says. “Rooted in deep faith, the Trinity Hall community is bold in its belief that when young women are supported by role models of outstanding character and academic expertise, they can be empowered to do and be anything. Our focus on preparing young women to lead, to respond to dynamic change equipped with the skills to meet it, and to persevere through challenges with faith and a spirit of respect for others is precisely what our world needs.”
ACHIEVING POTENTIAL, TOGETHER
Independently governed, and taught with an all-honors curriculum in the Roman Catholic tradition, Trinity Hall opened in 2013 in Middletown and is now on the former Fort Monmouth US Army base in Tinton Falls.
Sisterhood defi nes Trinity Hall and its core values of leadership, respect, perseverance and faith.
It’s a sense of community where the “Circle of Support” ensures students have the resources to support them. And a feeling of belonging that extends to two dozen-plus clubs and organizations as well as 16 sports teams that compete against public, parochial and independent schools in surrounding Monmouth County.
“Trinity Hall prepares each student to achieve her full potential as she embraces her place in the world,” Blaine says. “Moreover, Trinity Hall is a place designed especially for girls and the way they learn best.”
A RUMBLE FOR BRAGGING RIGHTS
The Trinity Hall feeling of community isn’t found in just its classes and student groups.
It’s in the way Trinity Hall operates. For example, the “Royal Rumble” divides the entire school–students and faculty–into the Blue Team and the Orange Team to compete against each other in events run by Trinity Hall’s fi ve leadership councils.
Winners laser-cut their team name on a trophy–and earn bragging rights for which graduates return to campus to defend.
Blaine is counting the days to look her students in the eyes and celebrate this year’s competition.
“Our students are our best ambassadors and I cannot wait to welcome them back to school this fall,” Blaine says. “I look forward to having the entire community together and intend to embrace the joys, talents, and laughter of our students.”
UNION CATHOLIC HIGH SCHOOL
1600 MARTINE AVE., SCOTCH PLAINS • 908-889-1600 • UNIONCATHOLIC.ORG
Where Balance is the Key to Success
Union Catholic off ers a wide variety of academic off erings and extra-curricular activities within six learning levels tailored to meet each student’s strengths and interests. UC encourages balance as students navigate their high school journeys.
“One of my favorite parts of Union Catholic is the balance that it strikes between being able to off er students all of the curriculum and activities they could ever want, while still being small enough and personal enough to give students a unique experience. Everything about my connections with my teachers, and even with the other students, feels so much more personal,” says rising junior Alexandra Bonn.
“In the real world, you have to have balance, and I think UC does a really good job of fostering that,” adds rising senior Michael Palacio. “We are guided to manage our time so that one task isn’t given too much attention at the expense of others.”
MEETING A GENERATION’S NEEDS
Union Catholic adopted its use of laptops more than 20 years ago. Principal, Sister Percylee Hart is proud of UC’s cutting edge approach to education, with a curriculum fostered by the use of technology. This was especially evident during the pandemic, when UC transitioned seamlessly to virtual learning.
But technology isn’t everything, Principal Hart says.
“What we really try to do at Union Catholic is meet the needs of this generation,” Principal Hart says. “I’ve been in education for 50 years and this is the fi rst time that I have encountered students that process and function in new ways.”
The students agree.
Just ask them.
“Multi-tasking is something that Union Catholic heavily pushes, encouraging students to do clubs and sports, and focus on their schoolwork and their connection with God,” Bonn says.
LIVING UC’S CORE VALUES
Union Catholic’s goal is to graduate academically successful young women and men who demonstrate its core values of responsibility, respect, honesty, community and compassion.
Sister Percylee looks forward to having students back in person this fall, as the school community comes alive with renewed hope and excitement for the future.
“It’s a laboratory of life,” she says. “One of our biggest strengths is our environment. We need each other. It’s not all about mastery of technology and one-on-one learning, it’s also relational and becoming all God calls you to be.”
Union Catholic students agree.
Just ask them.
THE WILLOW SCHOOL
Experiencing Education, With an Outdoor Campus
The Willow School has always had a garden as part of its 34acre campus. But last year, it became a communal learning center that enhanced the experiential learning that goes on here.
“During a year where we couldn’t have many of our typical community gatherings, the garden became a space where parents, teachers and students came together,” says Head of School Francisco Ayala. “Led by our parentrun Garden Club, parents, students and teachers planted together, practicing key Willow virtues like respect and responsibility. What students planted was often inspired by their curriculum, like the pollinator fl ower bed students created and tended to in science class. Watering their plots and enjoying the early harvests became some of the most joyful moments of our spring semester.
“It really inspired everyone involved, including many of our teachers who will be integrating the garden even more deeply into their curriculum this upcoming school year. During a challenging year, it was amazing to feel the Willow community spirit in the garden.”
TEACHING THE JOY OF LEARNING
At Willow, “the joy of learning” is the focus from preschool through grade 8.
Formed in 2000, founders Pearl Johnson and Mark Biedron aimed to design a place where students learn how to develop ethical relationships and apply systems thinking to complex issues. It’s a school where students learn at their own pace, with hands-on lessons tailored to their learning styles. And it’s an environment where children are encouraged to bring their passions into student-led projects.
The campus has three LEEDcertifi ed buildings and plenty of outdoor classroom space, which was expanded last year.
“Teachers really saw the value of having kids learn outdoors as much as possible,” Ayala says. “That is something we’ll carry forward.”
HANDS-ON LESSONS THAT CONNECT
The lessons are working.
The Willow School saw its student body grow from 130 to 160 students over the past two years. Some of the school’s growth was due to remaining open during COVID thanks to a litany of safety protocols, but Ayala credits more of it to the school’s mission.
“Parents value experiential, handson learning,” Ayala says. “We’re really seeing that the core components of our program—virtues, systems thinking, project-based learning and more— connect with diff erent families. Parents see the positive impact that our approach has on their kids.”
THE CENTER SCHOOL
2 RIVERVIEW DR., SOMERSET • 908-253-3870 • THECENTERSCHOOL.COM
For Dr. Ronald Rinaldi, Executive Director of The Center School, the past year has been a validation.
Through mostly in-person education, he was proud to see that the school’s 50-year-old ethos of serving students with learning disabilities carried its students through one of the most difficult years of their lives.
“Special needs students have a lot of unique issues,” Dr. Rinaldi says. “They have attention deficit issues. They have sensory issues. A lot of times they can’t have certain items touch their skin. So, we’re figuring, some of these kids won’t be able to wear a mask…these are some of the things we were thinking, ‘Oh, my God, this is just not going to work with special needs students.’ And it worked. And they were really great.”
Success is what parents have seen here since The Center School was founded in 1971. Most of the roughly 80 students in grades 3-12 are on the autism spectrum. There’s also a popular transition program for high school graduates up to age 21.
Most students join around third grade, as families realize that their child has learning differences and switch from a mainstream school to a specialized one.
Dr. Rinaldi never minds when a student transitions back to their home district.
That’s the point.
Well, that and seeing the smiles on the faces of those learning how to learn—and the smiles of those who are proud of them.
“We had in-person graduations, and the parents were thrilled that they were able to come and see their children graduate,” he says. “To see just those couple of events, and the smiles on the kids’ faces, that they could be together with their peers, and that their parents could be there—that’s what it’s about.”
THE DERON SCHOOL
1140 COMMERCE AVE., UNION • 908-206-0444 • 130 GROVE ST., MONTCLAIR • 973-509-2777 • DERONSCHOOL.ORG
After a year of virtual learning and hybrid sessions, The Deron School of New Jersey Director Lori Alter is focused on getting multiply disabled students reunited with the teachers they need.
“We’re getting back to normal,” she says. “We’ve restarted our special classes. Our music, art, physical education are in the classrooms now. We’re back on track.”
Alter credits the staff at The Deron School, but that’s no surprise.
Everything here starts with teachers, paraprofessionals, behaviorists and speech, occupational and physical therapists jointly following Applied Behavior Analysis programming.
It’s been that way since Deron was founded in 1967 by Alter’s in-laws. Now, there are some 100 students in Union and another 120 in Montclair with a range of special needs that include autism, Down syndrome, cognitive impairment and brain injuries.
“Most staff members know everybody,” Alter says. “We nurture and we take care of them because we want them to be the best they can despite their disability. It’s just what educators do, I believe.”
Not only did Deron School staff work through the year, the campuses actually expanded.
In Union, the school opened a STEAM Lab for science, technology, engineering, the arts and math. In Montclair, a technology lab dubbed Tiger Tech Inc. opens in September. Both offer courses like software, coding and digital citizenship.
And now, Alter is ready to unveil all the new tech to students and parents.
“Because we are family-run, we insist on that familiarity with all of the students and families,” she says. “I know every name of every child in the building. In special education, it is a really unique responsibility and care for what you’re doing.”
FAR BROOK SCHOOL
52 GREAT HILLS RD., SHORT HILLS • 973-379-3442 • FARBROOK.ORG
Curiosity. Creativity. Childhood.
These are the hallmarks of a Far Brook education for a diverse student body of 260 children in nursery through grade 8, a journey designed to encourage questioning and careful observation of the world around them.
The mission is “to create a supportive and caring community that cherishes love of learning, creativity and individuality, and that provides teachers and students with both support and freedom to take risks in order to reach their full potential.”
Founded in 1948 on nine wooded acres by parents who believed in progressive education for their children, Far Brook provides experiential, inquiry-driven learning, collaboration, critical thinking, and problem-solving skills. The child-centered, supportive culture allows children to express their ideas and honors their work.
All students participate in sports, art, music, drama, and singing. Sometimes this involves stepping outside their comfort zones, where they gain confidence and learn to lead. Service learning reinforces the importance of empathy and citizenship.
Last year during COVID, Far Brook was open for in-person learning, maintaining unique and enriching experiences. Safety protocols included masks, weekly COVID testing, upgraded ventilation systems, reconfigured classrooms for physical distancing, and expanded outdoor classrooms.
“Far Brook continues to deliver our extraordinary, progressive program, modeling a resilient and adaptive mindset,” Head of School Amy Ziebarth says. “We have a great responsibility to our students as they form early impressions and gain knowledge that will serve as the foundation for their engagement as caring, global citizens.”
FRENCH AMERICAN SCHOOL OF PRINCETON
At The French American School of Princeton (FASP), being bilingual isn’t just about language. It’s about speaking, writing, reading and thinking in two languages all day long, while living in a multi-lingual/cultural world.
“FASP’s mission is to not only provide a bilingual education, but to do so in a nurturing and creative learning environment where students continually thrive,” says Dominique Velociter, Interim Head of School who joined FASP in July 2021.
Founded more than two decades ago, FASP welcomes students ranging from preschool through grade 8. While the curriculum puts an emphasis on being fully bilingual and biliterate in French and English by grade five, students are also taught to think critically, appreciate each other’s similarities and differences and communicate efficiently while adapting to the world around them.
Upon completion of grade 8, students at FASP see the world through a different lens. With the built-in capability to navigate dual-linguistic structures and having an increased sense of open-mindedness, students are well-equipped to enter both U.S. and international high schools upon completion of the bilingual program.
Additionally, FASP offers a deep sense of community. Made up of more than 30 nationalities, the school community presents an opportunity for families and team members to experience a diverse array of cultures and languages.
“Within our school community, we always join together as one,” said Velociter. “While our community was fortunate to remain primarily in-person during the 2020-21 academic year, we are planning an amazing new school year that will allow our community to be together.”
GREEN MEADOW WALDORF SCHOOL
307 HUNGRY HOLLOW RD., CHESTNUT RIDGE, NY • 845-356-2514 • GMWS.ORG
Green Meadow Waldorf School is a different kind of private school.
Early childhood programs are play-based. Third graders experience a rigorous farm curriculum as they learn how people have fed themselves and each other through history. And high schoolers go into the world for international exchange programs and internships like they’re already in college.
“Green Meadow nurtures the physical, emotional and intellectual capacities of the child through our unique, developmental curriculum, which meets students right where they are in their growth,” says Vicki Larson, the school’s director of communications and marketing. “We have decades of experience engendering in our young people the academic, social, artistic and practical abilities that will enable them to become self-reliant and generous individuals capable of meeting whatever challenges they face in the future.”
Founded in 1950, Green Meadow is one of the oldest of the 300 Waldorf schools in the US (and roughly 1,000 worldwide).
Standardized testing is eschewed here in favor of block-style learning, teacher looping and multidisciplinary instruction. On the school’s 11-acre campus in Rockland County, N.Y, test scores are less important than curiosity, collaboration and 21st-century skills.
“The Waldorf curriculum fosters independent, critical thinking and problem solving, develops ethics and morality, and promotes true joy in learning,” Larson says.
Green Meadow adheres to CDC and NY state guidelines for health and safety and taught students in-person for most of the pandemic. Larson now looks forward to a majority of the time being all of the time for this school year. “Community is at the center of everything we do,” she says.
IMMACULATE HEART ACADEMY
500 VAN EMBURGH AVE., WASHINGTON TWP. • 201-445-6800 • IHANJ.COM
Tara Hopfenspirger, the director of communications for Immaculate Heart Academy, can’t pick the number she’s most proud of.
Maybe it’s that there are 10,722 women that call themselves IHA alumnae. Maybe it’s the $51 million in scholarship awards earned by this year’s graduates or the 204,492 service hours students have logged over the past five years, a practical application of the girls-only school’s Catholic values.
“It is truly an honor and privilege to be a member of the Immaculate Heart Academy community–an institution that cultivates, motivates, supports, and empowers thousands of young women in a safe, nurturing, Catholic value-driven, academically-challenging environment,” Hopfenspirger says.
Immaculate Heart, located in Bergen County, was founded in 1960 as the first regional girls high school in the Archdiocese of Newark. While the school was staffed by the Sisters of St. Joseph of Peace and the Apostles of the Sacred Heart in the past, it now mostly employs lay faculty.
IHA offers an accelerated and rigorous science, technology, engineering and math program it calls STEM@theheart. It also offers 17 AP courses, 50-plus clubs and annual service requirements.
That adds up to a communal feel for IHA’s young women–and their families.
“When prospective families visit our school, we hear time and time again about the welcoming atmosphere they experience,” Hopfenspirger says. “Students who are or have been members of the IHA community appreciate how inclusive and loving the IHA family is. Our students meet classmates and peers from all different backgrounds, and they become a part of a life-long sisterhood.”
Maybe that’s the thing Immaculate Heart should be most proud of.
GREEN MEADOW WALDORF SCHOOL
307 HUNGRY HOLLOW RD., CHESTNUT RIDGE, NY • 845-356-2514 • GMWS.ORG
Green Meadow Waldorf School is a different kind of private school.
Early childhood programs are play-based. Third graders experience a rigorous farm curriculum as they learn how people have fed themselves and each other through history. And high schoolers go into the world for international exchange programs and internships like they’re already in college.
“Green Meadow nurtures the physical, emotional and intellectual capacities of the child through our unique, developmental curriculum, which meets students right where they are in their growth,” says Vicki Larson, the school’s director of communications and marketing. “We have decades of experience engendering in our young people the academic, social, artistic and practical abilities that will enable them to become self-reliant and generous individuals capable of meeting whatever challenges they face in the future.”
Founded in 1950, Green Meadow is one of the oldest of the 300 Waldorf schools in the US (and roughly 1,000 worldwide).
Standardized testing is eschewed here in favor of block-style learning, teacher looping and multidisciplinary instruction. On the school’s 11-acre campus in Rockland County, N.Y, test scores are less important than curiosity, collaboration and 21st-century skills.
“The Waldorf curriculum fosters independent, critical thinking and problem solving, develops ethics and morality, and promotes true joy in learning,” Larson says.
Green Meadow adheres to CDC and NY state guidelines for health and safety and taught students in-person for most of the pandemic. Larson now looks forward to a majority of the time being all of the time for this school year. “Community is at the center of everything we do,” she says.
IMMACULATE HEART ACADEMY
500 VAN EMBURGH AVE., WASHINGTON TWP. • 201-445-6800 • IHANJ.COM
Tara Hopfenspirger, the director of communications for Immaculate Heart Academy, can’t pick the number she’s most proud of.
Maybe it’s that there are 10,722 women that call themselves IHA alumnae. Maybe it’s the $51 million in scholarship awards earned by this year’s graduates or the 204,492 service hours students have logged over the past five years, a practical application of the girls-only school’s Catholic values.
“It is truly an honor and privilege to be a member of the Immaculate Heart Academy community–an institution that cultivates, motivates, supports, and empowers thousands of young women in a safe, nurturing, Catholic value-driven, academically-challenging environment,” Hopfenspirger says.
Immaculate Heart, located in Bergen County, was founded in 1960 as the first regional girls high school in the Archdiocese of Newark. While the school was staffed by the Sisters of St. Joseph of Peace and the Apostles of the Sacred Heart in the past, it now mostly employs lay faculty.
IHA offers an accelerated and rigorous science, technology, engineering and math program it calls STEM@theheart. It also offers 17 AP courses, 50-plus clubs and annual service requirements.
That adds up to a communal feel for IHA’s young women–and their families.
“When prospective families visit our school, we hear time and time again about the welcoming atmosphere they experience,” Hopfenspirger says. “Students who are or have been members of the IHA community appreciate how inclusive and loving the IHA family is. Our students meet classmates and peers from all different backgrounds, and they become a part of a life-long sisterhood.”
Maybe that’s the thing Immaculate Heart should be most proud of.
KOHLER ACADEMY
Walk through the doors of Kohler Academy and you’ll discover a close-knit learning community working together to create an environment where the focus and priority is helping each student reach their full potential. Kohler Academy has over 50 years of experience providing unique academic and therapeutic programming that supports students’ unique and diverse needs through collaboration and advocacy. Led by Principal Sunny Beal, Kohler Academy continues its history of excellence in education today.
Move through the hallways of Kohler Academy and you’ll see how the school brings education to life for its students with its large classrooms, therapy spaces, life skills areas, accessible playground and sensory gym.
“Due to the nature of our students’ abilities and medical needs, regression can be detrimental,” Beal says. “We’re proud to be safely operating in-person since September 2020. The hands-on learning and therapies our students are receiving is essential in keeping them moving forward.”
Enter a classroom at Kohler Academy and you’ll find students who are engaged and challenged, while being an important part of a nurturing school community. Kohler Academy believes that children learn from each other, as well as from adults, which is why collaboration and small class sizes permit the teachers and therapists to work together to address student needs in the moment.
As part of the Arc of Union County, students and families have access to additional programs and services that provide supplemental resources for Kohler Academy families that will complement their journeys. “It’s wonderful to know our families are supported through all stages of their lives,” says Beal. “Those are important pieces.”
LANDMARK COLLEGE
19 RIVER RD. S., PUTNEY, VT • 802-387-6718 • LANDMARK.EDU
The founding of Landmark College revolutionized education for students with learning differences (LD) such as dyslexia, ADHD, autism or executive function challenges. More than 35 years later, Landmark’s uniquely designed living-learning model provides this population of college students with the most comprehensive support system, in and out of the classroom.
The post-pandemic future is bringing another revolution to Landmark College with the launch of a new brand for its online programs, LC Online, and new online offerings that cater to not only high school and college students with LD, but the educators who work with them.
“We’ve already had success with online dual enrollment courses for high school students and an online post-baccalaureate certificate for educators,” says Mark DiPietro, vice president for marketing & communication. “The pandemic outbreak really pushed us to make more of our undergraduate programming available online.”
College START is the newest offering. This first year of college experience includes a “virtual residence hall” to help students get a feel for living on campus as they take courses that can earn as many as 24 credits toward a degree. DiPietro says a fully online Associate of Arts in General Studies is now under development as well.
The College also continues to roll out new majors for its on-campus, undergraduate program in Putney, Vermont. Bachelor’s degrees in Life Science, Studio Art, Psychology and Communications have all been introduced during the past five years.
“Whatever a student’s academic goals might be, we offer a path to help them be successful,” DiPietro says.
MOUNT ST. DOMINIC ACADEMY
3 RYERSON AVE. , CALDWELL • 973-226-0660 • MSDACADEMY.ORG
For the past year, access to schools was often discussed in terms of in-person education. At Mount St. Dominic Academy, a Catholic high school for girls, access to the distinguished faculty is a given.
“At the Mount, parents appreciate being able to easily access their daughters’ teachers as well as our student to faculty ratio that results in smaller class sizes and more personalized instruction,” says Dean of Academics Laura Hollenbaugh. “Parents and students embrace the values we uphold and the way we incorporate them into the educational experience.”
The Mount and its mission were founded in 1892 by the Sisters of Saint Dominic. After leaving an early post in Jersey City for a more tranquil setting, the Sisters hand-laid the foundation for the motherhouse and school.
Now, 129 years later, the school guides students to self-discovery by “knowing how girls learn best.” That includes a signature entrepreneurship program known as the L.E.O. Program, a Capstone in Directed Research (call it a senior thesis), 14 Advanced Placement courses and a bevy of co- and extra-curricular activities.
The school taught in-person last year and expects to do the same this year. With a college acceptance rate of 100% and freshmen who return to say their first year at the next level of education was “so easy,” it seems like the Mount has “knowing how girls learn best” down pat.
“Our education helps our students get to where they want to go—from some of the best colleges all the way to the courtroom, to the operating room, to the director’s chair, to the White House and everywhere in between,” Hollenbaugh says. “After the Mount, our alumnae are prepared to embark on the journey to adulthood.”
MOUNT SAINT MARY ACADEMY
1645 US-22 W., WATCHUNG • 908-757-0108 • MOUNTSAINTMARY.ORG
Mount Saint Mary Academy is all about sisterhood.
As a Catholic private school that isn’t part of a diocese, its focus is on educating the young women who attend this college preparatory high school.
“Because we are all girls, there are so few distractions,” says Director of Admissions Donna Venezia Toryak. “There isn’t a social undercurrent that exists when there is a male-female setting. They become much closer friends. There isn’t that cattiness, trying to impress the boys. They can focus on their work and the development of self. The sisterhood is impressive.”
Mount Saint Mary was founded in 1908 by the Sisters of Mercy, who still own the 84-acre hilltop campus. The setting is more akin to a Catholic college campus, with young women shuttling between buildings for classes and 40-some extra-curricular clubs, sports and academic activities.
“We empower young women to be their best selves in a spiritual atmosphere,” Toryak says. “An atmosphere that is very nurturing and supportive, and very conducive to the girls developing a sisterhood so that they are well-equipped in every way to face the challenges of their future upon graduation.”
The school used a hybrid schedule last year, one aided by the fact that it has long used technology for snow days. But there are no plans for virtual learning this year.
“We are hoping for the new year to have a whole renewed sense of community because of that,” Toryak says. “In addition to all the opportunities for our young women to be enriched spiritually and academically, culturally, we are very attuned to wellness of mind, body and spirit. One thing about our graduates, we want them to be well-rounded.”
That begins and ends with sisterhood.
MUSTARD SEED SCHOOL
Established in 1979, Mustard Seed School is a progressive, artsinfused Christian school serving pre-K through 8th grade students. The school inspires minds, cultivates hearts and removes barriers. It teaches each child to be an expert learner and act as a protagonist in their education. When parents walk into the school for the first time, they comment on the peaceful, joyful environment, says Abby Hall Choi, the Head of School. “They see students who are deeply engaged in learning with teachers who know and care for them. They immediately feel a strong sense of community. It’s a place where students can celebrate their successes and learn from their failures.” The program at Mustard Seed School addresses the whole child: mind, body and spirit. “We have an integrated curriculum that combines academics with arts, faith and service,” says Hall Choi. “We prepare students to be change makers–to make a difference in the world.” In the fall, the school plans to offer in-person learning five days a week for all students. During the pandemic, the school was able to successfully remain open for in-person learning in a hybrid model. Mustard Seed is unique in that it focuses on hands-on learning and infusing the curriculum with music and art, opportunities for service and daily worship. The school has a sliding scale tuition model that enables them to serve students from across the socioeconomic spectrum. “At Mustard Seed School, students are known and encouraged,” says Hall Choi. “They create meaning and seek purpose, all within a loving and warm academic community committed to excellence.”
PARAMUS CATHOLIC HIGH SCHOOL
425 PARAMUS RD., PARAMUS • 201-445-4466 • PARAMUSCATHOLIC.COM
Paramus Catholic is where faith, family and faculty meet.
This co-educational collegepreparatory school describes its Christcentered mission statement as one that pushes spiritual growth, academic excellence and social responsibility. It’s an approach the school believes has led to personal development for all its students since its founding in 1965.
“What’s nice about Catholic education is everyone is taking an oath of being part of this community,” Marketing Director Jean Cousins says. “You choose to come to Paramus Catholic. You’re not going to it because of your zip code. You’re saying, ‘I want my son or daughter here.’ That’s the beauty of it.”
It’s easy to see why parents make the choice.
Twenty-one Advanced Placement courses.
Thirty-three honors courses.
And a student body where 99 percent goes on to a four-year college.
Last school year, Paramus Catholic worked on a hybrid schedule. With students set to return in person this fall, it is restarting quarterly weekend retreats, service projects, and the popular Campus Ministry and Paladin News Network, which does video broadcasts of school news daily.
Two programs—sports medicine and computer-aided design (CAD)—began last year but will be taught in-person for the first time. And the principal, Dr. Stephanie Macaluso, is holding an orientation just for sophomores who’ve never been in buildings on the school’s 27-acre campus.
Because you can never help students enough.
“I started out as a parent at PC first,” Cousins says. “Then I was a teacher. Then I went into admissions, and now I’m in marketing. Sometimes, you can see too much and maybe not feel so enchanted, but I have to tell you the children really come first here.”
SADDLE RIVER DAY SCHOOL
147 CHESTNUT RIDGE RD., SADDLE RIVER • 201-327-4050 • SADDLERIVERDAY.ORG
Ask Saddle River Day School Director of Admissions Geoffrey Bowman how he thinks of his students and it’s easy.
Innovators. Thinkers. Leaders.
The school “empowers students with the tools, space and encouragement to find their passions and thrive,” Bowman says. “The result? Graduates who own their future.”
SRDS, as it’s known, was founded in 1957. It teaches preschool through high school on a 280-acre campus with a Lower School (preschool to grade 4), a Middle School (5-8) and an Upper School (9-12).
Bowman says the school differentiates itself by balancing the familiarity of a small school with the programmatic slate of a big one. “Families love SRDS because of our rigorous academic program and because of our warm and caring community,” he adds. “We live our core values of Everyone Counts, Love of Learning and Intellectual Risk-Taking.”
Not only was the school in-person last year—with plans for a safe return this fall—but SRDS even launched new initiatives including Gateway Diplomas, an honors diploma program for seniors; Capstone Research Project, a year-long effort for Middle School students; and a monthly entrepreneurship project for Lower School kids. Education here focuses on “cultivating an entrepreneurial mindset,” Bowman says, with the school’s Center for Innovation and Entrepreneurship offering Upper School students 2-4 year programs in Business and Entrepreneurship, Graphic Arts, Videography, Engineering, Psychology and Computer Science.
That’s in addition to SRDS’ more than 30 no-cut sports teams, clubs and musical groups—as well as other extracurricular activities. “Learning doesn’t end at 3 p.m.,” Bowman says. Not for innovative thinkers and leaders it doesn’t.
THE WARDLAW + HARTRIDGE SCHOOL
Safety first” was a mantra at schools that were open in person last year. At The Wardlaw + Hartridge School, it’s now a way life.
The school has a reopening task force, as well as a pandemic coordinator, which is a dedicated staffer tasked with ensuring the school follows best practices.
It has installed high-tech Owl 360 camera systems allowing virtual students better access by keeping cameras on both the teacher, the classroom and a Smart Board, giving virtual learners a more realistic classroom experience. It also pivoted to using its $6 million performing arts center, opened just four years ago, and outdoor classroom spaces as additional instruction spaces.
“It was a full community effort,” said Director of Communications Rudy Brandl. “From the administration down to the parents and students themselves.”
Everything is a communal accomplishment at Wardlaw + Hartridge. The school formed in 1976 as a merger of The Wardlaw School and The Hartridge School, each of whose roots trace to the late 1800s.
Now, Wardlaw + Hartridge has evolved into a co-educational, college preparatory day school. It serves students in prekindergarten through high school, broken into three divisions: the Lower School, the Middle School and the Upper School.
Wardlaw + Hartridge’s statistics speak for themselves. College matriculation? 100%. Athletic teams? 35. Teacher-student ratio? 7:1. Signature pedagogical programs? 11.
But it’s not the biggest numbers that define Wardlaw + Hartridge. It’s the smallest ones, leading with class size.
“We take immense pride that no student gets lost here,” says Director of Admission Gerard Gonnella. “Our school’s smaller size makes it more like a family, where every student is engaged.”
WINSTON PREPARATORY SCHOOL
901 RTE. 10 E., WHIPPANY • 973-500-6480 • WINSTONPREP.EDU
COVID couldn’t change the mission at Winston Preparatory School NJ.
Not when it’s the education and remediation of students with learning differences.
“It’s very important that we stick to our mission,” Head of School Greg Koehlert says. “Our mission is to have a deep, clinical, diagnostic understanding of our students’ learning challenges. And to develop individualized programs for them that, based on our understanding of their needs, meet them where they are as we understand them and develop their skills. That’s unchanging with our kids and with our programs.”
Last year, Winston Prep lost just three days of live instruction.
It’s the kind of focus the school has had since opening in 2014 to offer individualized education for students in grades 3-12 with differences such as dyslexia, nonverbal learning disabilities, expressive and receptive language disorders, and ADHD. Winston uses the Neuropsychological Paradigm to understand learning disorders, and individualizes by using the Continuous Feedback Process to design curriculum, adding 45-minutes of one-to-one Focus Program instruction each day. The program started in New York City in 1983 and now has six campuses and the Winston Online program.
Koehlert says the school took all necessary safety steps, including some teachers working remotely as students needed to see their full faces for instruction. It also invested in high-quality, cross-talk microphones and cameras.
This year, Koehlert expects even more success. “Our plans are to do what we always do, which is help kids develop their independence through the development of their skills,” he says. “The path forward is to forge ahead, stick to the mission.”
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