A Transformative Community: A Journey Through Part III of Peck's Strategic Plan.

A Transformative Community

A journey through Part III of Peck’s Strategic Plan

A Transformative Community

We commit to deepening our own community’s connections, celebrating di erences, and engaging locally and globally.

W A W W

The final in our three-part series tracing the implementation of our 2015 Strategic Plan, this issue highlights how Peck is a school that fosters lifelong connections, which, for generations, have powered our extraordinary K-8 experience. We continue with Part III: A Transformative Community. Explore digital content at www.peckschool.org/pecknews

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A Roadmap Through the 7 Aspirations of Part III of the Strategic Plan

DEFINING THE PECK EXPERIENCE

Those of us within the Peck community know what makes our school special: our school culture is simultaneously classic and dynamic, both evolving and ready. Finding the right words to convey the depth of the Peck experience to those who don’t yet know us can be a challenging proposition. The 2015 Strategic Plan recognizes this challenge and pledged to clearly define the transformative value of Peck’s K-to-8 educational and experiential framework.

A STRONGER CONNECTION TO MORRISTOWN

SUSTAINING A VIBRANT, DIVERSE COMMUNITY

As a community, we believe that the virtues we espouse, from our Core Values to our age-old refrain, Consideration of Others, will serve our graduates in their careers, personal relationships, and lifelong journeys. One commitment in the 2015 Strategic Plan that reflects both our virtues and a necessary mindset for a globalized world was to implement support for the school’s commitment to diversity and inclusivity.

Peck has a long history of community service and partnership with various nonprofits, businesses, and philanthropic initiatives. As we teach students how to live by consideration of others, we are ever mindful of strengthening our own community bonds in and around Morristown. Our 2015 Strategic Plan aspires to exactly this—a stronger connection through meaningful service and partnerships.

ENGAGING ALUMNI AND PAST PARENTS

Our alumni and past parents represent the history of Peck’s heart and soul. Our 2019 Strategic Plan pledges to strengthen our outreach and programming to further engage alumni and past parents in various aspects of the school.

BRIDGING THE K-TO-8 EXPERIENCE

Experiencing Peck throughout the K-to-8 continuum can be a powerful experience during childrens’ formative years, shaping them into the kinds of leaders, collaborators, and creative thinkers needed in a rapidly changing world. To ensure that this experience is continuous from grade to grade, and division to division, the 2015 Strategic Plan aims to strengthen connections between the Lower School and Upper School.

REACHING OUT TO NEW FAMILIES

Peck’s 2015 Strategic Plan prompts us to explore ways of connecting with prospective families that fit parents’ busy schedules and convey an authentic Peck experience. The new Strategic Communications Office works hand-in-hand with the Admissions Office to focus on several key imperatives: lead nurturing, inbound marketing, and interactive learning experiences for prospective students and their parents.

A SOCIAL-EMOTIONAL JOURNEY

At Peck, we know that a student’s individual academic journey is inseparable from their social and emotional journey both at school and in life. This interrelationship, and its impact on student outcomes, is a primary element in Peck’s 2015 Strategic Plan goal to emphasize the health and wellness of the student community—leading to thoughtful, ongoing plans for further integrating SocialEmotional Learning into the curriculum.

Dear Peck Community:

WELCOME TO THE FINAL INSTALLMENT OF OUR THREE-PART PECK NEWS SERIES highlighting the progress we’ve made since implementing our 2015 Strategic Plan: Explore. Excite Engage. This issue focuses on the third pillar, A Transformative Community, which has been an essential element of Peck’s success since the school’s inception in 1893.

My rst day as Peck’s head of school was July 1, 2014, and the rst meeting I had on that rst day was with Don Diebold, who served Peck for 44 years. When I asked Don about the strengths of our community, he replied without hesitation, “the people.” He then spoke with passion about the students, families, faculty, and staff who care deeply about the school, who give sel essly to others, who bring vibrancy and joy to relationships, and who come together to make a strong, caring, and, yes, transformative community.

Our work these past four years has been to strengthen our community, which starts with people. We’ve sought to nd new ways to bring our students and families together; we’ve worked to further cement our commitment to diversity and inclusion; we’ve prioritized reconnecting with alumni, and we’ve continued to value the health and wellness of our students. And that’s just the start of it. As you will read in this edition, Peck alumna Charlotte Parker ’04 took the seed that was planted here at Peck and committed her career to social justice as a business development associate for a west coast impact investing rm. We have launched several new initiatives supporting the social and emotional learning of our students. We’ve successfully rebranded the school and launched new digital marketing strategies to support our recruitment and admissions efforts. These past ve years have seen our community thrive.

I hope you enjoy this edition of Peck News. During the holiday season, please know how grateful I am for all of you and for this wonderful school. We are all lucky to be part of the Peck story.

Warmly,

Andrew C. Delinsky Head of School

Part III: A Transformative Community

Peck is a school that fosters lifelong connections, which, for generations, have powered our extraordinary K-8 experience. Our community is vibrant and oyful, and we strive to celebrate the uni ue di erences of students and families nspired by our relationships, we provide e periences to attract and define a student’s career at Peck e commit to deepening our own community’s connections, celebrating di erences, and engaging locally and globally

learly define the transformative value of Peck’s -to- educational and experiential framework

stablish a standing iversity ommittee, led by a faculty or staff member, to support the school’s commitment to diversity and inclusivity

Analy e new ways of drawing prospective families to campus

nsure a seamless connection between the ower and pper chool experience

xpand alumni and past parent programs to further engage them in various aspects of the school

trengthen our connection to the orristown community through meaningful service and partnerships

mphasi e the ongoing health and wellness of the student community

CLASSIC. DYNAMIC. EVOLVING. READY.

THOSE OF US WITHIN THE PECK COMMUNITY know what makes our school special—our school culture is simultaneously classic and dynamic, both evolving and ready.

Finding the right words to convey the depth of the Peck experience to those who don’t yet know us can be a challenging proposition. The 2015 Strategic Plan recognized this and pledged to “clearly de ne the transformative value of Peck’s K-to-8 educational and experiential framework.”

In the fall of 2016, Peck enlisted a team of educational consultants to help tell the Peck story more authentically, through new messaging and visual depictions. After meeting a broad representation of the Peck community, and conducting a lengthy deep dive into our history, culture, and academic philosophy, that collaboration resulted in a marketing and messaging toolkit that clearly and authentically communicates the ways in which our school is truly in a category of one. The clear mandate from that collaboration was that generic descriptions of Peck would not do. Our messaging must be beautiful, simple, distinctive, and precise.

At the core of our school culture, there exists a profound interplay between two contrasting and compatible concepts:

There is timelessness at Peck, with our beloved traditions, our family-style dining, the daily handshakes that re ect our deeply rooted values, and emphasis on character development. But there is also liveliness at Peck, fueled by our creative and nimble teachers, who leverage timely methods and help children think outside the box to accomplish more than they ever dreamed they could.

Peck families have trusted our school to provide not only an excellent primary education, but also a set of timeless moral, ethical, and behavioral principles to guide students graciously through life. At the same time, committed, striving, evolving faculty members skillfully fuse traditional culture into an intricate relationship with innovative academics. Peck students revel in design thinking; collaborative, project-based inquiry; hands-on, experiential instruction; and above all, the joy of discovery.

To express this energy and sentiment, Peck adopted a new tagline in the spring of 2017 consisting of the following word pairing: Timeless Traditions | Timely Transformation. To clearly communicate the meaning of this brand, the school’s new Strategic Communications Of ce continuously promotes concrete examples, compelling stories, evocative descriptions, and student outcomes that illustrate how learning at Peck currently looks, sounds, and feels (transformation)—while also instilling a deep con dence in the academic and ethical ef cacy of our methods (tradition).

Through this exercise, Peck found words to express another fundamental aspect of our unique K-8 continuum:

childhood honored

While Peck students progress through a carefully crafted K-8 continuum and grow prodigiously as learners and leaders, they do so without growing up too soon. Peck educators strike a masterful balance, honing sharp minds while honoring the exuberance of a child’s heart, cultivating vigorous thinking and focused concentration alongside contagious excitement, and harnessing both individual strengths and collaborative energy.

To more clearly communicate this aspect of our school culture, the Strategic Communications Of ce is committed to developing messaging that illustrates the warm, welcoming nature of Peck’s “family school” culture and the profound kindness and compassion that teachers extend to students, classmates offer classmates, and Peck families share with one another.

As we continue to clearly de ne the transformative value of Peck’s K-8 education, we will focus our communication and marketing efforts on the depth and dexterity of a Peck education. We will highlight the innovation, energy, and sheer joy that ll Peck classrooms, and we will continue to shine a light on the interrelated nature of character education at Peck. At Peck, good manners, handshakes, and respectful behavior progress to meaningful and empathetic relationships that lead to a lifetime of enriching connections with people from all walks of life.

ONLINE EXCLUSIVE

Immerse yourself in a carousel of images showcasing the classic, dynamic, evolving, and ready moments in a school day at Peck.

Extending the Connection with Prospective Families

AS WE DEEPEN CONNECTIONS within our own community, we also seek increasingly effective strategies to deepen connections with the wider community and draw prospective students and their families to campus. “We have always made a great impression on visitors,” said Erin Ceder, director of admissions and nancial aid. “In the past, though, families may have visited Peck on the recommendation of a trusted friend or colleague. Today many people form rst impressions online. If we can use compelling digital strategies to evoke a feeling of Peck and make a more personal connection through technology, we can better ensure families will physically visit campus and fall in love with our school.”

Following the 2015 Strategic Plan, Peck restructured its Advancement Of ce to better focus on strategic communication, digital storytelling, and on-campus event attendance. The new Strategic Communications Of ce now works hand-in-hand with the Admissions Of ce to focus on several key imperatives: lead nurturing, inbound marketing, and interactive learning experiences for prospective students and their parents.

STRATEGY 1: Lead Nurturing

In communications and marketing lingo, a “lead” is an individual or family that The Peck School deems might be actively investigating, or likely to investigate, an independent school education for their child.

As marketing strategists, our goal is to attract leads from the digital space to Peck through compelling content. One strategy is to use digital content to extend the brand relationship that prospective families have historically developed in-person to those leads early on in their investigative process. Peck can then continue to nurture their connection to our school as they draw closer to making a decision about independent education. The process of successful and ongoing lead nurturing should ultimately result in a prospective family visiting the campus, attending an admissions event, applying to Peck, and (if accepted) enrolling their child.

CONNECTION

STRATEGY 2: Inbound Marketing & Enhanced Digital Content

Old-school marketing often “disrupted” consumers with information at a time and place more convenient to the marketer than the consumer. We realize that families will develop a more meaningful connection with The Peck School if we provide school-search resources, information, or experiences that are relevant, useful, and sensitive to their research timeline. Thanks to the many early-education experts and specialists we have at Peck, we can generate extremely helpful material for families in their school search.

We draw prospective families closer to Peck by providing helpful videos, blog posts, downloadable guides, and other enhanced digital content that we hope will address their concerns and needs. This allows Peck to build trust and credibility with families during the search process while highlighting Peck’s distinctive qualities and unique school culture.

STRATEGY 3: Interactive Learning Experiences

Prospective families are looking for something more meaningful than a traditional open house to get a feel for learning at Peck and to make more personal connections with faculty.

Expanded admissions events now include studentcentered learning activities, such as the Little Makers Design Challenges, MiniMasters Art Classes, and Paws ’n Play Open Gym.

These offerings allow prospective families to sample a few of the dynamic aspects of the Peck experience.

JOURNEY

K TO 8 THE

To ensure our students’ journeys are both smooth and continuous, the 2015 Strategic Plan promised to cultivate new initiatives that would ensure a seamless connection between the Lower School and Upper School experience. The goal was to designate areas where bridges could be strengthened to improve the academic, social, emotional, and physical transitions that our students experience. Many of these bridges have stemmed from the following school-wide initiatives:

REINFORCING BONDS:

Academic Council 2.0

To play a more proactive and holistic role in evaluating the K to 8 experience at Peck, the Academic Council has re-emerged as a “bridging” force. The council brings faculty together across the entire K-8 spectrum to provide a school-wide voice in conversations, presentations, committee work, and changes that improve curriculum and connections across the school.

The council has worked to re ne our approach to Harkness instruction, evaluate report cards and comments from a whole-school perspective, roll out essential questions across all grades, examine homework requirements across the school, evaluate whole-school approaches to project-based and student-centered learning, and evaluate numerous other school-wide and grade-level initiatives. The council has become an ever more dynamic and bonding presence for The Peck School.

CREATING LENSES FOR LEARNING:

Essential Questions

Each grade level has been given one overarching essential question to guide them as they encounter increasingly complex ideas over the course of the year. As the students move up in grade levels, the questions become increasingly challenging— while also providing a familiar touchstone from year to year that guides them in their exploration of subject matter.

The questions range from “How do we learn?” in the kindergarten to “How does one make a difference in the community?” in the eighth grade. Though these questions primarily drive inquiry in the humanities and Peck’s character development program (InDeCoRe), faculty members in other disciplines may also use them as guideposts to learning.

BUILDING STRONGER SCAFFOLDS:

Bridging Departments and Chairs

Today, faculty are more dynamically connected and collaborative across the whole school—and that connectivity translates to a more seamless student experience. With a strong cohort of science, math, technology, and reading specialists in the Lower School, Peck can emphasize a strategic blend of Lower School and Upper School pedagogies and teaching methods, and build better scaffolds for learning across the K-8 experience.

Peck’s emphasis on subject-area collaboration and communication supports the growth of initiatives such as guided math, guided reading, Harkness methodologies, student-centered learning, and social-emotional learning. As Peck continues to build the stature and responsibility of department chairs as key vehicles for moving the school forward, the role of chair has expanded to include representation from the Lower School. This expands the opportunity for department heads to consider curricula through the lens of a continuum, rather than grade-by-grade or division-by-division.

TAKING OWNERSHIP OF LEARNING: Agency by Design

One of the best tools we can provide students as they transition from grade to grade is a sense of agency—a sense that they are empowered and responsible for their own learning. To nurture this state of mind, Peck adopted the Harvard Graduate School of Education’s Agency by Design (AbD) Framework in 2017 to roll out across all grade levels and subject areas over the coming few years.

In essence, AbD becomes a common language spoken across all grades by students and teachers alike.The AbD framework encourages collaboration and community, and helps students visualize connections and patterns. It speaks to young people’s innate curiosity about the world around them. With a common framework for curiosity and exploration, and a shared responsibility for taking ownership of the learning process, students journey through the K to 8 continuum with a sense of shared purpose and understanding.

EASING THE TRANSITION: From Fourth to Fifth Grade

For some students, the jump from fourth to fth grade at Peck can be daunting. As Upper School students, they will now travel between classrooms for various subjects; they will have separate teachers with unique teaching styles for each discipline, and they will go from being the oldest students in the corridor to the youngest. While Peck has several traditions designed to ease the transition, new initiatives are in place to make this journey even smoother.

Over the past few years, fourth graders have been invited to experience the Upper School environment in myriad ways throughout their nal year as a Lower Schooler. They are invited to attend select Upper School assemblies, and they attend joint question-and-answer sessions with the fth grade.

There is now a spot on the Upper School Student Council for a fourth-grade ambassador. And, this spring, fourth graders will participate in the voting process for the election of student council representatives who will assume leadership positions when the fourth graders rise to the Upper School in the following school year.

INVESTING IN INFRASTRUCTURE:

The Peck Promise Campaign

Though perhaps not as obvious as programmatic changes at Peck, the recent campus modi cations do a tremendous amount to bridge connections between the Upper and Lower School. The expansive Parents Association Quad in front of Lindenwold, the new sports court, and the new playground draw students of all ages together for play and recreation. New benches and campus landscaping offer a variety of outdoor spaces for schoolwork, reading, and re ection. A purposeful campus master plan, now realized, facilitates daily academic and playful encounters between classmates from across the school.

SMOOTHING THE ROAD:

Facilitating Timely Transformation

Whether we are building bridges within subject areas, between subject areas, across the Lower and Upper School, or between age groups at Peck, better bridges make for smoother transitions. In a school dedicated to Timeless Traditions and Timely Transformation, our ability to locate and eliminate gaps in the road means the journey from kindergarten to eighth grade at Peck is the best it can be.

TheValue of Values Celebrating Diversity at Peck

AT PECK , we believe knowledge must be guided by values. This conviction led to the creation of Peck’s character development program (InDeCoRe) and is the impetus behind Peck’s age-old refrain, “consideration of others.” Peck also recognizes the lasting value of values and as a community, we believe that the virtues we espouse will continue to serve our graduates in their careers, personal relationships, and lifelong journey.

One commitment in the 2015 Strategic Plan was to establish a standing diversity committee, led by faculty and staff, to support the school’s commitment to diversity and inclusivity. As Head of School Andy Delinsky explained, “Inclusivity, equity, and diversity are virtues, but they are also what higher education and the collaborative world increasingly desire. We are preparing our students for that world.”

Social scientists and business executives in the most successful companies worldwide agree that a diverse and inclusive workforce drives innovation and improves nancial performance. Diverse perspectives mean diverse approaches to problem-solving, which translate into increased innovation, more solutions, and greater human capital devoted to predicting outcomes. To better prepare our students, a committee was formed in early 2016 under the name Inclusion, Equity, and Justice (IEJ) Committee at Peck.

“ ”

In order to accept other cultures, you need to be at peace with your own background. I truly believe one role of a K-8 school is to have students explore, connect, accept, and celebrate their own backgrounds. Especially as they grow older and are faced with the pressure to fit in, we can counter that by instilling joy in who they are culturally. That can then translate into an embrace of other cultures.

Adriana Sykora IEJ Co-Chair

and Lower School Spanish Teacher

DURING THE PAST THREE YEARS, the IEJ Committee has met weekly to further the cause and energize members of the community to deepen our own connections, celebrate differences, and engage locally and globally. Twice a year, the IEJ Committee holds in-house faculty development workshops on relevant and timely issues.

In addition to these internal and local endeavors, each year (beginning in 2017), a selection of faculty and staff from Peck attend the annual National Association of Independent Schools People of Color Conference (PoCC). The PoCC equips educators at every level, from teachers to trustees, with knowledge, skills, and experiences to improve and enhance the interracial, interethnic, and intercultural climate in their schools.

Another IEJ-inspired initiative is the Peck Culture Club, spearheaded by Upper School History Teacher and IEJ Co-Chair Alex Soudah. Students meet every Friday afternoon for fun activities and conversations that seek to celebrate their family heritage. In fact, one of the main goals for the IEJ is to celebrate and promote the notion of “cultural competence” within the entire Peck Community.

Cultural competence is de ned as a person’s willingness and ability to respond with awareness and sensitivity to different people’s ways of being. The committee is working with teachers and staff members across the curriculum (and at all age levels) to ask the question, “What does cultural competency look like?”

The IEJ Committee aims to educate and support members of our community as we better our competency to adapt to different cultural contexts, and to see differences as additive and productive.

The IEJ Committee is also co-chaired by Lower School Spanish Teacher Adriana Sykora. One goal in the spring of 2020 is to inspire students to create and implement their own culture fair. As a compliment to Peck’s current World Cultures Night, the studentrun event would spotlight the myriad heritage and backgrounds of their own families.

“In order to accept other cultures, you need to be at peace with your own background,” explains Sykora. “I truly believe one role of a K-8 school is to have students explore, connect, accept, and celebrate their own backgrounds. Especially as they grow older

What is cultural competency?

Cultural competency is our ability to understand, communicate with, and effectively interact with people across cultures.

and are faced with the pressure to t in, we can counter that by instilling joy in who they are culturally. That can then translate into an embrace of other cultures.”

The IEJ Committee is also a resource for teachers, with committee members exploring literature and sharing ideas that could help develop cultural competency in the classroom. Peck’s Librarian, Mary Kate MacVicar, is available to provide recommendations for books that teachers can use in class.

Peck’s proactive concentration on improving cultural competency and celebrating diversity will serve as a complement to the strong academic program and longstanding appreciation for individual student ability. As University of Michigan professor Scott Page explains in his landmark book The Difference, “Ability is the property of an individual—a nice shiny apple. Neither a person nor an apple can be diverse. Diversity is a property of a collection of people—a basket with many kinds of fruit. Diversity and ability complement one another: the better the individual fruits, the better the fruit basket, and the better the other fruit, the better the apple.”

Peck’s Diversity and Inclusion Statement

At The Peck School, our diversity and inclusion efforts are guided by our firm belief in onsideration of thers, which has long been a hallmark of our school and the guiding principle for students, faculty, staff, and families. Through our efforts, we foster a community of inclusion that respects the dignity and humanity of each individual. We genuinely embrace and celebrate uniqueness and promote respect for all. We honor and value each person’s identity, inclusive of diverse races, ethnicities, genders, religions, socioeconomic classes, abilities, sexual orientations, and learning styles.

Visit our digital supplement to learn more about IEJ-inspired initiatives at Peck.

Peck’s - program actively seeks developmentally appropriate opportunities to teach empathy and embrace diversity, inclusion, and cultural competency. Through a focus on developing a global perspective, Peck students gain a deeper appreciation for other cultures and backgrounds. The school is fully committed to e uity, inclusion, and ustice for our community and for the greater good.

WE LIKE TO REFER TO THE K-8 EXPERIENCE at Peck as a continuum - perhaps because a student’s individual academic journey is inseparable from their social and emotional journey within the wider community.

This interrelationship, and its impact on student outcomes, was a leading factor in Peck’s 2015 Strategic Plan goal to increase our emphasis on the health and wellness of our students—or, “Social and Emotional Learning” (SEL), in the parlance of educators. The better we integrate SEL into our curriculum, the better we prepare our students to be conscientious and collaborative citizens with improved problem-solving and communication skills.

When it comes to weaving SEL into the everyday lives of our students, The Peck School has a unique advantage. With the resources, talents, and credentials of two child psychologists (in our Upper and Lower Schools respectively) and with the scale and exibility granted by our independent school status, we can carefully craft a program around our distinct school culture.

Psychologist Dr. Julie O’Rourke explained, “Because of our size, we can be exible. So if there is something in the news or if there is something going on within our community, we can pivot in a second. If we need to address any pressing need in terms of the social and emotional health of our kids, we can.”

Sensitivity to the K-8 journey and how that journey uniquely unfolds at Peck is equally as important. “We wanted a concrete approach to SEL,” explained Lower School Psychologist Ashley Tabor, “and we wanted to create goals that were very speci c to Peck and what is happening with our community and with our kids.”

Under the Umbrella of InDeCoRe

Social Emotional Learning at Peck closely aligns with the school’s character program known as “InDeCoRe” (Individual Development Community Responsibility). In Kindergarten and Grade 1, students focus on the rst part of the acronym, Individual Development. The objective is to provide these younger students with an awareness of their feelings and a vocabulary to express those feelings as they navigate social situations.

“We expect kindergarteners to be empathetic with their peers, but often they don’t yet understand how their behavior impacts others. If we can rst help them to be aware and manage their own moods and behavior, we can eventually teach them to comprehend the bigger social struggles that come with growing up,” explained Tabor.

Students then progress in Grades 2-4 to the Community

invited out of the classroom to genderspeci c “lunch bunches” that are facilitated by faculty members.

Responsibility portion of the acronym. Tabor schedules

The older students in Grades 5 to 8 grapple with the very nexus of InDeCoRe— where values related to the self and values related to the community combine in subtle and ambiguous ways.

friend, student, or family member they want to be. They are now old enough to have the capacity to step outside themselves and view themselves. They have had that responsibility modeled to them and need to decide whether to live it and internalize it.”

“InDeCoRe” talks with Lower School students where social issues are discussed ranging from con ict resolution to maintaining friendships to nding your voice. Grade 3 and 4 students also are

The expansion of their neural capacity and further brain development provide them greater cognitive exibility and the ability to consider the abstractness of a community, and how the various parts of a community meet to form a whole.

As O’Rourke described, “Upper School students have a choice as a member of the community as to what kind of person,

A Scaffold for Social Emotional Learning

Whether delivered as InDeCoRe talks, lunch bunch gatherings, or raised in a classroom, health and wellness topics are carefully reviewed and appropriately delivered. O’Rourke and Tabor, in conjunction with science department faculty, the athletic department, the Peck school nurse, school division heads, and other key personnel at Peck, work to create a clearly de ned SEL curriculum map for all grade levels at Peck. The map lays out age-appropriate topics, discussion techniques, and delivery methods for

a variety of important areas relating to the ve core social and emotional competencies we want to bolster in our students: self management, self awareness, social awareness, relationship skills, and responsible decision making.

Lower School Science Teacher Dr. Kathy Kennedy integrates topics into the science classroom where natural crossovers exist with the learning objectives of the Lower School science program. Some of these topics include maintaining healthy bodies, nutrition, exercise, changes to the bodies brought about by certain chemicals, and physical changes to the body as we grow.

As students transition to the Upper School, topics on the SEL curriculum map are covered in special “Themes” classes required of seventh and eighth grade

students. Other topics are addressed in Advisory Groups, Upper School science classes, and through the athletic program.

Topics in the Upper School focus on “stretchy” goals and adopting a growth mindset.

issues relating to responsible decisionmaking, such as making constructive choices about personal behavior and social interactions based on ethical standards, safety, and social norms.

The social and emotional learning process at Peck School is dynamic, responsive and continuously adapting to the outside world. Fundamentally, it is just that: a process. Just as we build an academic

scaffold for students to navigate increasingly complex subject matter, we must also scaffold their social and emotional growth as they

Alumni Spotlight: Charlotte Parker ’04

WHEN CHARLOTTE PARKER ’04 spent two years with Teach for America in the Rio Grande Valley of Texas, a spark was lit. Not for teaching, however—for social justice.

One holiday season, she received a handmade silk poncho from a student’s mother as a gift. Noting the exquisite quality, Parker asked the woman if she ever considered starting a business selling clothing.

“She told me she couldn’t get a loan from anywhere,” Parker recalled. “Digging further, I found out she didn’t even have a bank account.” Parker later learned that 44 percent of people in the Rio Grande Valley did not have access to bank accounts.

“They don’t have access to nancial services that can allow them more opportunities down the line,” Parker said.

Given her knowledge of the strong correlation between parental employment and students’ performance in school, Parker asked herself how she could help.

“I’ve been so lucky,” she said. “I recognized, based on my educational background and the fact that both of my parents had gone to college, that I just had so much privilege. How was I going to use that in the best way to bene t my students and their families?”

The earlier that every Peck student can have the c ance to e erience omet ing different t an what’s normal to them or comfortable to them, the sooner they’ll be empowered and excited about trying to make the world a better place.

Having gone to Peck, Deer eld Academy, and Yale University, and having a strong professional network with work experience in business, government, and media, Parker questioned if teaching was truly the answer. “I realized I actually had more of an opportunity to make change on that systemic level than I did in the classroom,” she said.

It was from there that Parker discovered an organization called Acumen, a global impact investing nonpro t that invests in companies serving low-income customers. Impact investing refers to investments made with the intention to make a social or environmental impact, and Acumen’s investments focus on education, healthcare, job training, nancial services, and energy access.

Acumen, whose company mission is “Changing the way the world tackles poverty, and building a world based on dignity,” not only provides funding, but also supports startups in other ways, with access to executive coaching, technical assistance, and software to run their business.

One such business is Everytable, a healthy, fast-food chain in Los Angeles. According to Everytable’s mission, the company aims to rede ne the food landscape the same way McDonald’s did 50 years ago. But instead of burgers and fries, Everytable sells nutritious and fresh food at fast-food prices.

“I could imagine my [Teach for America] students buying a meal at an Everytable location,” Parker said.

At Acumen, Parker is a business development associate, actively working with current donors to connect their expertise and resources with entrepreneurs, as well as seeking out new donors.

Parker says she was attracted to the idea of impact investing because she believes a lot of problems have been created in the world because business is set up to only bene t a small number of people.

“If impact investing is done right, companies can actually improve people’s lives,” she said.

Acumen differs from other impact investors in a few ways, the biggest being the length of their relationship with the companies they invest in. Acumen invests in startups early, at a risky time, with no guarantee that the investment will be returned. The partnership also typically lasts seven to 10 years, where two years is more typical for a traditional venture capital investor. “I think the work we’re doing is important because we’re thinking about how to change systems,” Parker said. “Acumen is about making business work for everyone.”

Parker’s work ethic, con dence, and dedication to her community, she says, was built at Peck where she attended from third through eighth grade. “I think the fact that (Peck) was a small school was really important for me,” she said. “It was nice to feel like I was a part of a community. I think I’ve sought out places where I can be a part of a community and where I can help make that community better.”

She fondly remembers some of her Peck teachers, including Mrs. Julie Skinner and Mr. Jim Cross. “Mrs. Skinner taught us discipline, but in a way that implied trust and respect in us as nine-year-olds,” Parker said.

The daughter of a journalist, Parker believed her strength lay with words, not numbers. She recalls Cross being a champion for her in the subject of mathematics despite it being her perceived weaker subject. “He could tell I felt this lack of con dence. He just looked at me and said, ‘You can do math.’ Peck teachers saw me as a person with capability, and invested in me.”

Parker said that as an alumna, she is incredibly supportive of Peck’s efforts to explore inclusion, equity, and justice, and to help foster diverse experiences for Peck students.

“I’ve had a lot of opportunities to meet people who are different than me and to learn from them,” Parker said. “I think the world will be a better place when every child gets to do that. Difference is so interesting; you can learn from difference. The earlier that every Peck student can have the chance to experience something different than what’s normal to them or comfortable to them, the sooner they’ll be empowered and excited about trying to make the world a better place.”

WHAT IS IMPACT INVESTING?

Impact investing is a strategy that actively seeks to create socially beneficial outcomes along with financial gains he intent behind this type of investment is key: it is essential that these investments generate positive social or environmental impacts nvestments can be made in ventures such as clean-energy technology, nonprofits, education, healthcare, or family-owned businesses hough the term was coined in 200 , the practice has been around for long before that and can even be considered an extension of philanthropy, with its basic goal of intentionally helping to improve the

impact

noun im·pact impacted; impacting; impacts

e nition o impact

1: : the force of impression of one thing on another : a significant or ma or effect

invest verb in·vest invested; investing; invests

e nition o invest (transitive verb)

1: to commit money in order to earn a financial return

2: to make use of for future benefits or advantages world around us

CAMPUS NEWS

Peck Pilots Instrumental Music Program

Following the construction of expansive music rooms in The Peck Commons for Lower and Upper School students,

Peck’s Arts Department debuted its highly-anticipated yearlong instrumental music program for grades four to eight he voluntary program o ers students the opportunity to learn to play a woodwind, brass, or percussion instrument in a band setting. Students meet weekly for lessons, and, beginning in January, they will also begin meeting on Fridays as a full ensemble to rehearse together in preparation for two concerts in May.

“The instrumental music program is going extremely well,” said Upper School Music Teacher Andrew Lyman. “Our young musicians are learning to read notated music on the music sta , and have e perimented with di erent techniques such as slurring and tied notes. We’ll soon begin full band rehearsals on Fridays in January 2020—it’s going to be a fun way to end each week!”

UPPER SCHOOL CHORUS ATTENDS MIDDLE SCHOOL CONSORTIUM CHORAL WORKSHOP

Peck’s pper School Chorus oined with five other middle school choirs for a collaborative workshop that ended with several rousing performances. The workshop took place at Oak Knoll School of the Holy Child in Summit, which has hosted the non-competitive choral consortium since it was founded in the 1980s. Peck’s 32 choir students performed “Hanukkah” and “Once Upon a December.” Music Teacher Andrew Lyman said that “the chorus received very positive critiques from other music directors in attendance, with feedback such as ‘beautiful harmonies...great diction...kids watched conductor so closely...great use of head voice...lovely sound.’”

The morning concluded with all 200 students in attendance performing a combined song together. “It was a splendid sound that invigorated the students and the audience,” said Lyman. “We hope to return to Oak Knoll in future years for this same music event.”

Reviving a Beloved Tradition: Downys and Redheads to Compete

Year-Round

Generations of Peck alumni will proudly report that they are either Downy or Redhead, two school clubs that have been rivals for more than 70 years, resulting in a deep and lasting sense of school spirit. Many years ago, the annual Downy vs. Redhead competition spanned the entire school year and took place both on and o the athletic fields Since the latter part of the 20th century, however, the tradition was eventually distilled into a single actionpacked day of school spirit known as the Downy/Redhead Field Day. This year, we restored a beloved timeless tradition and reinstated the yearlong Downy/ Redhead festivities.

Throughout the year, students are paired or grouped within their respective team for Reach Across events, quiz bowl

sessions during assemblies and lunches, and other activities Students may also earn points for their teams if they receive a “Job Well Done” ticket from a faculty or sta member, acknowledging exemplary behavior or noticeable consideration of others.

Each team is led by a group of eighthgrade Downy or Redhead Team Captains—a new leadership position at

Peck—who work with faculty members to keep the competition spirited and full of positive energy.

The winning team at the Downy/ Redhead Field Events in May will receive the Field Day Trophy, but the day’s scores will also be added into the overall yearlong tally which will result in the winning team receiving the coveted, newly inaugurated “Woodpecker Cup.”

DOWNY TEAM CAPTAINS (L TO R): OWEN BEDELL, ALEXANDRA ZARDOYA, ALEENA AHMED; REDHEAD CAPTAINS (L TO R): CHRISTIAN EWIG, BARBARA CASPERSEN, CHARLIE HEPP

Fourth Annual National History Day Expo

Peck recently held its fourth annual National History Day (NHD) expo, featuring a display of student-created websites, exhibits, documentaries, performances, and research papers. Each fall, Grade 6 through 8 history students focus on the deep research required for NHD projects, with minimal guidance from their teachers. Students choose their own project and must exercise a variety of 21st-century skills to

This year, 18 projects have been selected to proceed to the regional ualifier in arch

Grade 6 (Exhibits)

• The Zoot Suit Riots: Christopher Fu, Harry Lee, Chase Cignarella

• Child Labor: Sophia Kanowitz, Hanna Lee, Lauren Markowitz, Kristen Shindle

• The Fair Labor Standards Act of 1938: Morgan Edell, Addy Santomassimo, Lexi Schnur

Peck faculty members initially judge entries according to rubrics provided by the National History Day organization. Student projects that are selected to move on to the regional level of competition may ultimately progress to the National Contest at the University of Maryland at College Park.

Each year, the National History Day organization chooses a theme for the competition. This year’s theme, Breaking Barriers in History, prompts students to think critically about the impact of a physical, natural, or ideological barrier—and how the breaking of that barrier shaped history.

Grade 7 (Websites)

• Portugal’s Trade Route to India: Campbell Abbott, Will Pertsemlidis

• The “Great Wall” of America: Chinese Exclusion Act: Max Kim

• The Bataan Death March: Scarlette Liftin

• China’s One Child Policy: Kosi Okonkwo

• Ho Chi Minh & His Fight Against Colonialism: Joaquin Stevenson

• Huangdi Unites China: Jackson Breaks, Jack Buckley, Kip Rand

• Sputnik: Matías Deicas, Gus Goyal

• The Iranian Revolution: Savannah Dibre, Gianna Piloto, Priyanka Somaiya

Grade 8 (Projects)

• Ex parte Endo: Adia Decker (individual website)

• Baker v. Nelson: Abbie Van Cleef, Alexandra Zardoya (group website)

• Samuel Morse and the Telegraph: Owen Markowitz, Thatcher Neville (group website)

• Navajo Code Talkers: Eve Carbeau, Ellie Kintiroglou (group exhibit)

• We Can Do It!: Alexis Bartoli, Noor Elassir, Shivani Shah (group exhibit)

• Indian Citizenship Act: Daniel Hendrickson, Matthew Mastrangelo (group performance)

• The Berlin Wall: Heidi Pearce, Kylie Walsifer (group documentary)

Pasta For Preschool Dinner

Now in its third year, the seventh grade’s annual Pasta for Preschool dinner benefitting Preschool Advantage was a remarkable success, raising nearly $9,000! Preschool Advantage, a local nonprofit dedicated to funding quality preschool education for children whose families could not otherwise a ord it, is the seventh grade’s service learning partner for the year. Though the seventh grade’s October pasta dinner fundraiser is the students’ largest event, they will also support Preschool Advantage throughout the year with other volunteer e orts

Preschool Advantage recently honored The Peck School at its annual Turning Leaves Fundraising Dinner, presenting Head of School Andy Delinsky with their golden leaf award in recognition of the Peck community’s service and support. The award’s inscription reads: “Presented to The Peck School for its belief that knowledge should be guided by values—a commitment that the entire Peck community demonstrates daily in its words and deeds.”

PRIDEBOTS WIN CORE VALUES AWARD AT ROBOTICS QUALIFIER

Peck’s seventh-grade FIRST LEGO League (FLL) team, The PrideBots, won the coveted Core Values Award at the FLL Robotics 2019 City Shaper Tournament which prompts robotics teams to address the questions: What if you could build a better world? Where would you begin?

With middle school robotics teams competing in 88 countries, FLL challenges students aged 9-14 to research and develop a solution to a real-world problem, as well as design, build, and program a robot using LEGO MINDSTORMS® technology. Their robot competes on a table-top playing field against other middle school robotics teams. Throughout the competition, the teams must adhere to the FLL’s Core Values, which are governed

by their philosophies of Gracious Professionalism® (a way of doing things that encourages high-quality work, emphasizes the value of others, and respects individuals and the community) and Coopertition® displaying un ualified kindness and respect in the face of fierce competition).

This is the third year in a row that a Peck robotics team has won a Core Values Award. Congratulations to the PrideBots

teammates, seventh-graders MAX KIM, SCARLETTE LIFTIN, STEVEN LYTLE, WILL PERTSEMLIDIS, GIANNA PILOTO, JOAQUIN STEVENSON, and HARINI VENKATESH.

A big thank you to their Peck coaches: Julie Casola (Math), Lee Collik (Technology), Lisa Foster (Science), Tim Loveday (Science), and Bruce Schwartz (Director of the Osborn Idea & Design Lab).

THE PRIDEBOTS

World Cultures: Exploring Brazil

The Parents Association’s World Cultures Committee (working in conjunction with Peck faculty and families) brought to our community the spectacular sights and sounds of beautiful Brazil.

A group of Peck families with deep connections to Brazil spoke about the country and its culture, with eight students (ranging from kindergarten to seventh grade) and three parents informing and engaging their audience. A Brazillian samba dancer and her crew kept the energy level high—especially when she invited several students to dance to the rhythm with her!

Past assemblies have focused on many di erent countries, regions, and religions spanning the globe, all with Peck families contributing to exciting presentations and performances that illustrate their ancestral backgrounds or native homes. The programs often touch other aspects of school life, such as sampling regional dishes during lunch. Students have learned about African geography, tasted Brazillian cuisine, seen Spanish art, watched contemporary Bollywood dancing, and heard traditional Egyptian music.

Nina Sharma, head of Peck’s Lower School, remarked, “We are so lucky to have such a wonderful, diverse community of Peck families. hat better way to learn about di erent cultures, backgrounds, and traditions, than

New Faces at Peck

Peck’s dynamic and meaningful program relies upon creative, ene to innovate and who model the best pedagogical practices in the teachers and staff to Peck for 2019-2020 year:

Fifth- and sixth-grade students have been diving into math with JESSICA ANGELO , Peck’s new Upper School Math Teacher. “I have always been intrigued by the puzzles that math presents, and enjoy sharing my excitement for logic and reasoning with my students,” said Angelo. “I strive to create a learning environment that provides students with a variety of opportunities and experiences in order to cultivate the skills— and the habits of mind—needed to be mathematical thinkers and keen problem-solvers.” Angelo holds a bachelor’s degree in Psychology from Temple University and a master’s degree in Teaching Literacy from Mercy College.

Lower School Associate Teachers: Peck’s immersive, yearlong Associate Teaching Program is a notable opportunity for emerging teachers who are ready to take the next step toward becoming firstclass educators. We’re fortunate to welcome six new associates this year:

JESSICA CEPPARULO (BA Elementary Education K-6) and KAMIKA FREEMAN (BA Family Science & Human Development) in Kindergarten; TAYLER HEDGEPETH (BA Early Childhood, Elementary, Special ducation in first grade KATE MOCHNACZ (BA Early

LISA FOSTER joins Peck’s science department, teaching natural sciences in Grades 5 and 7. “As a science teacher,” Foster said, “I feel it is my job to provide students with an opportunity to be curious about the natural world and scientific processes t is important to engage them in genuine questions, helping them develop the ability to think, infer, and understand evidence. I want them to see how science is connected to their real world believe di erent disciplines of science are called fields’ of science because science is not a closed bo it is an open field of discovery Foster holds a bachelor’s in Classical Language & Archeology from Florida State University and a master’s in teaching from the University of Cincinnati.

Childhood Education/Theater Arts) in second grade; ELSY CASTILLO (BS Psychology, MA School Counseling) in third grade; and AMY LOESSER (BA Education) in fourth grade.

New Administration and Staff: Without a dedicated team of people to ensure the school’s smooth daily operation, our teachers couldn’t do what they do best: empower students to reach higher and go farther.

DARLENE WHITE joins Peck in the newly created role of AfterSchool and Summer Camp Coordinator.

A seasoned educator with experience building enrichment programs, she also has a background in marketing and design. White holds a BA from Rutgers University with a double major in English and Speech Arts & Theater, as well as a master’s degree from New York University in Educational Theater.

KERI SKOBO-TROUGHT joins Peck’s Advancement team as Advancement Associate, overseeing the school’s constituent database and assisting with events, fundraising, and alumni relations. She holds a BA in Communications from The College of New Jersey and an MA in Special Education from Kean University.

FRIENDS, F ITNESS, & PHILANTHROPY:

The Peck Parents Association held its biennial “FFP” event (known this year as Friends, Fitness & Philanthropy) in October 2019 to support an organization that has changed the lives of thousands of athletes: Special Olympics New Jersey.

The world’s leading sports organization for children and adults with intellectual and physical disabilities, Special Olympics is a “global movement of people creating a new world of inclusion and community, where every single person is accepted, regardless of ability or disability.” The organization’s oath, introduced by founder Eunice Kennedy Shriver, reads: “Let me win. But if I cannot win, let me be brave in the attempt.”

The Parents Association’s FFP fundraising events exemplify the Peck community’s belief in consideration of others, as they are meant to raise awareness and support an organization or initiative that betters the world around us. (The middle “F” in FFP changes to reflect the event’s theme and honoree.) In addition, these events are meaningful opportunities to celebrate and strengthen the bonds within our own community.

The recent Friends, Fitness, & Philanthropy event was no exception. Co-Chairs Sarah Heck and Kirsten Neville planned an array of activities that nourished the body, mind, and heart. Special Olympics Gold Medalist Bobby redericks track and field spoke with students about his journey as an athlete at a special assembly prior to the FFP event. Miranda Mendoza, Special Olympics Gold Medalist (mini javelin)

was the keynote speaker at the event, along with current parent and Trustee Carter (Marsh) Abbott ’79, athletic director at The Pingry School. Abbott spoke about the importance of fitness healthy bento-box style lunch (featuring a menu designed by nutrition educator Jeanne Petrucci, founder of Living Plate LLC, and executed by Chef Joe Mirra and the Flik Catering team, along with

CO-CHAIRS SARAH HECK AND KIRSTEN NEVILLE, WITH PARENT SPEAKER CARTER ABBOTT ‘89 (CENTER)

founded by past parent Holly Hughes, and also had the opportunity to participate in workout and wellness classes with orristown-area fitness professionals

The FFP Committee:

Thank you to Co-Chairs SARAH HECK and KIRSTEN NEVILLE , with HELENA WATSON (Marketing Chair and Charity Liaison), STACEY BREAKS (Treasurer), MICHELE DE BURGH

CODRINGTON and JEANINE YACENDASTEENBERG a e Co-Chairs , ALEXIS VAN DER STERRE (Registration Chair), TRACEY PESTER ’88 (Volunteer Chair), JEANNE PETRUCCI (Lunch Chair), KERRY PATEL (Decorations Chair), and all of the parents who contributed to such a meaningful event for Peck’s community!

The Parents Association’s FFP events support charitable organizations at the local or national level.

Past events have honored:

FICTION

Benefitting the Carol G. Simon Cancer Center in Morristown

Keynote speaker: Novelist Barbara Delinsky

Parent speaker: Cancer survivor Virginia Cepeda (current parent ’27, ’22, ’20)

FILM

Benefitting the Leukemia & Lymphoma Society

Keynote speaker: Documentarian Jack Youngelson ’81

Parent speaker: Kristin Young (current parent ’23, ’21)

FOOD

Benefitting the Community Food Bank of New Jersey

Keynote speakers: Chefs Eric ’76 and Bruce Bromberg ’80

FASHION

Supporting Dress for Success New Jersey

Keynote speaker: Alexis Maybank ’89 co-founder of GILT Groupe events support charitable at events

RAFFLE CO-CHAIRS JEANINE YACENDA-STEENBERG AND MICHELE DE BURGH CODRINGTON

FALL ATHLETICS

sportsmanship | underscored:

Athlete of the Week and Cub Club

Peck Athletics, led by Athletic Director Dave Carlo, is excited to announce two new initiatives for acknowledging the sportsmanship and leadership shown by our student-athletes at Peck: Athlete of the Week for Upper School students, and the Cub Club for Lower School students.

Names are announced each Friday in recognition of students’ contributions during the week. Visit our website to see all of our honorees. GO PRIDE!

FIELD HOCKEY

Captains: Alexis Bartoli, Barbara Caspersen, Avery Santomassimo, Kylie Walsifer, Lexi Watson

Tournament(s)/Finals: GMCJSCA County Finals

Season Highlights: Peck’s 7/8 Field Hockey team was a strong one with impressive leadership! The team secured the GMCJSCA tournament semifinal win which included a stopped penalty stroke) and put up a formidable fight in the County finals, losing in double overtime.

CROSS COUNTRY

Captains: Adia Decker, Daniel Hendrickson, Matteo Littman, Colin Pryma

Tournament(s)/Finals: Pingry Ed Scott Invitational, Great Pumpkin Run

Season Highlights: Peck’s Cross Country team (Gr. 5-8) competed with pride and excellent sportsmanship. Several runners achieved personal best times, with strong showings at the Pingry Ed Scott Invitational (where the team took home four trophies and a medal), as well as at the Gill St. Bernard’s Middle School Great Pumpkin Run. The boys placed fourth as a team, and, because of their individual run times, two girls finished in the top 10 and secured pumpkin trophies.

SOCCER

Captains: Charlie Hepp, Owen Markowitz, Paul Salerno, Gonçalo Soares

Tournament(s)/Finals: Delaporte Cup, C SCA Semifinals

Season Highlights: Peck’s 7/8 Soccer team bonded well and displayed solid e ort and impassioned play under the leadership of team captains. They secured the Delaporte Cup for the second year in a row and showed great sportsmanship throughout the season.

Peck Cuts The Ribbon on New Building, New School Year

On September 3, 2019, Peck students returned to campus to witness a historic moment in the school’s 127-year history. After they were greeted with the traditional handshake from Head of School Andy Delinsky, they entered a dramatically transformed campus—the result of more than two years of construction funded by a $13 million capital campaign dubbed “The Peck Promise: The Campaign for Excellence Elevated.”

At the center of the new landscape is The Peck Commons, a state-of-the-art community hub, which houses (among other things) a multipurpose performance space, a large central dining room to support the school’s family dining program, two airy music classrooms, and a character education classroom known as the InDeCoRe Lab.

No longer present was an aged cinderblock gym, which for 60 years obscured a magni cent view of Peck’s iconic Lindenwold Mansion. Instead, students, faculty, and staff gathered on the beautifully landscaped open space of the Parents Association Quad for a ribbon-cutting ceremony that of cially opened The Peck Commons for the 2019-20 school year.

Continued on p. 36

Delinsky reminded the crowd that the long process of creating the new spaces would be ful lled with one nal piece of the puzzle: “A beautiful campus and brand-new buildings are nothing without the life breathed into them by our students. Your enthusiasm, your commitment to our values, and your care for one another are going to make this reimagined campus come alive, starting today.”

He described the hard work by a team of hundreds to realize the vision for the school ( rst outlined in the 2015 Strategic Plan and then further solidi ed in the 2016 Master Plan) as inspiring and humbling. Delinsky thanked former Board President Jamie Foley and campaign co-chairs Carrie Kurtzman (P ’17, ’19, ’21, ’23) and David Welsh (P ’17, ’21) for their tireless work securing nancial support for the construction projects. These efforts will continue through the end of the school year.

After Delinsky’s remarks, Sahil Shah ’22 had the honor of gleefully cutting through a wide blue ribbon with a giant pair of scissors as the audience cheered him on, waving commemorative souvenir pompoms.

Following the ceremony, students entered The Peck Commons for the rst time to participate in the traditional rst all-school assembly of the year.

Also opening for the school year were new administrative of ces in the F.M. Kirby Family Lower School, constructed to make space available for an expanded and updated Lower School science lab. Upper School students explored two new beautifully appointed science labs, which completed a long-awaited STEAM Wing.

Several weeks later, on October 5, Peck held a public grand opening event entitled Homecoming: The Peck Promise Revealed. Four hundred attendees enjoyed studentled tours, delicious snacks from The Peck Commons kitchen, and outdoor performances and play spaces on a beautiful fall day.

For more information about how you can support the campaign, visit peckpromise.org.

MULTIPURPOSE ROOM KITCHEN

FOLEY FAMILY DINING HALL

To learn more, visit peckpromise.org or scan here

Join us in supporting The Peck Promise Campaign and leave your legacy on the Peck campus.

All donors of $1,000 or more to The Peck Promise Campaign will be honored on permanent campus signage—the Peck Promise Paw.

This recognition will proudly hang outside of the gleaming new Foley Family Dining Hall in gratitude for the hundreds of Peck community members who made this grand vision into a reality.

GO PRIDE

Peck students distinguish themselves as creators and community builders, as leaders and lifelong learners, and as contributors to a better world on a daily basis hile we often see their e orts on campus, we recognize a few students who generously share their time and talents with the greater Morristown-area community and beyond.

In both October and November 2019, the MAYO Performing Arts Center presented to ALEX SALAMON ’22 and SAMANATHA SCHNUR ’21 (respectively) the MAYO’s Music Student of the Month award. Each month, students from middle and high schools throughout Morris County are nominated for the recognition by their music teachers— and only a small handful of students are selected for each nomination. Peck’s Upper School Music Teacher Andrew Lyman nominated Alex for Outstanding Wind Player for October, and Samantha for Outstanding Vocalist for November. Both students were recognized at concerts at the MAYO Center, and will also have the opportunity to perform at an end-of-school-year recital on the MAYO stage.

BRAYDEN BONETTI ’24 recently won the gold medal in a national fencing tournament (10-year-old division) in Chicago e also finished seventh in the 12-year-old division, which is notable because the top eight finalists receive medals and national points. This fall he has also achieved first-place medals at two regional fencing challenges, and a third-place win at the national Fairfax Challenge (USA Fencing) in Fredricksburg, VA this year. He has been saber fencing since he was five years old, and competes at local, regional, and national levels Currently, rayden is ranked first in the northeast in the 10-year-old age bracket for this year, and ranked ninth nationally in the Youth 10 Saber Division.

Seven Peck students received an invitation to join the Middle School 6-8 Morris Area Choir following their successful auditions in November. Competing against students from other Morris County-area schools, each singer had to perform two scales and a solo in front of a “blind” audition panel. LEXI SCHNUR ’22 (alto), SOPHIA KANOWITZ ’22 (alto), MADI EATON ’22 (alto), LILLY MACVICAR ’22 (soprano), FORD TUFANKJIAN ’22 (soprano), ANNA BULTÓ ’22 (soprano), and ZACH KALAFER ’19 (low baritone) will all perform with the MS Morris Area Choir in January 2020.

BRAYDEN BONETTI ’24

ALEX SALAMON ’22

SAMANTHA SCHNUR ’21

This past summer, SCARLETTE LIFTIN ’21 graduated from Space Academy at the U.S. Space and Rocket Center, home of Space Camp®, Space Camp® Robotics™, Aviation Challenge®, and U.S. Cyber Camp®, which are all part of the ASA arshall Space light Center Specifically designed for students who have a passion for space exploration, the weeklong educational program uses astronaut training techniques to engage “trainees” in real-world applications of STEM subjects. Students sleep in quarters designed to resemble the International Space Station and train in simulators like those used by NASA. Scarlette spent the week training with a team that flew a simulated space mission to the International Space Station—participating in experiments and completing a simulated extra-vehicular activity and spacewalk.

AJAY NADIMINTI ’26 recently received a certificate of Superior Rating by the Music Educators Association for his participation with the association’s Annual Audition Awards. Every year approximately 1,400 piano students participate on weekends in ay and une at five di erent colleges across New Jersey. The student performs for a judge (usually an active, highly ualified piano teacher and receives a written evaluation and a certificate A ay has been studying piano for three years under Ms. Rebecca Eng—who has for years provided piano accompaniment at Peck during our winter and spring Sings!

HEIDI PEARCE ’20 won first pri e in the fifth-througheighth-grade category in the 2019 Celebrate Harding photo contest. Her photo was of a buck standing in her front yard. This is her second year in a row winning an award in this photo contest last year she won the grand pri e for her photo of two deer. Heidi has been photographing wildlife since she was 10 years old.

SCARLETTE LIFTIN ’21

AJAY NADIMINTI ’26

HEIDI PEARCE ’20

WHAT A VIEW! o kick o a new school year, Peck faculty and sta pose for t newly revealed e terior

Longenecker Receives Scholarship for NHD Study Program

Upper School History Teacher and Department Chair SUE

LONGENECKER was selected by the State of New Jersey National istory ay Affiliate to participate in an e clusive program of study titled Legacies of World War I he program is a partnership between the U.S. World War I Centennial Commission and NHD. Of all teachers represented by the 58 NHD state-wide and international affiliate programs, ongenecker is one of only 11 educators chos for this honor She will participate in webinars and discussions with educators around the world to deeply e plore orld ar and it lasting impact ational istory ay ecutive irector r Cathy orn said in a press release s ongenecker will learn about specific aspects of the war she can take back to the classroom t ensure this piece of global history is not forgotten

SUE LONGENECKER PRESENTS NATIONAL HISTORY DAY AWARDS

McCallum Attends Symposium on Innovation Education

ower School Associate

Teacher EMMA

MCCALLUM (Grade 3) attended the 201 Aurora nstitute formerly i ACO Symposium, which is an industry-leading event for K-12 personalized, competency-based education.

The symposium challenges administrators, educators, lawmakers, and researchers to examine and discuss the field’s most pressing issues

Peck Faculty Attend 32nd Annual PoCC

he A S People of Color Conference PoCC is the flagship of the ational Association of ndependent Schools’ commitment to equality and justice in teaching and learning. The conference typically garners more than 5,000 independent school leaders and educators nationwide, and this year four Peck teachers joined their ranks: IEJ Co-Chairs ALEX SOUDAH (History) and ADRIANA SYKORA (Spanish), and ower School Associate eachers KAMIKA FREEMAN and TAYLER HEDGEPETH . PoCC, a distinct professional development event within the national education landscape, o ers attendees the empowering e perience of an interactive space that more closely mirrors world racial and ethnic demography, and the professional development scope and vision necessary to refocus their work and learning through an equity perspective.

Kennedy Assists with Research and Review in Science Education

DR. KATHY KENNEDY , Peck’s Lower School Science & Design Teacher, served as an external item writer and reviewer for two projects led by researchers at ETS ducation esting Service he first pro ect, funded by the National Science Foundation, looks at questions related to the use of specific pedagogical strategies for delivering content knowledge in the field of matter and its interactions. The second examines students’ use of physical science content knowledge while making engineering design decisions.

She also serves on the Editorial Review Board (ERB) for the Innovations in Science Teacher Education journal— the official practitioner ournal of the Association of Science Teacher Education. Dr. Kennedy was invited by S A to contribute as a guest author for an article entitled “Science and Humanities Classes Collaborate for Engineering Integration.” The article was published in the ational Science eaching Association’s avigator collection as part of a series in engineering design projects that support science learning.

Carr, Loveday Receive Certificates in Advanced Education Leadership

Upper School teachers CHELSEY CARR (English) and TIM LOVEDAY science gained a Certificate in Advanced ducation Leadership. The program, based on the groundbreaking Doctor of Education Leadership (Ed.L.D.) program at the Harvard raduate School of ducation, provides current and aspiring education leaders with an innovative and fle ible learning experience that develops a robust understanding of the complexities within educational systems, while honing leadership skills to create transformational change.

Intervention Services, Bullmastiff Rescue

DR. JULIE O’ROURKE , Peck’s pper School psychologist, received a certificate from the United States Congress, US House of Representatives, Eleventh Congressional District of NJ recognizing her role as Clinical Director of NJ’s Apollo eam, nc which provides crisis intervention services for first responders and 20 years of related volunteer services.

The NJ Senate and General Assembly Joint Legislative Resolution states that it “hereby joins in honoring Dr. Julie O’Rourke, pays tribute to her meritorious record of service, leadership, and commitment, and extends sincere best wishes for continued success in all her future endeavors.”

Specifically, the award recogni es her role with

• The Apollo Team, Inc. supporting medical technicians, firefighters, and law enforcement personnel who have been a ected after responding to critical incidents”

ullmasti escuers, nc by fostering more than 0 dogs and providing them with crucial care before they are adopted by their forever families”

• Supporting the “State’s young athletes through contributions” to lacrosse, football, and gymnastics non-profit governing organi ations

Wichman Presents at American Choral Directors Association Fall Conference

In November, Lower School Music Teacher LISA WICHMAN presented at the Louisiana American Choral Directors Association Fall Conference, held in New Orleans. Her session, “From the Classroom to the Concert Singing Games that Transcend to the Stage,” incorporated a diverse selection of favorite singing games which can be used pedagogically in the classroom, and then elevated to the concert stage. (Mrs. Wichman proudly referenced her Peck students throughout the session

Outside of the classroom, Wichman coordinates and runs workshops and events for elementary music educators in New Jersey. She recently organized a professional development day for elementary music educators, which was attended by 150 music educators from the tri-state area. Dr. David Frego, director of The Penn State School of Music, was the guest clinician who presented a full-day workshop on “Meaningful Movement in the Music Classroom.”

Burchfield Obtains MBA

Director of Strategic Communications HEATHER

BURCHFIELD obtained her masters of business administration from the University of Illinois this summer.

ELLIE, DR. O’ROURKE’S 44TH FOSTER DOG

Attah, Savage Attend NJAIS’ Teaching Civility in an Era of Conflict

Second Grade Teacher JANE ATTAH and Upper School English Teacher VIRGINIA SAVAGE ’05 attended a conference hosted by the New Jersey Association of Independent Schools (NJAIS) that explored how educators can help students navigate broad and complex social and cultural dynamics.

Keynote speaker Anne Nelson (author, playwright, research scholar at the Saltzman Institute of War and Peace Studies) noted that “schools, more than any other institution of our time, are transmitters of values.” She discussed the importance of styles of discourse in the classroom, and the idea that the classroom is now a place for reflective learning and where teaching manners is teaching civility. “She implored us to make students agents of change,” said Attah, “and to act with a sense of agency.”

Both Attah and Savage attended a breakout session on how best to support K-8 students when current events permeate the classroom, and how important it is to create a space for children to be their authentic selves, and to receive information about the world that is both age-appropriate and honest.

Attah participated in a session on cultural competency and implicit bias, noting that “the journey to be culturally competent begins with looking closely at respective cultural identities, forming partnerships, having deep conversations, building trust and rapport, listening with grace to each other’s stories, and staying current and connected.”

Savage participated in an in-depth exploration of values and ethics, and discussed the extent to which constructive engagement with di erence or disagreement stems from knowing (and owning) what you value and why. Savage remarked, “Because civil discourse requires empathy, patience, understanding, authenticity, and a willingness to abandon the powerful desire to ‘be right,’ educators need to take stock of their own belief and value systems in order to help students maneuver through and learn from these conversations.”

Schwartz Receives Ben Alexander Grant for Faculty Enrichment

Calling his experience the “opportunity of a lifetime,” Director of the Osborn Idea & Design Lab BRUCE SCHWARTZ applied his Ben Alexander Grant for Faculty Enrichment toward an exploration of his family history in Northern Ireland. Having grown up hearing stories of his great-grandfather John Ross (who was the Chief Rabbi of Belfast from 1905 to 1914)—and having majored in Political Science iplomacy and oreign A airs in college Schwart set out to both e plore his roots and e amine the dynamics of Jewish history in Northern Ireland.

e learned that the Polish-born abbi oss osen weig b 1 5 was a pioneer in interfaith relations, and the first rabbi of a new “integrated” synagogue at a time when integration was not easily achieved. Schwartz also learned that, after retiring, his great-grandfather became one of the foremost scholars on the Dead Sea Scrolls. Through the lens of his family history, Schwartz also dove deeper into the history of the Belfast Jewish community during that era, and the economic and political reasons behind its decline today.

Garvey Presents at International EdTech Conference

At a recent ISTE (International Society for Technology in Education) conference in Philadelphia, Lower School Technology, Innovation, & Design Coordinator JEN GARVEY , along with former Peck teacher Jessica Cathcart, hosted an expo table demonstrating ways to build agency in elementary curricula. Their table, “Innovative Design and Play: Building Agency in Young Makers,” featured sample projects currently used with Grades K-4 in Peck’s Idea & Design Lab. Garvey also discussed how Peck utilizes Harvard’s Agency by Design teaching framework in myriad curricular areas as a cohesive way to stimulate agency and a sensitivity to innovation and design in young learners.

Garvey also helped organize the New Jersey Association of Independent Schools’ Technology Steering Committee Innovation Institute this past summer. As a Book Creator™ Ambassador, she ran sessions on Collaborative Publishing using the Book Creator™ app as well as sat on a panel presentation focusing on the role of technology coordinators in schools.

Upper School Math Teacher and Downy/Redhead

Coordinator STEWART WILKINSON delivered the annual Teacher Story at Peck’s opening meetings. A longstanding tradition at Peck, Teacher Stories are a way for our community to get to know each other better as friends, as colleagues, and as family. Wilkinson shared his personal story about his journey to become a teacher, and we invite you to watch an interview with him in our Peck News digital supplement.

Schneider Presents at NJAIS Trustee Enrichment Day

The New Jersey Association of Independent Schools’ annual Trustee Enrichment Day is considered a valuable opportunity for trustees and administrators to explore and deepen e ective governance at their schools. ANDREW SCHNEIDER , director of finance and operations, led a presentation on tuition sustainability along with the Head of School at Gottesman RTW Academy and the CFO at The Pingry School. The forwardthinking discussion surrounded the new normal of a ordability strategies implemented since the 2008 Great Recession, and what projections may impact tuition for independent schools both locally and nationally in the years to come.

A Deep Dive into Storytelling

Second Grade Teacher JANE ATTAH is undergoing a Deep Dive into childrens’ storytelling. (Deep Dives are unique professional development opportunities at Peck for teachers to spend a full year immersing themselves in a subject of interest.) At the core of her Deep Dive is her essential question: How can words be used to help students create, tell, and write their personal stories?

Throughout the year, Attah will be guiding her students to look closely at the stories written by two of her favorite authors, Todd Parr and Peter Reynolds. She hopes to use the books to create prompts for her students to reflect on their own experiences, connect to the characters, and learn about the authors’ lives and the inspiration behind the stories featured the books.

Read Attah’s 9 Questions to Encourage Storytelling in Elementary School Students and follow her Deep Dive on Peck’s blog, guidedbyvalues.org.

Wedding News!

On June 29, Fourth Grade Teacher ANTONIA (PELAEZ) ATKINS and Third Grade Teacher TEE ATKINS were married in a beautiful ceremony at their home in Highbridge, NJ.

On June 22, 2019, Upper School English Teacher VIRGINIA SAVAGE ’05 married Matthew Campbell in a lovely backyard ceremony at the Savage family’s home in Bernardsville, NJ.

On August 31, 2019, Fourth Grade Teacher CHRISTINE (LOVERDE) REDER married Scott Reder in a family-focused ceremony at Silas Condict Park in Kinnelon, NJ.

The Peck Promise Revealed

Saturday, October 5 was a beautiful day for graduates to “come home to Peck” for the festive communitywide grand opening of Peck’s reimagined campus.

More than 400 guests, including alumni, current families, past parents, grandparents, and Morristownarea friends followed student-led tours, sampled snacks from our new kitchen, and enjoyed familyfriendly activities.

CLASS NOTES

1940s

JAMES ELLIOT LINDSLEY ’44 writes to us, “At nearly 90, one’s news is ‘survival.’ What more can we ask? The rhythm of life remains the same, though perhaps slower than formerly. Barbara and I look forward to summer 2020 in Scotland, but this year we will fly he problem of getting to the ship from the car, and the reverse, is formidable. Yes, Cunard provides wheelchairs, but who wants that? So, I guess we ended our a air with ueen ary 2 with the 2 th crossing Otherwise, an auto trip through New England in October, plus occasional day trips to New York, are the travel limits. I still buy more books than I give away, so I suppose there’s hope for the winter. I like to remember playing Capture the Flag on r Claflin’s back field, part of which is now Peck’s parking lot Best wishes to all.”

MARY MERCHANT STURGEON ’45 writes to share a memory of her years at Peck n 1 2, was 10 years old When the war started, my dad left his job on Wall Street, and we all moved to Washington, where he worked for many years for the State Department and the Foreign Service (I grew up in the US, France, and Nanking, China). Some years later, I married and then moved to British Columbia, where I have lived ever since. I would really LOVE to hear from anybody who might remember me!”

On ay , 201 , the ood ank for ew ork City dedicated their food distribution center in unts Point, ron , to JACK FRITTS ’48 with this statement on the building n honor of a servant leader who answered the first call to serve the ood ank’s mission in 1 and went on to build a legacy of ensuring the mission’s focus on New York City’s poor and hungry.” In addition to his wife, Anne Fritts, his children KATHERINE FRITTS ’77 , JEAN FRITTS-ESKENAZI ’78 , LOUISE JOHNSON ’82 , FRANK FRITTS ’86 , and his good friends Phyllis and SLADE MILLS ’48 , were there to join the celebration. There were many happy memories and stories of activists asking for Frank’s help as a lawyer to form the ood ank in 1 , and of the many years he served as a Board member, helping to keep the organization focused on its core mission and mentoring many of its leaders.

DAN SKINNER ’91 AND WENDY HICKS ’91

SHANNON (BARRY) O’GRADY ’90

FRANZ JOSEPH (WITH GRANDMOTHER SUE [JENSEN] SWEENEY ’72)

1960s

SUSAN NICHOLS FERRIERE ’65 reports that she and her husband Patrick have been fortunate to spend much of the past year traveling to wonderful destinations, both near and far. “We traveled to the Gulf, India, and Thailand this past winter and we spent cherished time with LEIGH GASTON PUNJ ’65 , her husband T.V., and younger members of their family, a trip we never wanted to end. Summer saw us taking our first iking iver Cruise on the anube and then heading up to the Adirondacks and Maine to visit family and friends, including RICK ’66 and Faith Brown. Most recently, I spent a wonderful day at the Morgan Library here in C with my first friend from Peck kindergarten, ELLEN BYRNE DANFORD ’65 e t we are o to uatemala for a wedding and some travels around the countryside. Looking forward to seeing friends in C soon and often

1970 s

Assistant athletic director and coach SUE (JENSEN) SWEENEY ’72 welcomed her first grandchild, ran oseph Berlacher IV, on November 1, 2019. He was born to her daughter SUSIE (SWEENEY) BERLACHER ’01 and her husband, ran

JEFFERSON W. KIRBY ’76 , writes to us, “For over 50 years, Peck has been a big part of my life. In more recent decades, my wife, Karen, has taught there; we have had four children graduate; and I have been a Trustee. Now I drive by twice a day and am proud of what the school has become... aesthetically and substantively. Many of our friendships hatched at Peck continue to thrive. And all four kids— MORGAN ’07 , WALKER ’08 , JANE ’11 , SAM ’14 —went from Peck to Lawrenceville very well prepared. I am looking forward to our 50th eunion in 202 e’re on the same cycle as the USA, which made for a great Washington rip in 1

CLASS OF 1970 / 1995 REUNIONS

Mark your calendars for spring reunions at Peck! We will celebrate the 50th Reunion for the Class of 1970 on Friday, May 8, and we hope to plan a 25th Reunion for the Class of 1995, too.

Please contact alumni@peckschool.org if you are interested in helping to plan your reunion this coming year or in the near future!

MIA (PETER CAROLAN ’00)

KATIE GRIFF ’99

PREVAN WARAN ’94

1980s

AMIE QUIVEY ’86 and James Quikstad had a beautiful fall afternoon wedding on October 4, 2019. Classmate KATHRYN (HUDACEK) HARLOW ’86 and her husband, John, came from New Hampshire to attend. Amie lets us know that it was very special to have her dear friend Kathryn (whom she’s known since Kindergarten at Peck) present at her wedding!

1990s

SHANNON (BARRY) O’GRADY ’90 is loving year two in Lehigh Valley, PA! Her son Riggins (10) and daughter Teagan (8) are thriving in the Gifted and Talented Program at their school, where she is the Drama Director. She is also directing at Pennsylvania Playhouse in the spring, and her husband continues to excel at Fidelity Investments. Shannon and her family enjoyed a holiday lights spectacular at the Lehigh Valley Zoo.

DAN SKINNER ’91 and WENDY HICK ’91 met up for brunch during Wendy’s October visit to Chicago.

Class Rep WICK MCLEAN ’92 is giving a shout-out to all ’92’ers! From Wick: “CASEY LAYTIN ’92 reports that KENJI AYAO ’92 visited her recently in Greenpoint, Brooklyn, where she lives with her husband and two boys. Casey and Kenji had fun reminiscing about their [in]famous Penguin/Ranger rivalry. If you have more news, please send it my way!” Wick can be reached at wickmclean@gmail.com.

PREVIN WARAN ’94 updated us on his milestones: “In June of this year, I was made a partner of Grae & Grae, LLC, a leading C bouti ue law firm speciali ing in construction law One month later, married the ama ing Olivia Ong, a fashion executive, and our wedding was featured in Vogue!”

KATIE CORRIGAN GRIFF ’99 , husband Conor, and daughter race, 2 , welcomed uke Corrigan ri to the world on July 17. July also marked the one-year anniversary of atie’s rooklyn-based marketing firm, ri Consulting

2000s

PETER CAROLAN ’00 lives in San Francisco, CA, with his wife Katelyn, 15-month old-daughter Mia, and golden retriever Jack. Peter is a Managing Director leading a wealth management group at Wells Fargo Advisors, while Kate is a

Past Parent

Cocktail Reception

We’re excited to welcome our former Peck parents back to campus on Thursday, April 23 for an evening cocktail reception.

Look for invitations in the mail in the early spring and make plans to get together with Peck friends for an evening of reminiscing in our beautiful new spaces!

CHARLOTTE BLANCHETTE WENTWORTH (GRANT WENTWORTH ’01)

FRANZ JOSEPH BERLACHER IV (SUSIE [SWEENEY] BERLACHER ’01)

AMIE (QUIVEY) QUIKSTAD ’86

Marketing Manager at Pinterest. Peter shares a photo of daughter Mia, in costume for Halloween.

SUSIE (SWEENEY) BERLACHER ’01 and her husband Franz welcomed a new baby boy, Franz Joseph Berlacher IV, weighing in at 8.9 lbs, on November 1, 2019.

GRANT WENTWORTH ’01 and his wife Meghan welcomed their first child, daughter Charlotte lanchette Wentworth, on May 8, 2019.

CHARLOTTE LEIB ’05 is very happy to report that she started a PhD in US Environmental History at Yale this fall. For the last four years, she’s been at Harvard, completing dual Master’s degrees in Landscape Architecture, and History and Philosophy of Design and Media. She looks forward to her next academic adventure! For her dissertation, she says: “I’m hoping to write a comparative history of how the economies, ecologies, and spatial and social structures of cities on the Northeast seaboard have changed over time in response to hurricanes, energy crisis, and other environmental disasters. I’ll be researching the topic at the New York Historical Society this spring through a short-term fellowship, and then I’ll be back in Boston for the summer, where I’ll continue my research. If any Peck teachers or alumni are in the New York, Boston, or New Haven areas and would like to meet up, please send me an e-mail: charlotte.leib@yale.edu.”

VIRGINIA SAVAGE ’05 married att Campbell in a lovely, intimate ceremony on June 22, 2019, at her parents’ home in ernardsville, irginia is also in her fifth year teaching English at Peck.

AMAURY DUJARDIN ’07 is the National Organizing Director for Tulsi Gabbard’s presidential campaign.

Surrounded by friends and family, ZACHARY TAFFET ’08 married Arden Anderson on uly 20, 201 in hitefish, ontana Close friend of the couple TIM HETTINGER ’08 officiated the wedding

EDITOR’S NOTE:

Alumni—you are the eyes and ears of life after Peck! We love to share your stories, ensuring that the Class Notes section remains your go-to pages! Connect with your class rep, or email us at alumni@peckschool.org.

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If we have your email address, then you are automatically on our email list for the Alumni Beacon monthly e-newsletter. (Try checking your spam folder if you don’t see it!)

If you aren’t getting the Alumni Beacon and would like to, please contact t e Al mni ce at al mni ec c ool org o e can keep you up-to-date on the latest news and announcements!

ZACHARY TAFFET ’08 (RIGHT), TIM HETTINGER (CENTER) ’08

RIKKI SCHLOTT ’14

VIRGINIA SAVAGE ’05

2010s

RACHEL SCHMUCKLER ’10 graduated from the University of Delaware last year with honors in Pre-Vet and Biology. She is working in sales for a healthcare IT company based in Florida called Modernizing Medicine.

JULIA SCHMUCKLER ’12 is a senior at The University of Richmond. She’s playing lacrosse and helped the team to its second conference title this year. She’s living in NYC and working at her first internship at Pubworks, which is a division of Conde Nast and Hearst Publishing. She and her sister Rachel have loved seeing the transformation of the Peck campus and say they are proud alumnae.

RIKKI SCHLOTT ’14 visited campus this fall and especially en oyed her time with her former art teacher, Karen Dispenziere. Rikki is currently a sophomore at New York University.

ALI MCCARTHY ’14 , a sophomore at Princeton, and KENDALL HANLON ’15 , a freshman at oston College, both played in the CAA ield ockey inal our Semifinals in ovember endall and the oston agles were the first to meet the University of North Carolina (UNC) Tar Heels in the semifinal round Ali and the Princeton igers came away with a win against the Virginia Cavaliers (with Ali scoring one of the winning goals , and proceeded to the final e citing game against C ar eels, where they kept up the pressure until UNC came away with the championship win.

ETHAN HUANG ’15 rode first varsity boat crew at lair Academy this past year. If you were at the Stotesbury Cup egatta in ay 201 , you would have seen him in the third position with his cap on backwards!

JONATHAN PATRICK ’15 attended the American Legion program at Jersey Boys State this past summer and heard members of numerous branches of public service speak on how few young people take the time to e press their gratitude for veterans and active service members. Patrick founded Pick p a Pen, a non-profit organi ation that gives students the chance to e press their gratitude to current public service members and veterans. He hopes to use Pick Up a Pen to spread the word of gratitude throughout the nation ebsite www pickupapen org On ovember , he joined Peck students for a schoolwide Reach Across activity recognizing Veteran’s Day and inspiring Peck students to write and send letters of gratitude to those who serve.

JONATHAN PATRICK ’15

ETHAN HUANG ’15(CENTER)

RUQAIYYAH LUCAS-CALDWELL ’16 and TEJAS PAREKH ’16 both had the honor of being two of only 39 students selected in the state to attend the New Jersey Scholars Program at the Lawrenceville School this past summer. This summer’s topic was Mind and Body: The Future of Being Human.

In February, during one of the most eagerly anticipated assemblies of the year at The Pingry School, The Dr. Robert H. LeBow ’58 Memorial Oratorical Competition, CAROLYN COYNE ’17 delivered her speech along with six other students. Carolyn’s speech, entitled “Drink the Water,” reflected on gratitude for life’s necessities

This past summer, OWEN PATRICK ’17 interned in a medicinal chemistry lab at Kean University, where he worked on developing novel compounds that could be used to prevent the metastasis of glioblastoma, an aggressive form of brain cancer. After developing their compound, Owen and his lab partner tested it on real glioblastoma cells and discovered it was highly e ective in inhibiting their movement Owen hopes to continue his research at Kean in the coming years in order to further test and perfect the compound.

3RD ANNUAL PECK ALUMNI Day of Giving June 4, 2020

We have celebrated our 125th birthday. We’ve pitted Downys against Redheads. What will our third annual Alumni Day of Giving bring?

Save the date and stay tuned for more details!

Want to volunteer and help make the Day of Giving a success?

Email alumni@peckschool.org and join in the fun!

OWEN PATRICK ’17 (FRONT, FIFTH FROM LEFT)

RUQAIYYAH LUCAS-CALDWELL ’19 AND TEJAS PAREKH ’19

MRS. MOODY CELEBRATES HER 90TH!

Many Peck friends and alumni came together this past summer to celebrate former Peck teacher, coach, and Trustee, Patricia (Pat) Moody. Pat taught at Peck from 1952 to 1993, and served on its Board of Trustees from 1996 to 2004.

On the occasion of her 90th birthday, friends gathered at Somerset Hills Country Club (SHCC) in Bernardsville

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L-R: (STANDING) FORMER PECK TEACHER SARAH DUNDAS ’87-’93, MICHAEL MOODY ’72, BROOKIE MOODY ’01, KELSEY MOODY ’04, PETER FALK ’21 , MAX PENDY ’20, JAKE MELCHIONNI ’19, TRIP PENDY ’19, CLARK MOODY ’70, CURRENT PECK TEACHER JIM CROSS; (SEATED) COLLINS SNYDER [PAT’S HUSBAND], PAT MOODY, AND BRETT [MOODY] BODNAR ’99.

to share stories, memories, and a great deal of laughter. There were even a few younger Peck students and alumni at SHCC that day who were welcomed to join the fun! Those who could not attend in person contributed to a memory book compiled by current Peck teacher Jim Cross.

IN MEMORIAM

Peck extends its sympathies to the families and friends of the following members of our community:

MARTY EPSTEIN , May 2, 2019; owner of Marty’s Reliable Cycle in Morristown, and The Peck School’s 2018 Community Service Award recipient. A Morristown native, Marty was the founder and owner of Marty’s Reliable Cycle. As a business and commercial property owner in downtown Morristown, he was a leading advocate and supporter of town-wide beautification pro ects, public art, walkability an d the incorporation of bike lanes, safety issues related to cyclists, pedestrians, and vehicles, and sustainability issues. Marty was the driving force behind an ever-increasing number of local cycling events, including Gran Fondo New Jersey. This event was modeled after highly popular cycling events in Europe (gran fondo is Italian for “big ride”). The mission of Gran Fondo was simple: “Give back to the community through cycling.”

JOSEPH P. MOORE JR. , July 10, 2019; father of current parent Liz Pryma, father-in-law of current parent and Peck Trustee Tom Pryma, and grandfather of Jack Pryma ’18 and Colin Pryma ’20.

ROBERT LEBUHN , August 9, 2019; former Peck Trustee, father of past parent and former Peck Trustee Anne LeBuhn MacCowatt ’73, Ellen LeBuhn Walsh ’74, Robert W. LeBuhn ’78, and Richard T. LeBuhn ’79, father-in-law to Philip C. Walsh ’63 and former parent Thomas H. MacCowatt, grandfather to Margaret F. (Mimi) MacCowatt ’10, Elizabeth D. (Liza) MacCowatt ’11, and Thomas H. (Tommy) MacCowatt, Jr. ’14.

BLAIR BUTLER BELLIS , August 13, 2019; mother of Past Parent and former Peck Trustee James Bellis ’67, Blair “Tinker” Bellis Judson ’68, and Martha Bellis Gregg ’73, mother-in-law of past parent Patti T. Bellis, grandmother of James L. Bellis III ’03, Eliza D. Bellis ’05, and Blair T. Bellis ’08.

CARL PATETTA , September 4, 2019; father of Assistant Business Manager Mary Faugno.

CAROL F. KERIEVSKY , September 6, 2019; mother of current parent Becky Brooks, mother-in-law of current parent Sam Brooks, grandmother of Annabelle Brooks ’26.

ANNE-MARIE SAHAZIZIAN , September 13, 2019; mother of current parent Anton Sahazizian, mother-in-law of current parent Laura Sahazizian, grandmother of Jack Sahazizian ’25 and Lilly Sahazizian ’28.

JEAN M. CARUSO , September 23, 2019; mother of Physical Education Teacher and Coach Laura Caruso.

SIVASUBRAMANIAN VENKATRAJAN , October 10, 2019; father of current parent Hema Sivasubramanian, father-in-law of current parent Vivek Ramakrishnan, grandfather of Arvind Ramakrishnan ’26.

RICHARD J. ZACHARIAS JR. October 14, 2019; father-in-law of Executive Assistant to the Head of School Becky Zacharias.

WILLIAM HAROLD SEXTON , October 24, 2019; father of Upper School Science Teacher Lisa Foster.

BARBARA (BOBBI) POPE PHILLIPS , November 14, 2019; mother of Michael C. Phillips Jr. ’85 and Melissa (Phillips) DeVries ’87.

Peck News

FALL 2019

The Peck School 247 South Street Morristown, NJ 07960-7381

973.539.8660 peckschool.org

Head of School

ANDREW C. DELINSKY adelinsky@peckschool.org

EDITORIAL STAFF

Director of Strategic Communications

HEATHER BURCHFIELD hburchfield peckschool org

Associate Director of Strategic Communications JEN CLEARY jcleary@peckschool.org

Communications Specialist CHRIS STARR cstarr@peckschool.org

Receptionist JENNY HUNT

Director of Advancement and Alumni Relations

JOAN SMITH MYERS

Campaign Director LAUREN SPIRIG

Advancement Associate KERI SKOBO-TROUGHT

PHOTOGRAPHY:

The Peck School, The Peck School Archives, Jason Jones Photography, KSQ Architects, Mr. David Bucchino, Mr. Jim Cross, Current Parent Stacey Breaks

ARTICLE CONTRIBUTORS:

eather urchfield, en Cleary, Andrew elinsky, Joan Myers, Lauren Spirig, Keri Skobo-Trought, Chris Starr, The Peck Athletic Department

PRINTING:

J. S. McCarthy Printers

ART DIRECTOR: Greta G. Chinnadurai

ADMINISTRATION

Head of School

Andrew . elinsky

Director of Strategic Communications eather urchfield

Director of Athletics avid arlo

Director of Admissions and Financial Aid rin eder

Director of Technology evin rieshaber

Director of Advancement oan mith yers

Head of the Upper School aisy avage

Director of Finance and Operations Andrew chneider

Head of the Lower School ina harma

Director of Curriculum and Faculty Development hristopher Weaver

PARENTS ASSOCIATION

EXECUTIVE COMMITTEE

elissa artoli, President irginia epeda, Vice President Asako ee, Secretary arlene Pruitt, Treasurer

BOARD OF TRUSTEES

ubhadra hah, President

aniel oneker, Vice President

olly P. rown, Vice President

Thomas . Pryma, Treasurer

harles orrentino, Secretary

Andrew elinsky, Head of School*

arter arsh Abbott ’ 9

auren . aker

elissa artoli, PA President* ark . ush

rian . rosby ahmoud lassir dward ames oley ’ avid epp

Philip im ’90 arrie urt man hristina elchionni

eanAnn organ- iftin

ouren . u ounian en ogers id owell

ichael antomassimo asey Wells

avid T. Welsh

x cio mem er

The Peck School does not discriminate on the basis of race, religion, ethnicity, sexual orientation, or family composition in the administrative policies or operation of the school.

SAVE THE DATE for guest speaker Morin

Tuesday, April 14, 2020

REACHING OUT TO NEW FAMILIES

At Peck, we know that a student’s individual academic journey is inseparable from their social and emotional journey both at school and in life. This interrelationship, and its impact on student outcomes, is a primary element in Peck’s 2015 Strategic Plan goal to emphasize the health and wellness of the student community—leading to thoughtful, ongoing plans for further integrating SocialEmotional Learning into the curriculum.

MARK YOUR CALENDARS FOR APRIL 14, 2020 , when The Peck School hosts Common Ground Speaks and featured speaker Amy Morin, author of 13 Things Mentally Strong Parents Don’t Do.

Peck’s 2015 Strategic Plan prompts us to explore ways of connecting with prospective families that fit parents’ busy schedules and convey an authentic Peck experience. The new Strategic Communications Office works hand-in-hand with the Admissions Office to focus on several key imperatives: lead nurturing, inbound marketing, and interactive learning experiences for prospective students and their parents.

Morin is a licensed clinical social worker and expert instructor from Northwestern University. She is a parenting expert and a columnist for Forbes, Inc. and Psychology Today. A highly sought-after speaker, Morin has given one of the most popular TEDx talks of all time. Her advice has been featured by many major media outlets including Parenting, Time, Fox News, CNN and Oprah.com. Join us for what promises to be another dynamic evening of insight and discussion.

About Common Ground Speaks: Established in 1999, Common Ground Speaks is a consortium of independent school parents associations in the central/ northern New Jersey area. The organization sponsors free events featuring distinguished speakers on topics related to child development, parenting and education. Member schools include: Chatham Day School, Delbarton School, Far Brook School, Far Hills Country Day School, Gill St. Bernard’s School, Morristown-Beard School, Newark Academy, Rutgers Preparatory School, The Peck School, The Pingry School, The Red Oaks School, The Wardlaw-Hartridge School, The Westmont Montessori School, The Willow School, The Winston School, and Winston Preparatory School.