When Peck was thrown into the Covid-19 global pandemic in early March, it was clear that some things wouldn’t change: our commitment to dynamic academics, a focus on community and values, and a dedication to the wellbeing of each child.
10 Classroom | Reimagined
When core values are as strong as they are at Peck, any momentary challenge of confidence morphs quickly into a resolute spirit—just as when Peck faculty and staff rose to the challenge of implementing distance learning, followed by the return to in-person learning.
14 Connected to the Core: Keeping The Peck Spirit Alive in Uncertain Times
Peck is a school that deeply values the entire family, and encourages the kinds of genuine connections that make our community so strong.
16 Pencils Down, Minds Up
Social and emotional learning is the underpinning of all educational success. The MindUp curriculum provides Peck teachers with resources to help students understand how their minds and bodies work.
18 Making Beautiful Students
How does a school effectively offer arts classes across grades K-8 while still maintaining physical distancing and grade-level cohorting during a global pandemic? The answer: arts intensives.
22 Fitness Through Play
Peck’s athletic program, which covers both organized sports and general physical education, first and foremost strives to provide positive experiences in a safe, open-minded environment. 34 Alumni Spotlight: Jihad Harkeem ’08
Jihad Harkeem is a Renaissance man. If you think that implies he’s a “jack of all trades,” you’re mistaken. Unlike that Jack, who was a master of none, Harkeem has mastered quite a few—and they are all creative.
Peck News
FALL/WINTER 2020
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
Associate Director of Advancement LAUREN SPIRIG lspirig@peckschool.org
PHOTOGRAPHY:
At Home Studios, The Peck School, The Peck School Archives, Heidi Pearce ’20
WRITERS:
Features/Departments: Heather Burchfield, Jen Cleary, Lauren Spirig, with contributions from former Communications Specialist Chris Starr
Alumni Class Notes/In Memoriam: Joan Myers (Director of Advancement and Alumni Relations), Keri Skobo-Trought (Advancement Associate)
PRINTING: Bolger, Inc.
ART DIRECTOR: Greta G. Chinnadurai
ADMINISTRATION
Head of School
Andrew Delinsky
Head of the Upper School
Sadie Albertyn
Director of Strategic Communications
Heather Burchfield
Director of Athletics
David Carlo
Director of Admissions and Financial Aid
Erin Ceder
Director of Technology
Kevin Grieshaber
Director of Advancement and Alumni Relations
Joan Smith Myers
Director of Finance and Operations
Andrew Schneider
Head of the Lower School
Nina Sharma
Director of Curriculum and Faculty Development Christopher Weaver
PARENTS ASSOCIATION EXECUTIVE COMMITTEE
Virginia Cepeda, President
Cate Edell, Vice President
Asako Sakae, Secretary
Kirsten Neville, Treasurer
BOARD OF TRUSTEES
Subhadra Shah, President
Daniel Honeker, Vice President
Charles Sorrentino, Vice President
Michael Santomassimo, Treasurer
Lauren O. Baker, Secretary
Andrew Delinsky, Head of School*
Carter Marsh Abbott ’89
Holly Parish Brown
Mark C. Bush
Virginia H. Cepeda, PA President*
Brian D. Crosby
Mahmoud Elassir
David C. Hepp
Todd W. Hohman
Philip Kim ’90
Carrie Kurtzman
Genevieve Mallgrave
Christina D. Melchionni
JeanAnn Morgan-Liftin
Souren G. Ouzounian
Thomas J. Pryma
Benjamin C. Rogers
Sid Rowell
Casey C. Wells
David T. Welsh
* Ex Officio member
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.
Giving New Meaning to Timely Transformation
WELCOME TO OUR LATEST EDITION OF PECK NEWS, which chronicles how Peck responded and adapted to Covid-19 in ways that retained our sense of community, upheld our academic standards, and remained true to the core of this wonderful school. The past few months certainly haven’t been easy, but they have been rewarding—by how our teachers responded, by how our students responded, by how our parents responded, and by how the community responded. The results have been remarkable.
Our tagline, “Timeless Traditions, Timely Transformation,” has proven to be quite relevant as we navigate Covid-19.
When we were forced to pivot to distance learning in March amidst an emerging global pandemic, we knew that what was most important was maintaining our connection as a community. We focused on the health and wellbeing of our students, continued skill-building, and found innovative ways for our students to continue thinking critically, problem solving, and participating in their own learning.
This summer, we stopped at nothing to re-open our campus for in-person learning. While resolving to provide the safest possible environment for our students and faculty, we built a program structure that allows teaching and learning to thrive, no matter the setting. We reimagined our time-honored traditions so the “what” and the “why” didn’t change, just the “how,” ensuring
that what makes the Peck experience unique shines through during these challenging times.
Whether offered in person or online, our program continues to orbit around our mission’s central belief: that, in life, knowledge must be guided by values. In crafting our distance learning program, our adapted in-person program, and our remote learning offering, our approach to K-8 education ensures that we can uphold our values, nurture our close-knit community, and provide the space for our kids to be kids just a little bit longer— especially now, when the world can seem so heavy. We still have recess. We will still have snow days. Our kids still smile and laugh.
Despite the masks, despite the plexiglass, and despite the physical distancing, Peck is still Peck. Our masterful teachers keep the curriculum alive. They find teachable moments in everyday actions. They lead our students through important dialogue
with courage and bravery. They care about our students—and our students know it.
In the pages of this very special issue of Peck News, you will explore how our program remains both true to the essence of Peck, and adaptable to the constraints of the current educational landscape. You will see that the Peck we all know and love is still here—and getting better all the time.
Warmly, Andrew C. Delinsky Head of School
How Peck Remains
Guided by Values
WHEN PECK WAS THROWN INTO THE COVID-19 GLOBAL PANDEMIC IN EARLY MARCH , it was clear that some things wouldn’t change: our commitment to dynamic academics, a focus on community and values, and a dedication to the wellbeing of each child. While the “what” and the “why” of The Peck School hasn’t changed—what did was the “how.”
Peck’s program is inspired by our institutional belief that, in life, knowledge must be guided by values. Whether in the virtual environment or physical one, this remains our guiding principle as we adapt our timeless and transformational program to the unique challenges and opportunities that arise during a time of physical distancing.
MARCH 2020:
Peck Transitions to Distance Learning
WHILE DISTANCE LEARNING could not fully replace what happens face-to-face at Peck, our approach to virtual learning nurtured authentic student engagement, afforded ample space for small-group and individualized attention, and preserved the strong ties that bind the Peck community.
“Our priority throughout distance learning was and is to maintain community connection with empathy and consideration of others; reinforce skills in progress; move toward desired grade-level outcomes; ensure balance between learning and fun, discovery, and humor; maintain routine yet understand the necessity for flexibility; and promote creativity, enrichment, and a growth mindset,” said Andy Delinsky, head of school.
The spring 2020 distance learning program had five main goals:
to deliver the innovative, inspiring, and rigorous program that Peck is known for, albeit virtually
to maintain a deeply connected community and strong teacher-student relationships
to nurture student agency, curiosity, and an authentic love of learning
to provide support and resources for families
to learn and grow together during this unique and unprecedented time
In order to achieve these goals, Peck’s administration had to devise a distance learning schedule that would provide both synchronous and asynchronous learning opportunities, provide ample time for connection with one’s teachers and classmates, and leverage digital tools to enhance student learning.
In the Lower School, students in kindergarten through fourth grade attended two live classes per day, including an art, music, science, technology, or language class. Additionally, they attended live morning meetings and closing circles daily. Using a variety of both online and at-home tools, students were able to continue the rich, hands-on learning and discovery that is a highlight of
early education at Peck. Virtual sports and enrichment classes offered in the afternoons rounded out opportunities for students to continue to engage with Peck.
In the Upper School, students in grades five through eight attended two live classes per day, as well as virtually meeting in advisory groups. Sports teams continued their practice and conditioning regimens via Zoom sessions, even offering times for Lower Schoolers to join them, in a show of leadership and support.
Peck faculty frequently ‘thought outside the box’ as they reimagined several student traditions as virtual experiences, such as the kindergarten’s annual Rainforest Day, and endof-year bonding experiences for graduating eighth graders. (Kindergarteners traveled to the rainforest virtually, while eighth graders worked together in a virtual escape room!)
SPRING 2020:
Peck Prepares for In-Person Return
OVER THE SUMMER , Peck’s administration knew that, barring another executive order from the state closing schools, Peck would re-open its doors five days a week.
“We agree with the recommendation of the American Academy of Pediatrics that students learn best in school,” said Head of School Andy Delinsky. “On campus and in-person, our students can make deeper connections, have access to the full range of educational tools available to us, and are more fully engaged in their learning.”
In order to craft reopening plans, Peck’s Covid-19 Task Force used five guiding principles:
A commitment to safety: Peck will prioritize safety, health, and social/emotional well-being at all times—in our planning for the school year and in our daily work with our students and teachers.
A commitment to program: Peck will deliver a robust, engaging, and rigorous academic program that ensures core academic outcomes are achieved at each grade level within a vibrant and joyful academic environment.
A commitment to values: Peck will ensure it continues fostering meaningful connections—student to student,
student to faculty, school to parent, and parent to parent —while continuing to prioritize character development and leadership opportunities through our InDeCoRe values.
A commitment to communication: Peck will maintain strong lines of communication with parents, understanding that swift decisions may have to be made and important information may have to be shared on a tight timeline.
In order to adhere to these guiding principles, several important campus upgrades were implemented. Director of Facilities Mike Zulla upgraded the school’s existing HVAC system to improve air quality, installed touchless faucets in bathrooms, and replaced traditional water fountains with touchless bottle fillers.
Next, classes were relocated to the largest campus spaces, allowing each homeroom in Lower School to remain connected, with Upper School classrooms co-located according to grade. In effect, each grade at Peck now has their own “mini-campus,” with designated entrance and exit doors, bathrooms, and bottle fillers.
FALL 2020:
Today at Peck
WHILE FACULTY, STAFF, AND STUDENTS returned to spaces that outwardly looked a bit different, they quickly realized that the Peck we know and love remains the same. The joy of being together again is palpable, and our enthusiasm for teaching and learning in this unprecedented time remains boundless.
With a question mark hovering over the future of the global health crisis, some uncertainty lingers over whether another transition to distance learning will be necessary, or how long these new health and safety protocols will need to stay in place. But any evolving challenges will be met with the same confidence and preparedness that has marked Peck’s response thus far—and our community can be sure that, no matter where we learn or what barriers stand between us, the spirit of Peck will remain ever-present in the lives of our students and their families.
Each classroom space is equipped with plexiglass barriers on three sides of every student desk, with desks facing the same direction and spaced at least six feet apart. Additionally, Peck designated five outdoor learning spaces (some tented), and bought outdoor camping chairs for every student and faculty member to make the most of the beautiful 14-acre campus.
Peck also provided personal protective equipment (such as masks, face shields, or lab coats) for every student and employee on campus and implemented rigorous health and safety protocols that meet or exceed CDC guidelines. Enhanced cleaning and disinfecting procedures are also a daily routine, with our Peck Facilities Team sanitizing spaces frequently and deep cleaning daily with electrostatic cleaners and environmentallyfriendly disinfectants.
“CHANGE CHALLENGES CONFIDENCE AND CONFIRMS CORE BELIEFS.”
So said new Head of the Upper School Sadie Albertyn in July 2020, as she and her colleagues considered what the students, faculty, and staff of The Peck School had experienced during the previous four months.
When core values are as strong as they are at Peck, any momentary challenge of confidence morphs quickly into a resolute spirit—just as when Peck faculty and staff rose to the challenge of implementing distance learning, followed by the return to in-person learning. And the conviction that drives the Peck academic program—the notion that knowledge must be guided by values—remains the north star throughout.
While Peck’s March pivot to distance learning required a rapid shift in format and plenty of tweaking, our fall return to live learning at Peck was meticulously planned for months by the Covid-19 Task Force, an interdepartmental team of Peck administrators, faculty, and staff. Guided by stringent new health and safety protocols, the task force set out to plan the most effective way to deliver Peck’s exemplary program.
To do that, the task force, including Albertyn, Director of Curriculum and Faculty
Development Chris Weaver, and Head of the Lower School Nina Sharma, created an expansive and adaptive model that would best serve students and enable faculty to respond nimbly to any additional challenges that arose during the course of the year.
Teaching could occur in different mediums, based on specific student needs and the current health directives from state and local authorities, but a consistent schedule would anchor learning, and cohorting students by grade would enable safe spaces for socialization and community building.
Classrooms were relocated, safety measures enacted, and remotelearning technology upgraded, but the emphasis on teacher-student connections remained paramount.
With the ability to open for live and in-person learning in September, both divisions dove headfirst into the prospect of being physically together for the first time in six months.
In the Lower School, morning meeting and closing circle would continue to bookend the day, giving students opportunities to center, bring intention, and be in the mindset to learn meaningfully. Now, students spend the majority of their days in their homerooms, with ample time for recess, sports, and outdoor activities (including lessons, whenever possible).
Each cohorted grade would be led by a team of four teachers with a rotating fifth member: a ‘specials’ teacher leading the newly created arts intensives, three-week-long rotating periods of of art, music, science, technology, flex time (K-2), or woodworking (3-4). These longer blocks of time
THE CONVICTION THAT DRIVES THE PECK ACADEMIC PROGRAM, THE NOTION THAT KNOWLEDGE MUST BE GUIDED BY VALUES, REMAINS THE NORTH STAR THROUGHOUT.
Peck's campus is open for in-person learning:
Grade-level Cohorts (“Mini-campuses”)
Peck, or a grade-level cohort, transitions to a period of full distance learning:
All scenarios lay the foundation for Peck’s program and community to thrive, with consistent expectations and daily schedules (including arts intensives) throughout, use of learning management systems, opportunities for meaningful live participation, and built-in time for interpersonal connections. In each case, the Peck we know and love shines through—no matter when, where, or how.
allow the specials teacher to cohort with one grade at a time, but provide the same amount of instructional time as the previous model of weekly specials classes.
In the Upper School, there were both structural considerations and programmatic elements to consider. Grades were organized into ‘mini-campuses’ to keep cohorts intact, which led to slight shifts in schedule for each grade, and, as in the Lower School, some classes being offered in longer blocks of time.
In addition to its other benefits, Peck’s Upper School Advisory model offered a built-in solution for retaining our tradition of Family Dining in the Upper School. As well as meeting daily, advisory groups also enjoy lunch together during a 50-60 minute block. Arts Intensives were planned similarly to the Lower School, in threeweek rotations.
Upper School has a particular focus on “extras”—sports teams, instrumental music, activities, Themes classes, leadership opportunities—and the task force focused on keeping these much-loved elements intact wherever possible. While some had to be paused (choral music was off the table, for example), others were tweaked in format or delivery (intramural sports were introduced when it was announced that there would be no interscholastic competition in the fall), but the meaningful interactions that they make possible, of course, remained.
For both divisions, schedules were created for seamless movement into distance learning (by cohort or for the entire school) as necessary. “We know changes in learning venues are a given this year, for at least some students,” said Weaver. “We wanted to ensure that when that need arises, the quality of the program, and the connection to the class, is thoroughly maintained.”
Should a single student move to remote learning, they would follow the schedule as if they were in class—and participate, too, with the help of Swivl, technology that allows them to join the classroom from home. Should the whole cohort (or the whole school) move online, the entire schedule shifts to Zoom, with an intentional combination of live classes and asynchronous learning, and with a continued emphasis on events, activities, and relationships that keep our connections deep and our community strong.
As a K-8 school, the intention at Peck is to deliver a best-in-class, character-based academic program, while honoring and celebrating all that childhood is. While changes were inevitable in 2020, the Covid-19 Task Force was able to use the underpinnings of the school’s success—the deliberate structure, the intentional leadership, the deeply valued mission—to thoughtfully adapt to an ever-evolving situation. And that effort has proved successful, in the outdoor classes held in camping chairs, the Zoom assemblies, the hands-on discovery, and the time for connection and reflection. No matter where or how they learn, Peck students are empowered to be at the center of their own educational journey.
“WE WANTED TO ENSURE THAT WHEN THAT NEED ARISES, THE QUALITY OF THE PROGRAM, AND THE CONNECTION TO THE CLASS, IS THOROUGHLY MAINTAINED.”
THE PECK SCHOOL, IN A TYPICAL YEAR , finds its campus teeming with not only students, but parents too. Whether it is a class coffee, a Parents Association meeting, or a drop-in with a teacher, families have a ubiquitous presence. And that’s true after hours, too—from the Welcome Back Dinner to the annual spring fundraiser to grade-level cocktail parties. Peck is a school that deeply values the entire family, and encourages the kinds of genuine connections that make our community so strong.
But when a global pandemic all but erased these opportunities to physically gather as a community, Peck’s administration and parent volunteers had to think on their feet. Their efforts to virtually connect
our students, parents, and teachers have proven that despite the distance, the heart of our community still beats fiercely.
“Keeping our community engaged was crucial among our strategic priorities for both spring distance learning and the return to campus in the fall,” said Andy Delinsky, head of school. “I’m humbled by the way our faculty, staff, and families continue to support one another in these uncertain times.”
With the abrupt shift to distance learning in March, Peck enthusiastically took on the charge of maintaining a sense of digital community. A “Pride’s Corner” webpage housed a multitude of fun enrichment resources for students, and also featured a daily video message from a member of the Peck community. Also well-received was the GooseChase Downy/Redhead virtual scavenger hunt, which pitted our two school teams against each other in a friendly app-based competition, and continued through the summer.
Administrators were keenly aware that the impact of the pandemic would profoundly affect some families. They established The Fund for Community Support to assist Peck families and employees affected by the crisis. This new endeavor helped ease the burdens of those in the community who needed immediate help, as well as those who may have needed assistance to
ensure their children could continue to attend Peck in the fall.
When school opened in September, parents were invited to join regular virtual assemblies via Zoom. Teachers communicated with students and parents via the online learning platforms Seesaw and Google Classroom, enabling everyone to stay on top of classroom activity.
The Parents Association rallied around the need to be together with one another, especially as they were missing some beloved traditional events. Peck Treks, a committee that typically hosts local social outings, organized a virtual wine tasting event, “A Taste of France,” in October. Guests enjoyed a guided wine, cheese, and chocolate pairing experience over Zoom, and also connected with fellow parents in smaller breakout rooms. A Peck Treks virtual Family Trivia night is also planned for January 2021.
“Our focus this year is centered on finding opportunities to connect our parent community, supporting our faculty and staff, and reimagining our events and fundraising opportunities,” said PA President Virginia Cepeda.
The PA safely provided monthly faculty and staff appreciation snacks, along with a few surprise treats like a take-home pizza dinner and a gifted Thanksgiving pie. Parents have met outdoors during
TO THE CORE
Peckisaschool that deeplyvaluestheentire family, andencourages thekindsof genuine connectionsthat makeour community sostrong.
physically-distanced “tent events” for each grade. The PA also brought the school store and the swap shop (gentlyused uniform attire) outside on several occasions throughout the summer and fall, to ensure that everyone had the gear they needed to express their school spirit.
During “A Week of Giving Thanks” in November, the PA matched Peck families up at random to show gratitude, lift spirits, and care for the emotional wellbeing of the entire community. Families surprised their partner family with notes, artwork, meals, games, and other tokens of kindness throughout the week.
Relationship-building, along with expressing the values that make Peck unique, is also a key part of the admissions process. “So much of what we do in the Admissions office is about direct, personal contact. We highly value face-to-face interaction, so we had to pivot when those opportunities were no longer available to us,” said Director of Admissions and Financial Aid Erin Ceder.
The office quickly brought its “Mini Masters” art classes and tech-focused Design Challenges online, offering events over the summer for prospective families, and more throughout the fall/winter admissions season. Families were mailed a box of supplies and guided through activities on Zoom by Peck’s master teachers—which still gave them a taste of learning at Peck.
In addition to in-person meetings and tours altered to accommodate new safety protocols, Admissions also began offering virtual Parent Meetings over Zoom, and created a robust area of the website dedicated to showcasing what Peck accomplished with distance learning—and the essential elements of Peck that remain no matter where, when, or how Peck students learn.
“That’s what we truly want to express to families, both current and prospective,” said Ceder. “Peck is still Peck, despite this year’s alterations. And that’s because our community cares, and it shows, across any distance.”
Pencils down, Minds UP
Proper social and emotional support sets students up for success.
“Social and emotional learning is the underpinning of all educational success,” said Lower School Psychologist Ashley Tabor. “If you don’t feel good at school, you won’t learn to your true ability.”
That is true in a typical year, but given the six-month hiatus from in-person learning and the varied stress responses to the current Covid-19 pandemic, social and emotional learning (SEL) couldn’t be more important than it is in 2020.
One of the things that makes Peck’s approach to social and emotional learning different from other schools, Tabor says, is our foundation of values.
“Values and feelings are very abstract for young kids, so to have Peck’s InDeCoRe (Individual Development and Community Responsibility) framework incorporated into not only SEL instruction, but throughout the curriculum, helps kids better understand and internalize what values actually mean in real life,” she said.
This can be especially helpful when teaching elementary-age students, for whom values can be intangible. Values provide faculty with a structure to allow students to see, feel and act out their emotions, especially while building healthy relationships and positive self-image.
“Our mission and our InDeCoRe values serve the purpose of reminding us where our priorities lie,” Tabor said. “It’s the undercurrent for everything.”
When Peck shifted to distance learning in March 2020, Tabor says, the SEL
“Mindfulness is listening with curiosity and kindness to self and others,” Attah said. “I tell them the only thing you have control of is this moment you are in; don’t think of anything else except the here and now. By doing this practice, they are being set up to be successful at any given task or activity.”
focus in the Lower School shifted from interpersonal relationship skills, confidence building, and conflict resolution to self-awareness and emotional regulation. Despite Peck’s efforts to nourish teacher-student connections over Zoom, such a self-contained structure could exacerbate potential feelings of loneliness, anxiety, and frustration, which may have already been heightened by the pandemic. Tabor says both Lower School and Upper School prioritized individual and group check-ins, helping families with strategies to cope with and minimize anxiety, and finding ways to maintain positive social connections.
These priorities remain a focus with the resumption of in-person classes.
Dr. Jana Luber, Upper School Psychologist, and Tabor are arming teachers with a curriculum designed to address SEL topics with students in the moment.
MindUp (a highly acclaimed, neuroscience-based curriculum) provides teachers with lessons to help students understand how their minds and bodies work, utilize breathing and listening exercises, and explore topics on mindful movement, smelling, and tasting.
Second grade teacher Jane Attah incorporates mindfulness strategies into many parts of her daily classroom. During transitions between subjects she often lowers the lights and plays soft music to help students focus on the upcoming task. She also guides her students through the use of anchor phrases such as “I am calm,” “I am peaceful,” and “I am grateful.”
“Mindfulness is listening with curiosity and kindness to self and others,” Attah said. “I tell them the only thing you have control of is this moment you are in; don’t think of anything else except the here and now. By doing this practice, they are being set up to be successful at any given task or activity.”
In the Upper School, students are equipped with the metacognitive tools that play a role in healthy SEL. This structure builds awareness of one’s own thinking and the way the brain functions in thought processes, including decisionmaking abilities, emotion regulation, and organization. Additionally, with MindUp
and other strategies from the nationallyrecognized Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, students learn the five core competencies of SEL: selfawareness, self-management, responsible decision-making, relationship skills, and social-awareness.
Throughout this instruction, students are encouraged to share their experiences and perspectives on these topics to strengthen their understanding of specific tools to use in everyday life. Themes classes also incorporate mindfulness strategies that students can utilize in the moment when experiencing anxiety, frustration, or other complicated emotions.
Most importantly, students have a safe learning environment to share their thoughts and feelings during Advisory, Themes, and other opportune moments throughout the school day.
“During these times of unpredictability, it is essential for students to feel like they are prepared with the social and emotional tools to employ if needed, whether it be techniques to relieve stress or mindfulness practices to bring oneself
back to the present moment,” Luber said. “By creating a forum in which students feel comfortable expressing their thoughts and feelings about the current climate, students can not only learn from their teacher, but also from each other. The ability to identify and manage their emotions and to further develop coping skills is especially useful during these times in which frustration or anxiety may be heightened.”
Tabor says one of the challenges of the pandemic is the wide range of experiences and varying mechanisms for coping with systemic stress. Luber and Tabor work to gauge and validate the myriad feelings of the students and then give them the tools to work through them.
Peck’s intentionally small-scaled student body offers significant advantages for this outreach. Our psychologists and teachers can tailor their approach to social and emotional learning to the evolving needs of the school—grade by grade, class by class, student by student.
Additionally, our approach still includes the capacity to support the wellness of remote learners.
“During these times of unpredictability, it is essential for students to feel like they are prepared with the social and emotional tools to employ if needed, whether it be techniques to relieve stress or mindfulness practices to bring oneself back to the present moment.”
For example, teachers ensure that remote learners are included in morning meetings, closing exercises, classroom projects, and social opportunities—just as if they were physically present in the classroom.
“One thing we’ve learned this year is that you don’t have to be at Peck to be a part of Peck,” said Tabor. “We want to ensure that all of our students, remote learners included, are fully engaged, participating, and cared for.”
The at Peck
MAKING
BEAUTIFUL CHILDREN
THE RENOWNED MUSIC EDUCATOR CHERYL LAVENDER
once said, “The fact that children can make beautiful music is less significant than the fact that music can make beautiful children.”
Lower School Music Teacher Lisa Wichman typically has Lavender’s quote prominently displayed on a poster in her music room. Not only does the quote wonderfully exemplify Wichman’s approach to teaching, it epitomizes The Peck School’s entire approach to the arts: the fact that children can make beautiful art is not as important as delivering an arts program that develops beautiful children.
Not all children will make subjectively “beautiful” art, and fewer still may pursue art as a career. Yet according to research, engaging students in the arts is a major priority in supporting their social and emotional health. In today’s educational landscape, maintaining an arts program is critical to maintaining a robust and healthy program.
But how does a school effectively offer arts classes across a K-8 school while still maintaining physical distancing and grade-level cohorting during a global pandemic? The answer: arts intensives.
Peck’s administration wanted to find a way to allow students to take arts in-person while campus remains open. So, a rotation of arts
“The fact that children can make beautiful music is less significant than the fact that music can make beautiful children.”
intensives was established. The intensives allow students to experience the same amount of hours of each arts discipline over the course of two cycles during the school year.
“There are a lot of benefits to this model,” said Department Chair and Lower School Art Teacher Karen Dispenziere. “We can dig deeper and really build on concepts and skills. Working with the students every day of the week allows for a deeper immersion in whatever it is we are doing.”
That’s because each specials teacher becomes an additional member of the grade-level cohort for that cycle. This allows art, music, technology, science, language, and woodworking to be integrated into the curriculum throughout the day in ways unlike ever before.
“This allows us to work alongside the teachers and try to support the learning taking place in the classroom,” Dispenziere said. “It makes for greater opportunity for arts integration.”
Students each have their own individual inventory of art supplies so there is no cross-contamination, even within a cohort. Dispenziere and
“There are a lot of benefits to this model, We can dig deeper and really build on concept s and skills. Working with the student s every day of the week allows for a deeper immersion in whatever it is we are doing.”
Department Chair and Lower School Art Teacher
Karen Dispenziere
Upper School Art Teacher Scott Beil have also had to rethink the messiness of materials being used and the scale of projects.
“Art is supposed to be messy,” Dispenziere said. “But with limited access to sinks and utilizing a space that might be used for math after art, we’ve had to think creatively about materials that won’t ruin a student’s learning environment.”
In woodworking (grades 3-8), teacher Mark Mortensen has been able to retain the use of the woodshop, but has also modified his lessons to avoid tool-sharing while still maintaining a focus on design thinking.
The music curriculum has incorporated similar logistical modifications. In Lower School, Lisa Wichman focuses on rhythm, movement, and teaching students to make music with their bodies—without using their mouths! Maracas, scarves, drumsticks, and other props all play a big role in her students’ creative expression. In Upper School, while
instrumental music is on hold, teacher Andrew Lyman is able to introduce music composition to students and teach a variety of digital music creation tools.
“The students are incredible,” Dispenziere said. “I cannot say enough about the way they’ve adapted and happily accepted all these changes.”
Dispenziere said the arts faculty plans to look closely as elements of the intensive model that can be carried forward post-pandemic.
One additional added benefit? Dispenziere says she feels like she’s gotten to know her students better than ever before.
“Because I am with them all day, I know what their favorite snack is. I know so much more about them,” she said. “I’ve been able to develop a real deep connection with the kids. Even with kids whom I’ve just met. It’s almost as if I’ve known them a whole year!”
FITNESS THROUGH PLAY
HONEST EFFORT. Teamwork. Self-confidence. Positive body image. Fun.
These are the watchwords that come to mind for Director of Athletics Dave Carlo while reflecting on Peck’s overarching goals for its character-driven athletics program. And they’re words that remain true perennially, even in 2020, even after myriad adaptations and provisions have been made in response to Covid-19 health and safety measures.
Part of a healthy childhood is the opportunity to learn, grow, and mature through structured activity and intentional play. Peck’s athletic program, which covers both organized sports and general physical education, first and foremost strives to provide positive experiences in a safe, open-minded environment. Since health and wellbeing is undeniably linked to physical activity, Peck coaches create fertile spaces for kids to develop an appreciation for exercise and have fun—while still learning fundamental sports skills, leadership, and teamwork; building muscle and motor skills; and improving coordination.
When Peck transitioned into distance learning in March 2020, the athletics department planned a number of ways to get students up and moving. Coaches ran live, online sports classes and team practices, brought in alumni to record exercise and conditioning videos, and planned times for Lower School students to “practice” with Upper School teams over Zoom.
The return to in-person learning for 2020-2021 didn’t mean that it was back to business as usual in the athletics department. In order to comply with new safety and distancing protocols, the department devised strategies to maintain grade-level cohorts, and utilize Peck’s athletic fields as much as possible. Peck’s 14acre campus not only allows students to spread out, but, as an extra bonus, builds in extra mask breaks throughout the day.
“I’m happy we’ve preserved our sports offerings, and the kids are really excited about this, too” said Carlo. While the daily schedule has changed, the overall amount of minutes students spend in sports per week remains unchanged.
Lower School sports classes follow a similar curriculum as in the past, with a combination of individual and team play. Early in the year, large grids were painted on the athletic fields to give each student their own ‘box’ in which to be active, learn, and unmask if needed. “This also helped them understand what is a safe physical space for unmasking when outside,” said Carlo. If indoors, students remain masked and use both the Manzo and the Wentworth gyms.
In Upper School, students select from Peck’s traditional field hockey, soccer, and cross country fall programs. Twice per week they learn and practice with their team (during longer-than-usual sports blocks), and once more participate in a 45-minute Outdoor Games period—a new initiative that gives fifth through eighth graders extra time to be outdoors and be active.
Not part of the typical sports period, Outdoor Games incorporates miniactivities and lawn games, and has a clear social-emotional goal of keeping kids energized, active, and feeling connected. (Even though Outdoor Games may not be held entirely outdoors in the winter, the goals of this period remain the same throughout the year.)
“It’s a play requirement,” Carlo says. “At Peck, we place a high priority on maintaining the joys of childhood and allowing kids the opportunity to be kids a little bit longer.
We focus on psychological health and engagement, making sure that every kid feels involved, and that every kid has an opportunity to participate in a way that they feel comfortable. It’s a space where they don’t have to feel the pressure fulfilling a traditional team role. They can just be themselves—be silly, be goofy, have fun, and have time to socialize.”
In addition to sports during the day, Peck was also able to hold its Upper School fall athletics season—albeit shortened and intramural—following guidelines from the New Jersey State Interscholastic Athletic Association.
“At Peck, we place a high priority on maintaining the joys of childhood and allowing kids the opportunity to be kids a little bit longer. We focus on psychological health and engagement, making sure that every kid feels involved, and that every kid has an opportunity to participate in a way that they feel comfortable.”
Since a survey of peer schools ultimately showed that it wouldn’t be possible to play opposing teams from other schools, each grade’s field hockey and soccer teams were divided into opposing grade-level groups, and cross country runners followed a path around the fields and campus. Games were scheduled by grade, with the three teams competing on the same day at slightly staggered times so they could cheer on their peers.
While the winter athletics season is currently planned for intramural, grade-level play (with a few additional tweaks, such as live streaming or recording games, to ensure safety), Upper School students will show the same level of energy and effort.
“We wanted to preserve competition this year,” said Carlo. “We know it’s good for school spirit, it’s good for their growth and development, and they love putting the Peck uniform on. I’m really proud of how hard the kids have worked this fall, and how they’ve rallied together. The fall has been a great season, and we’ve received glowing feedback from families about the ‘normal’ feel of intramural competition. Go Pride!”
CLASS OF 2020 Celebrated WITH Reimagined Traditions
AT PECK, THE SPRING OF A STUDENT’S EIGHTHGRADE YEAR IS A SPECIAL TIME. After March Break, eighth graders are typically treated to a few months of long-held traditions and special privileges, to mark the milestone of their graduation from Peck.
But COVID-19 had other plans for the Class of 2020.
“As soon as we made the decision not to return to in-person instruction for the remainder of the year, we knew we had to focus on finding new ways to honor the Class of 2020,” said Head of School Andy Delinsky. “After all of their hard work, they and their families deserved that, no matter what was happening in the world.”
Eighth-grade faculty jumped into action to ensure that students were properly honored and celebrated throughout the spring,
despite having to complete the final three months of their Peck journey in a distance learning format.
The class’ Commencement ceremony was adapted into a “diploma pick-up” for students to receive diplomas, awards, and yearbooks. Each student also brought a personal item to be included in a Class of 2020 time capsule.
On August 29, the class and their families were finally able to return to campus as a group for a physically distanced outdoor Commencement celebration.
“Even though this past spring was a surprise to everyone, our last few months as Peck students were definitely memorable,” said Kathryn Cepeda ’20. “Our Commencement in August was a special day for us all, and I know that we will always have a piece of Peck in us forever.”
Peck will always have a special place for these students, too, according to Delinsky.
“The Class of 2020 is one The Peck School will never forget,” he remarked. “They have positively impacted our school in so many ways, and they have shown grace, grit, and great school spirit throughout this entire situation. We are delighted to have had the opportunity to celebrate them throughout the spring and summer.”
In addition to the modified celebrations, an unnamed thoroughfare behind The Peck Commons was dedicated in their honor as “The Class of 2020 Road,” so that future classes will be reminded of this kind and resilient class. A celebratory dinner is also planned for spring 2021.
Congratulations, Class of 2020!
Photo
CAMPUS NEWS
Academic Council To Focus on ‘New Normal’ Takeaways
Peck’s Academic Council won’t let an opportunity for improvement pass. The spirit of the council is to serve as a mechanism to allow the school, in an agile and transparent way, to respond to the current academic needs of the community.
In the 2020-21 school year, those needs revolve around the global Covid-19 pandemic
and the monumental shifts in teaching and learning that resulted.
“The Academic Council is a vehicle for promoting agency among the faculty to move things forward that they think are important,” said Chris Weaver, Peck’s director of curriculum and faculty development.
This year, the council will focus on adjustments to the program in response to the evolving Covid-19 guidelines and restrictions. But perhaps more impactful, Weaver says the council will discuss silver linings and positive takeaways from the ‘new normal.’
“This is a watershed moment in the field of education,”
Peck’s Sixth Value: Integrity
Eighth-grade PIC officers (Peck InDeCoRe Council) recently debuted Peck’s sixth core value for this year: integrity.
“Last year our community reexamined our InDeCoRe Values, to select ones that better represent the character goals for our school,” said PIC Officer Violet Hillabrant. Jake Kurtzman, another officer, added, “Our reimagined values are ones we strive to exhibit at all times and not just when we’re at Peck. The [five] values include care, respect, resilience, courage, and gratitude.”
As seventh graders, the Class of 2021 chose Peck’s sixth value for the upcoming year.
“Integrity connects well to many of our other values,” said PIC Officer Cambell Abbott. “You need courage to live with integrity. You have to care for others, and for your community’s values, and you need to exhibit respect for others and expectations.”
Weaver said. “Covid-19 has asked us to reconsider time, space, and resources in new ways. The council will ask itself ‘What can our experiences, our students’ experiences, and the experiences of the larger community teach us about how we might improve our academic program?’”
2019-2020 ANNUAL REPORT ONLINE
We’re excited to host our 2019-2020 Annual Report of Donors online! Go to www.peckschool.org/ annualreport to access the document, and use password peckpride to view. Please note the password is lowercase, no spaces. Thank you!
CELEBRATING THE CLASS OF 2024
Peck’s Robin Ross Ceremony, typically held in spring, celebrates the fourth grade’s growth during Lower School and acts as a ‘moving up ceremony’ for the class. Given physical distancing and safety requirements, Peck rescheduled and re-imagined the ceremony for October 2020. Nevertheless, the spirit of this long-standing tradition still shone through: recognizing each child personally and celebrating a meaningful moment together.
“The teachers and I have seen you grow not only in maturity, but also in your commitment to, and love of, learning,” said Head of the Lower School Nina Sharma, as she addressed the Class of 2024.
Held outdoors on Peck’s expansive Parents Association Quad, students each received a commemorative book as well as their fourth grade bound book (a record of their writings and projects over the year). At the end of the ceremony, Head of the Upper School Sadie Albertyn formally welcomed the Class of 2024 to the Upper School, challenging them to adopt three goals moving forward: to discover new passions, to turn self-advocacy into a superpower, and to ‘fail forward.’
“You have already proven yourself to be stellar fifth graders, she said. “So be brave, take risks, and allow for the unexpected. The Upper School at Peck is the perfect place for you to achieve each and every one of these goals yourself, and in your own way.”
Sheila S. Slutsker Lower School Creative Arts Award, Hadley Baker and Stone Steenburg for the Andy Gaffney Lower School Sportsmanship Award, and Christopher Birrittella for the John J. Kowalik Lower School InDeCoRe Award.
Fifth Grade Bubble Lab
Using Peck’s playground as a science lab, fifth-grade students experimented to see just how big of a ‘body bubble’ they could make! Devising a ‘bubble lab’ as a means to advance exploration of the scientific method, fifth-grade science teacher Lisa Foster asked her students to test three different detergents to determine which creates the largest bubble. After an iterative experimentation process, and collecting and analyzing data on bubble diameter, students carried out a follow-up experiment to test just how big of a bubble the winning detergent could
make. Could it, for example, produce a bubble large enough to encompass a Peck student?
After increasing the detergent solution’s viscosity, students first took turns standing in a shallow pool filled with the bubble solution, and two others raising a hula hoop to see how high they could bring up the bubble. Next, they engineered a mechanical system with hula hoops, string, and pulleys to test their hypotheses further. After recording the number of successful body-sized bubbles, they graphed their final results.
Though the traditional Robin Ross student awards were presented during a virtual assembly in June 2020, the recipients were acknowledged during the on-campus ceremony. They are: John Aiello and Heidi Lüer for The
JOHN AIELLO
HEIDI LÜER
HADLEY BAKER
STONE STEENBURG
CHRISTOPHER BIRRITTELLA
FALL ATHLETICS
sportsmanship | underscored:
Despite holding its fall season intramurally due to the challenges posed by Covid-19, Peck’s Upper School athletics program was still marked by great sportsmanship, teamwork, and formidable play. Our field hockey, soccer, and cross country teams played by grade level to preserve cohorting during a shortened season conforming to New Jersey State Interscholastic Athletics Association guidelines.
FIELD HOCKEY: All four grade-level teams exceeded expectations! They learned new skills, practiced hard, and the inter-squad games were played with excitement and heartfelt passion. Our eighth-grade captains were exceptional leaders. Thank you to our faculty guest goalies: Ms. Albertyn, Ms. Carr, Mr. Delinsky, Ms. Donnelly, Mr. Metcalfe, Mr. Mortensen, Ms. Moseley, Ms. Papandreau, Ms. Savage, Coach Spadafora, and Mr. Wilkinson!
– Coaches Sweeney and Caruso
CROSS COUNTRY: Our grade-level cross country teams had a great season, with most runners improving their performance and displaying good effort and encouragement for their peers. The eighth-grade team led the charge, with every runner achieving a personal best in the final race!
– Coaches Carlo and Spadafora
SOCCER: All contests were evenly matched, with several games being decided by a shoot out. We saw good energy on the field, and great teamwork. The Class of 2021 set a great example throughout the intramural season!
– Coaches Carlo and Spadafora
FACULTY NEWS
Teaching and Learning, Transformed
In March 2020, Peck teachers had to do something they’d never expected to do: within the span of just a few short weeks, and under a looming global health crisis, they had to redesign their students’ entire classroom experience to fit an entirely virtual world.
It was a big ask, and one that teachers and administrators approached with equal parts design thinking and consideration of others, as they adapted the remainder of the year’s learning goals, signature experiences, and class bonding opportunities to new online platforms. As do their students, faculty learned along the way what worked, what needed tweaking, and how to retain crucial programmatic elements and experiences—and built upon those insights and acquired skills with a collective professional development deep dive into edTech and new online learning practices during the summer of 2020.
Peck’s Technology, Innovation, & Design Department was instrumental in devising and deploying a robust training framework that covered not only hardware and software, but also essential skills for successful e-learning and the time and opportunity to share their learning with each other. Teachers also (virtually) attended the NJAIS Innovation Institute, expert-led sessions on pedagogy and student empowerment for distance learning, and deep looks at approaching math and literacy (using the Orton-Gillingham method) in online platforms.
A contingent of faculty also attended Global Online Academy’s (GOA) Design Bootcamp—an immersive, hands-on workshop focusing on designing online experiences and learning spaces that promote student agency and classroom relationships. GOA is an international consortium of leading schools that strive to empower students and educators to thrive in a globallynetworked society.
“In a normal year, the training that our faculty participates in is impressive,” said Chris Weaver, director of curriculum and faculty development. “But this year, after adapting to the challenges of distance learning and the return to campus, it is really inspiring. Our teachers care deeply about their students’ learning and wellbeing, and it shows—in their growth as educators, in the students’ experiences today, and in how we’re looking at what may come next in this unpredictable year!”
Delinsky Accepted into HMAE
The oldest National Association of Independent Schools (NAIS) organization for heads of school recently gained a new member to its ranks: Andy Delinsky, Head of The Peck School. Founded in 1911, HMAE (originally named The Head Mistresses Association of the East) included essentially all of the heads of prominent girls’ schools on the East Coast, and, in the 1960s, began welcoming leaders of co-ed schools, both men and women. The association has now become national in scope, welcoming leaders of prestigious schools throughout the country. Membership occurs through a nomination process or application; Delinsky was nominated by other leaders of independent schools.
Dr. Liza Talusen
Leads IEJ Workshops at Peck
“At The Peck School, our diversity and inclusion efforts are guided by our firm belief in Consideration of Others, which has long been a hallmark of our school and the guiding principle for students, faculty, staff, and families.”
The first line of Peck’s Diversity and Inclusion statement grounds our approach in a principle that has been core to Peck’s identity for nearly half a century. Fundamentally, consideration of others calls us to be respectful, empathetic, and appreciative of the diverse voices around us—to view each other with open minds and open hearts, and to affirm each other’s humanity and lived experiences.
Peck’s Inclusion, Equity, and Justice (IEJ) committee is the entity charged with ensuring this work thoughtfully permeates
Connecting Engineering, Design, Sound—and the Zoo!
Last fall, Peck’s Lower School Science teacher Dr. Kathy Kennedy asked, How could we take a traditional first grade field trip to the Turtle Back Zoo and turn it into a component of a rich learning unit?
our work throughout the school. In addition to small-group dialog and a summer reading workshop, Peck hosted facilitator Dr. Liza Talusan for a series of workshops focusing on equity and justice-based practices. All faculty and staff at Peck participated in two, three-part workshops over the course of 12 weeks.
“Having Dr. Talusan guide our IEJ work in a thoughtful, intentional way has truly helped us navigate difficult conversations and move toward a more equitable community,” said Head of School Andy Delinsky.
Dr. Talusan is a professional coach and educator on topics relating to diversity, inclusion, equity, and justice. With more than 22 years of experience with schools pre-K through college, she engages her participants (from students to organizational leaders) in reflective conversations about diversity, antiracism, bias, privilege, and power—all with the goal of empowering them to build more inclusive communities. She has been invited to over 170 organizations nationally to deliver keynotes, facilitate dialogue, develop strategic planning, and support change management.
That question—and its answer—was selected to be published in the peer-reviewed journal, Science and Children, from the National Science Teaching Association in September 2020. The article, written by Dr. Kennedy and entitled “Enrichment for All,” describes her and the first grade team’s process to extend and connect learning beyond a standalone field trip. She recounts how they used science and design, concepts of sound, and the engineering design process for building communities in myriad lessons and projects relating to zoos and zoo animals. Ultimately, students used this comprehensive understanding to create enrichment toys inspired by the zoo for follow up lessons.
Scan the QR code to the right to read Dr. Kennedy’s article.
To read the article, scan the QR code:
DR. KENNEDY’S FIRST GRADE CLASS, SEPTEMBER 2019
Ensuring Playful Learning in the K: In-person and Online
Play is a core resource for how children learn—socially, physically, emotionally, and intellectually. Through a workshop offered by Harvard’s Project Zero (PZ), Peck’s kindergarten team explored key strategies for promoting learning through play, whether classroom-based or in virtual learning. Examples of lessons and activities from PZ’s research-based “Pedagogy of Play” gave Peck’s “K” team both insight and inspiration for tailoring the kindergarten program to the unconventional circumstances of this school year.
FACULTY PRESENTATIONS
Peck faculty are not only dedicated to their students and their craft, but to helping advance the practice, philosophy, and standards in the field of independent school education.
• ANDY DELINSKY , Head of School: “Timeless & Timely Messaging: How to Honor Where You’ve Been and Celebrate Where You’re Headed” with Shelly Peters, principal at Crane Metamarketing, NAIS Annual Conference, February 2020
• HEATHER BURCHFIELD , Director of Strategic Communications and ERIN CEDER , Director of Admissions and Financial Aid: “Lead Nurturing that Converts: Using Email Automation to Fill the Funnel,” Association of Independent School Admissions Professionals Annual Conference, July 2020
• JEN GARVEY , Lower School Technology, Innovation, & Design Integrator: “Design Day,” NJECC Annual Conference, January 2020; “The Top 5 Blended Learning Tools for Grades 5-8,” NJAIS Innovating Instruction Conference, August 2020. As a member of the NJAIS Technology Steering Committee, Garvey helped organize the NJAIS Innovating Instruction Conference.
• MARIBEL MOHR , Kindergarten Teacher: “Maintaining Play as a Core Resource for Learning in a Virtual Classroom” with Molly James, Kent Place Kindergarten Teacher, NJAIS Innovating Instruction Conference, August 2020
• LISA WICHMAN , Lower School Music Teacher: “I Like to Move It: Movement Activities and Dances Children Love!,” New Jersey Music Educators Conference, February 2020. Wichman also coordinated, planned, and presided over the New Jersey School Music Association It’s Elementary, My Dear Conference, February 2020.
A Look Back
Before physical distancing, before online learning, before Zooms, masks, and gallons of hand sanitizer—there was Peck Prom.
The 2019-2020 Parents Association (PA) Spring Fundraiser, Peck Prom, was an all-out celebration of fun and friendship in The Peck Commons.
Guests arrived costumed in prom attire spanning the decades, and enjoyed a fantastic meal, a kaleidoscope of items up for live and silent auction, and joy and energy on the dance floor.
While large-scale events are on hold this year due to health and safety protocols, the PA is reimagining a number of ways to continue building community, promoting school spirit, appreciating faculty and staff, and supporting Peck’s mission and program.
The Peck Prom Committee
EVENT: Sarah Neuhoff and Susan Santomassimo
TREASURER: Kristen DiPasquale
AUCTION: Michele de Burgh Codrington and Sarah Sakr
GIVESMART AUCTION ENTRY: Laura Bendelius and Noelle Kirchner
SPECIAL RAFFLE: Allyson Aiello, Kim Honeker, Kerry Patel, and Alison Sorrentino
DECOR: Jessica Ortega
AD JOURNAL: Stefanie Bolton and Michelle Bruno
GIVESMART WEBSITE: JeanAnn Morgan-Liftin
STUDENT/PARENT/TEACHER ADVENTURES: Julie Delinsky and Selena Kantar
LINDEN GIVING TREE: Liz Pryma and Shannon Riley
CORSAGES/BOUTONNIERES: Ginny Lysiak
RSVP & CHECK-IN: Kelly Shields
The Peck Prom Committee (not pictured: Allyson Aiello, Stefanie Bolton, Noelle Kirchner, JeanAnn Morgan-Liftin, Kerry Patel), with PA Officers Virginia Cepeda and Melissa Bartoli. Bartoli was PA President 2019-2020, and Cepeda is currently PA President for 2020-2021.
Event Co-Chairs
Susan Santomassimo and Sarah Neuhoff
Alumni Spotlight: JIHAD HARKEEM ’08
“ ”
I’M SUPER GRATEFUL TO PECK’S ART AND MUSIC TEACHERS AND FOR THE RESOURCES AT PECK THAT MADE EVERYTHING POSSIBLE, BECAUSE I FEEL LIKE I LEARNED SO MUCH AND WAS EXPOSED TO SO MUCH AT A YOUNG AGE.
Jihad Harkeem is a Renaissance man. If you think that implies he’s a “jack of all trades,” you’re mistaken. Unlike that Jack, who was a master of none, Harkeem has mastered quite a few—and they are all creative. His artistic energy is infectious and his creative output has left a mark on projects ranging from brand and event activations to graphic and interior design, from consulting on runway fashion shows to collaborating with the likes of Bitcoin and Invisalign.
“I’ve always been an artistic person and I’ve always loved creating things,” said Harkeem. “I loved art in school and loved getting
Photo courtesy of Tiffany Nicholson.
involved in anything I could in regards to creating.” Fond memories of creative expression at Peck include drawing a Goya-style pastel picture of a cat in third grade that was selected to be the official Peck birthday card that year, working on the yearbook, and serving as the principal designer on the committee to create the eighth-grade class banner.
“I’m super grateful to Peck’s art and music teachers and for the resources at Peck that made everything possible, because I feel like I learned so much and was exposed to so much at a young age,” explained Harkeem. He also believes Peck contributed to his early interest in fashion and fashion publications, ironically, due to the requirements of the school uniform. “When I wasn’t in uniform, I got to choose anything I wanted to wear and I just got wild and crazy,” he recalled.
Harkeem’s art adventures continued after Peck at Avon Old Farms School. The school had wonderful facilities, but with so many students focused on athletics, Harkeem practically owned the art department. For college, he chose Fordham in New York City. He convinced his mother that the school’s proximity to Manhattan would give him a head start in the art world through internships and networking. He had good instincts.
Harkeem has flourished in the Big Apple both during and after university. While in school, he served as the private graphic designer and marketing agent for one of the top-grossing real estate agents in the city. He also gained a wide range of experience working with designer Hanley Mellon. After graduation, he spent time working with the publications Beauty Fashion and Cosmetic World, smaller trade publications that allowed him artistic freedom. Next, he explored the social scene, working with popular events producer Travis Bass. Throughout these creative explorations, he made connections and expanded his network with authentic and eclectic personalities in a whole host of creative fields across the city.
“I have been really fortunate because in my early experiences I gained both uptown and downtown connections and influences. Also, in creative industries in big cities you normally have to claim your territory and work so hard at one thing for years in order to get experience and get to the places you want to be. But I was able to work for people who let me play around and see what I liked,” said Harkeem.
Harkeem’s ability to multitask, hone various creative skills, and say “yes” when artistic adventure presented itself served him well. He recently completed an eight-month contract to launch a new color cosmetic line for Glossier. He appeared as on-camera talent in last summer’s Mercedes-Benz Pride campaign, and
he co-produced a guerilla-style sidewalk fashion show during fashion week last September that was featured in Vogue
Along with his partner, he has formed a creative duo known as Clyde and Clyde. This year, they planned to officially launch an exciting platform for men known as Good Looks. “We want Good Looks to be the community and platform that introduces all men to the conversation about skincare and self-care,” explained Harkeem. “These subjects should not be seen as feminizing or something men should not be proud to think and talk about.”
But 2020 threw a wrench (or several) into the Good Looks launch plans. With the Covid-19 global pandemic and the unrest around racial justice issues, Harkeem said, “We took a real pause. There was so much more important work to do than selling products.” His team was able to use their growing Good Looks platform to highlight issues that they felt needed to be discussed in a raw and real way. “What we were posting didn’t need specifically to align with the brand,” Harkeem said. “We just wanted to do something that is necessary and right.”
For the week of Juneteenth, for example, Good Looks turned their Instagram live platform over each day to savvy Black women in fashion, entertainment, finance, and photography, among other industries. “We wanted our platform to be a place for people to have conversations, make donations, and be exposed to work by Black artists,” Harkeem said. “And when we finally do properly release Good Looks, we will continue on this path.”
Now that Harkeem’s work is picking up again, the Good Looks emphasis on pushing back against “acceptable” expressions of masculinity seems more apropo than ever. “This isn’t about us being wrong or right; this is just us living our lives. And that is really just kicking it, relaxing, but also making a space for us to talk about things we wouldn’t normally hear talked about.” A podcast called A Cold One With the Boys is in the works for release later this year, along with some truly unique product releases.
Though the world has changed in myriad ways since Harkeem’s departure from The Peck School, his ties to the place where he first flourished as an artist run deep. He encourages his fellow Peck alumni to always keep learning, and to be open to mentoring and leading younger generations with an interest in their field. Harkeem remembers seeing Alexis Maybank McCluskey ’89 (former founder and Chief Strategy Officer at Gilt Groupe) featured in an issue of Peck News and being wowed. “If I could inspire someone like she inspired me,” he remarked, “that would make me so happy.”
CLASS NOTES
1940s
THE REV. CANON JAMES ELLIOTT LINDSLEY ’44 said there was nothing like this pandemic when he was a kid. Instead, children had their diseases, which could be dangerous: measles, mumps, chickenpox, etc. His mother’s conviction was the sooner he “came down” with these, the better. Hence, he had measles, etc.—but never mumps to anyone’s knowledge—without complications. Both of his grandparents lost little children (whooping cough and pneumonia) and he had a great-aunt who died in the 1918 epidemic. In Morristown, when the authorities knew you had an infectious disease someone came around and tacked a discreet red-typed notice on the front door. Bedroom shades remained pulled down if you had measles. Fatal appendicitis was known about, but it was rare. Nothing was world-shaking at The Peck School. But the subject brought to mind something quite sad: classmate LOGAN WINNE ’44 , a competitor for class disrupter. Mr. Peck was likely glad to see them both depart at about the same time. (According to legend, Mr. Peck told Lindsley’s mother she was “wasting her money in this school”.) Logan, an only child of older, artistic parents, was really quite clever. He ended up, after Buxton, in Pingry, and then in the Sorbonne. But on the way back to NY, in 1954, he contracted polio and was in an iron lung until he died three years later. Meanwhile, the Salk vaccine was discovered, which pleased gallant Logan very much. Everyone had a lurking fear of polio, for it was the killer of young people. But on the whole, his generation was less fretful about these broadscale diseases than present-day kids have a right to be. The only black cloud back when they were children was the threat of a European War, made plain by the broadcast hysterics of Adolph Hitler and the brutal Spanish Civil War of 1936-7. His family was vividly aware of this because his uncle, John Elliott, was head of the European service of the old New York-Herald-Tribune. Politics was dinner table fare, including That Man in the White House. (He prefers not to refer to Mr. Trump by name)...Yes, looking back, a coming war was a danger.
CAROL PRICE HEMMINGS ’44 lives at Kendal at Lexington, an independent residence, presently recovering from “that scourge of the elderly, a broken hip.” She expects
LAIRD WHITE ’50
LAIRD WHITE ’50
to be at full strength in a month. She shares her apartment with a miniature poodle, and wishes best to all at Peck.
1950s
ROSSITER LANGHORNE ’52 sends greetings and happy 2020 to one and all. 2018 ended with a pretty serious cycling crash, causing him to miss the Huntsman Senior World Championships. He was back in the saddle by the spring of 2019, then pushed up to division 2 and finished fourth. After 10 years of racing in the senior division, he is taking a year off to enjoy other adventures. Rossiter left Wyoming early last December for his cottage in England. He noted that Christmas music in the UK is always the most enjoyable, and that he had a rather full schedule whilst there, but planned to leave for the Philippines in early March, but with the coronavirus that may have changed. He expected to return to Wyoming in early April. In the meantime, he has been trying to find a window to return to Peck, Morristown, and New Vernon to see alumni friends once again. In the meantime, he wishes you all good health and happy adventures.
LAIRD TROWBRIDGE WHITE ’50 remarked that amazingly she’s still here, and a couple of years ago she published a (mostly) funny memoir called Five-Star Sundays, Two-Star Mondays: An Un-Altar-ed Memoir by a Minister’s Daughter, and, of course, mentioned The Peck School. She’s also published a book of poetry (not funny, but real) called Barefoot Walking. She grew up on Hammond St. in the rectory right next to The Church of the Redeemer. Her father was the good and fun minister of that church. She loved Peck! Her message is to keep up your good work and be well during this terrible time.
SUSIE MARCKWALD MACKAY ’54 sends a hello to all her classmates, and hopes many of them were able to share their news. Susie sees PAM VANDEVEER JEANES ’54 every now and then since she lives nearby, and she also had lunch with JEAN WATSON CAHOUET ’54 late this summer. Most recently, her travels took her to the Cape, and on the way back she stopped in Stonington, CT for her annual visit with PEYTON CHAPMAN HORNE ’54. Susie said they always have such fun reminiscing about old times at The Peck School and Peyton hasn’t changed a bit from her fun self of those years ago. Susie also had a surprise check-in call from MARTHA VAN BEUREN STORY ’54 and WILL STORY ’54 soon after this pandemic started. They, too, seem to be doing well. Our alma mater is truly an amazing
ROSSITER LANGHORNE ’52
PETER MALIN ’65
ZELLA ACE (ANDREA ACE ’88)
school and the students today have such incredible opportunities. Living nearby, Susie can stay a bit involved, and finds it a pleasure to go back for events. She hopes that everyone stays well and safe, and gives her best to all.
PEYTON CHAPMAN HORNE ’54 sends thanks to Susie, and said hopes a reunion may be possible sometime in the near future! Carpe diem and her very best to everyone.
1960s
PETER MALIN ’65 shared that past parents Jackie and JOHN SHURTLEFF ’64 joined him and his wife Amy on a hike in Waimea Canyon on Kauai this January, and in December they had a visit with BURKE ROSS ’65 in Palm Beach. He began the year in Kauai with John and Jackie, but because he lives in Dallas, he has spent much of the year (up to June) with Bruce and CARTER (MCSHANE) CONWAY ’70 . He spent the summer on Lake Michigan where several other Peck grads live or spend time during the summer, including JIM BELLIS ’67 and his family as well as TINKER BELLIS JUDSON ’68 and her family. Peter has been very cautious about wearing masks and shields and dining in. So far he has been Covid-free. During the beginning of the pandemic, he began playing online bridge with friends and got to spend a lot of time playing and being on FaceTime with his brother GEORGE ’67 and his wife Nancy, who were in Chester, Vermont. This fall he plans to go to Boston to be with his daughter, LIZZY ’05 who is expecting her first child in mid-January.
MIKE MACY ’65 sends a “Hello ’mates!” He had a busy winter: four weeks in South Africa and Botswana. After a long slog, he finally finally published BodyWise, a book for the general public about the body’s mechanical workings and needs; how the body-mind connection works and how it’s used it to defrag patients’ bodies; and how to work with the immune system to help it prevent and recover from injuries and infections, eliminate allergies and auto-immune challenges. A santé’! What everyone needs to know to keep all cylinders firing! Mike and wife Lauri Adams have gone “round the bend” and are settling into the central Oregon lifestyle. Single tracking in summer and skate skiing in winter. Mike can be reached at mefmacy@gmail or 907 258-7261.
SUSAN FERRIERE ’65 and her husband Patrick went to Guatemala in late 2019 for a wedding, then traveled with fellow guests from the wedding-site in beautiful Antigua, to the Mayan ruins and Lake Atitlán. It was a fabulous experience and they highly recommend a visit to this special
CHERIE ALCOFF ’89
CHELSEA BLACKER ’00
country. They have been most fortunate in that the restrictions of Covid-19 have done little to alter the pattern of their lives with one HUGE exception: the ability to be with family and friends outside their “pod” in person. In July, Susan and Patrick were invited by dear friends to join them in their remote Adirondack Camp where they spent seven perfect weeks in wonderful company, in a healthy area, and generally far from the serious daily concerns that prevailed elsewhere. They are back in NYC as of Labor Day weekend, and have found renewed spirits and the pace of life quite normal and positive despite obvious restrictions. They are indeed “New York tough” and will persist through whatever lies ahead, hoping for a much better 2021.
JONATHAN ALCARO ’66 was re-elected to another four-year term on the Albemarle County School Board. He is serving as chair again this year and is looking forward to being a back-bencher starting in 2021.
1970s
DAVID MUNDY ’72 has been appointed Hospice Chaplain at the Palo Alto Veterans Affairs Health Care System.
1980s
ANDREA ACE ’88 is happy to report that she has an awesome kid named Zella (3) and lives in West Orange. She is happy to get together for a mini-reunion one of these days, and hopes all are doing great!
CHERIE ALCOFF ’89 and her son Gregory went to Disney World to celebrate his sixth birthday. They also moved closer to Saint David’s, Gregory’s school. Her new address is - 1088 Park Ave., NY, 10128 She looks forward to keeping in touch with friends from Peck!
1990s
SHARON BARRY O’GRADY ’90 says despite quarantine and all the changes, the O’Gradys are doing well and enjoying lots of time outdoors. She and her husband Chris welcomed a third dog to their “pack.” The puppy ’Star’ was born in November and joined their family in April! Their kids Riggins (11) and Teagan (9), as well as their older dogs Johnny Cash(15) and David Byrne (2), are so happy to have her... as are they!
Are you receiving the Alumni Beacon?
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 the Alumni Office at alumni@peckschool.org so we can keep you up-to-date on the latest news and announcements!
featuring the high school, collegiate, and professional athletic achievements of our alumni in a new touch-screen Alumni Athletic Gallery in the Diebold Athletic Center.
your note at www.peckschool.org/athletes
MATT CAMPBELL ’14, TJ COMIZIO ’11, CHET COMIZIO ’14
KATHERINE KALARIS ’99 started a Doctor of Philosophy program in Evidence-Based Health Care at the University of Oxford in England in October 2020, studying clinical and operational interventions to improve neonatal outcomes in Kenya.
2000s
CHELSEA BLACKER ’00 has made the jump to Berlin, having sold her first business in London. She founded Oben8, focusing on digital transformation for German businesses looking to speak to audiences beyond Europe’s borders. Her pet interest is Voice Skills and Voice App development.
2010s
KIRBY COMIZIO ’12 plays field hockey at Duke University, while fellow alumni KENDALL HANLON ’15 plays at Boston College. The two women met on the field recently and were all smiles after their game.
JACQUELINE JAKIMOWICZ ’12 was thrilled to be part of PRLab at Boston University this spring semester, the longest-running student-led PR agency in the country. As an Account Executive for the Fenway Community Center, her team worked to generate awareness of and engagement in the programs and resources available to Fenway community members through fundraising, strategic communications campaigns, and media relations. She is currently in the process of applying to law school for fall 2021 as she has an interest in pursuing art law. Jacquie will begin a gallery assistant role at Skarstedt Gallery in East Hampton, NY come October. There, she will be learning more about the fine art industry, relationship management between artist and gallery, and the selling of blue-chip art. She looks forward to bringing this experience to law school and will follow up with a class note once she knows which school she’ll be attending.
CHET COMIZIO ’14, TJ COMIZIO ’11, and MATT CAMPBELL ’14 played lacrosse for Villanova together before TJ went on to be drafted into the MLL by the Atlanta Blaze. TJ made the MLL All-Star team.
KIRBY COMIZIO ’12, KENDALL HANLON ’15
TJ COMIZIO ’11
WESLEY JAKIMOWICZ ’14 traveled to Santa Elena, Ecuador in March to aid in community development and support the local residents. While there, he renovated local schools, conducted workshops, and engaged in community clean-up campaigns.
MADDY MANAHAN ’15 graduated with the highest honors from IMG Academy in Bradenton, Florida. She is a member of the National Honor Society, captain of the girls’ lacrosse team, and was awarded the Ascender Award for the student-athlete with the highest academic average and athletic statistics. She is attending Boston College this fall where she plays for the women’s lacrosse team.
GIANNA PORCEK ’16 graduated from Newark Academy this spring as an IB Diploma Candidate. She played tennis all four years of high school at Newark Academy and earned a selection into the All-Conference Honorable Mentions within the NJSIAA at second doubles. She led the Community Service Council and was also the president of the Healthy Body Healthy Mind and Cancer Awareness Clubs. She was the Editor of the newspaper’s Arts and Entertainment section and was also an active member of the philosophy club and dance team. In her sophomore year, she became a United States Figure Skating Association Gold Medalist for Moves in the Field, which about three percent of figure skaters achieve. Over the summer, she went to Fiji and did community service in the small village of Togo for three weeks and had the time of her life! She still misses the kids every day. Her growing interest in Communications has led her to attend the S.I. Newhouse School of Communications at Syracuse University: it’s her dream to be a broadcast journalist. She hopes all is well at Peck and can’t wait to finally visit after all of these years as soon as the Covid-19 crisis settles down! She says stay safe and isolated during these crazy times.
TEJAS (TJ) PAREKH ’16 was recently named a Semifinalist for the 2020 class of the Coca-Cola Scholars Program. He now moves to the next round of the selection process to become a Coca-Cola Scholar and receive a college scholarship. This year 1,928 high school seniors were selected as Semifinalists from a pool of 93,075 submitted applications from across the country based on their academic excellence, leadership and service demonstrated in school and community activities. TJ is one of 38 Semifinalists from New Jersey. In addition to receiving college scholarships,
KEELEY COMIZIO ’17
GIANNA PORCEK ’16
OLIVIA NUGENT ’16, LIZZIE GILFILLAN ’16
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.
those students selected as Coca-Cola Scholars will be welcomed into a growing family of alumni that have become a powerful force for positive change in the world. The next step for TJ is to complete a Phase 2 application, which includes essays, recommendations, and transcripts. In March, 150 Coca-Cola Scholars are named and gather in Atlanta in April for a celebratory banquet and Leadership Development Institute facilitated by program alumni.
SARA ROGERS ’17 recently committed to play lacrosse at Lafayette College.
OLIVIA NUGENT ’16 and LIZZIE GILFILLAN ’16 both play lacrosse at The Pingry School. Olivia received NJSIAA honors for female student-athletes around the state on National Girls and Women in Sports Day for her work both in the classroom and on the playing fields!
KEELEY COMIZIO ’17 is currently at Oak Knoll School of the Holy Child and has committed to play field hockey at Yale.
CHASE MELCHIONNI ’18 is currently at The Taft School and has committed to playing field hockey at the University of Virginia.
FRANKLIN MAU ’19 is very happy with his decision to attend The Pingry School. He was part of the water polo team in the fall and had so much fun learning a new sport. Now he is excited about the upcoming lacrosse season. Peck’s InDeCoRe and consideration of others programs have become part of who he is, and he is proud to have been chosen as a member of Pingry’s honor board.
JORDAN CHEUNG ’19 is attending the Union County Magnet High School and is involved in: robotics, science olympiad, FBLA (Future Business Leaders of America), Student Council, TSA (Technology Student Association), and dance club. Over quarantine/summer she shaved her head, attended MIT HSSP, took Johns Hopkins online contact tracing course for Covid-19, started cooking new foods, went hiking at the Watchung Reservation, spent time learning, discussing, and spreading information about important issues in the world, and playing mahjong (the Chinese tile/card game) with her family. For fun, she’s been spending time on social media to keep in contact with friends and the outside world, continuing to practice French from her days in Upper School (since Magnet only has Spanish), playing the kalimba, playing the video game “Among Us,” listening to music on Spotify, watching Netflix, rewatching childhood faves on Disney+, and doing some graphic design and photo editing.
SARA ROGERS ’17
IN MEMORIAM
Peck extends its sympathies to the families and friends of the following members of our community:
CAMILLA NANCY MEEKER LAIRD , December 24, 2019; former Peck employee in the Business Office from the 1990s and parent of Scott Laird who taught at Peck in the 1980s.
EDWARD DEL PRIORE , January 2, 2020; grandparent of Gianni Crawford ’19, Dante Crawford ’21, and Eleanor Crawford ’27. Father of current parent Nicole Crawford and father-in-law to Sean Crawford.
PETER D. ORAM, JD ’52 , January 7, 2020; Peter attended Phillips Exeter Academy and Harvard University. Peter practiced law on Lexington Avenue in New York City for more than 50 years. Peter’s brother George also attended Peck and graduated in 1949.
MARGARET J. HOWE , February 2, 2020; grandparent of Samson Bruno ’27, mother to Third Grade teacher, Mrs. Katie Bruno and mother-in-law to husband and current parent, Joseph Bruno.
LUIS DEICAS , February 2, 2020; grandparent of Matias Deicas ’21, father to recently deceased current parent Daniel Deicas and father-in-law to Adriana Sykora, current parent, and Lower School Spanish teacher.
CONSTANCE BRADLEY MADEIRA ’31 , March 24, 2020; She graduated from Milton Academy in Milton, Massachusetts in 1935. Since 2015, she was the proud steward of the Boston Post cane, presented to the oldest citizen in the Town of Mount Desert, Maine.
MARGARET (PEGGY) ALICIA WARD TILIP , April 19, 2020; Mrs. Tilip is survived by four daughters: Pam VanRensselaer Long ’57, Alicia (Wendy) Traub Hyde ’54, Meredith Tilp ’64, and Robin Tilp McManus ’66.
STEPHEN G. WILKERSON , April 24, 2020; husband of former faculty member Kathy Wilkerson, who taught science at Peck for 21 years, and father to Tracey Wilkerson ’88 and Jim Wilkerson ’93.
FRANK MCCLELLAN (MAC) WORTHINGTON , May 3, 2020; Frank was the father of Ken Worthington ’85, father-in-law to past parent Julie Creswell, and grandfather to former students Nicholas and Bryan Worthington.
MARGARET MARIAN WASHINGTON STARRETT ’44 , August 9, 2020; Born and raised in Morristown, Marian, known to her friends as Mimi, attended The Peck School as well as Miss Gill’s School of Bernardsville, now known as Gill St. Bernard’s
ALLAN PRICE KIRBY, JR. ’45 , September 16, 2020; originally from Wilkes-Barre, PA. Mr. Kirby was an entrepreneur and well-respected philanthropist involved in numerous professional and philanthropic endeavors. He was a brother of former trustee Fred M. Kirby II as well as uncle to many Kirby Peck graduates.
DANIEL DEICAS , October 9, 2020; father of Matias Deicas ’21 and husband to Lower School Spanish teacher Adriana Sykora.
TAMMI (MOORE) GEORGI ’93 , November 9, 2020; cousin of Michael Gilfillan ’10, Natalie Gilfillan ’15, Patrick Gilfillan ’13, and Elizabeth Gilfillan ’16.
Every effort has been made to include notices for “In Memoriam” from Winter 2019 to Fall 2020. We regret any omission; please notify the Advancement office of any errors by calling (973) 539-8660.
“Zooming”
in on 2020!
Though we’ve all had plenty of ups and downs this year, we’ve approached 2020 with typical Peck flair— with resilience, gratitude, and, of course, finding the joy in everyday life!
SCHOOL BLOG: Guided by Values
We invite you to visit the Guided By Values blog to hear from Peck’s faculty, staff and students!
Scan the QR code below or visit www.peckschool.org/blog to enjoy:
1. Former Head of the Upper School Daisy Savage reflected on how much students really learned during distance learning in spring 2020. She distinguished between ‘skills’ and ‘content’ in “How Much Are Students Really Learning? The Answer, Revealed.”
2. Faculty, staff, students, and parents alike had a mix of emotions about returning to school: excitement, anticipation, anxiety, and fear. After a few short months, some things went as expected, and some things surprised us! Find out more in our post “Pleasant Surprises: The Unexpected Delights of our In-Person Return to School.”
3. Upper School Science Teacher Tim Loveday knows that being a teacher means always being a student. Loveday explores what he’s learned about being an educator as he continues his journey as a remote teacher in “5 Things Teaching Remotely Has Taught Me.”
To visit the blog, scan the QR code:
247 South Street | Morristown, NJ 07960-7381 peckschool.org
Despite the masks, despite the plexiglass, and despite distancing, Peck is still Peck. Our masterful teachers keep the curriculum alive through our flexible, adaptable program structure that allows teaching and learning to thrive—no matter the setting. Learn more at www.peckschool.org/essentialpeck Non-Profit Org. U.S. Postage PAID 04330 Permit #121
