Peck News: Fall/Winter 2022

This glass mosaic, gifted to the Peck community, was created by Maria Vieira ’18 as her eighthgrade capstone project. Featuring the face of a lion (representing “Pride the Lion”), the mosaic has become emblematic of the Peck community: that each unique piece, no matter how large or small, is integral to the whole. The mosaic currently hangs inside the 7th & 8th Grade Commons.

In her capstone presentation, Maria remarked, “Peck has given me so much, including new teachers, friends, viewpoints, life, and of course, opportunities to pursue my dreams now and in the future! This year as an eighth grader, I wanted to give back to the community. I decided to create a mosaic, since I have never done one on such a large scale. It will be a challenge, but I’m all for it!”

Maria graduated Peck with honors, receiving the History Prize, the Eighth Grade Art Prize, and The Rudolph H. Deetjen Jr. InDeCoRe Award, which is presented to the graduating student (selected by their peers) who best demonstrates “consideration of others” and Peck’s core values. A senior at Deerfield Academy, Maria will matriculate to Colgate University in NY.

DEAR PECK COMMUNITY,

SINCE THE EARLY 1960 s when then-Headmaster Tom Green brought the phrase Consideration of Others to Peck, our community’s focus has been steadfast: how we treat each other, how we impact each other, how we respect each other, how we better each other is the cornerstone of the Peck experience. Core to Consideration of Others and our current InDeCoRe program is our strong belief in the transformative power of belonging. That’s because we know that it is only when students feel that they truly belong and are valued that they can give (and receive) the most from their Peck educational experience. We want all students—and all community members, for that matter—to feel the true embrace of the Peck community.

I’ve been blessed to witness time and time again the warmth and love of the Peck community. I witnessed it when my own family joined Peck in 2014 as we were integrated lovingly and intentionally into the fabric of this community. I witnessed it recently when, after my second-grade son missed a week of school due to the flu, he was greeted one day by a stack of “get well” and “we miss you” cards from his classmates and teachers. I watched him light up with emotion as he read the cards—he felt loved and embraced and valued. It was yet another wonderful Peck moment.

Just as importantly, I witness it in everyday moments. I see it in the child who holds the door open for a classmate. I see it when a student extends a hand to a peer who is feeling left out at recess. My heart is filled with joy when I hear students curiously learning about one another and celebrating their similarities and differences. I see it in the way our faculty and staff look out for one another. I marvel when I see our parents extending themselves to support each other, our faculty and staff, and the students. This is a community that cares, and the impact is real.

Peck has many rituals and traditions that bring us together as grade levels, as divisions, and as a school community. But it is the purpose of each gathering that speaks to the heart of our community: a genuine care and respect for one another. It is the care, respect, and shared experiences that, in turn, help foster a true sense of belonging.

In this issue of Peck News, we take a closer look at some of the pillars of the Peck experience: breaking bread together during our Family Style Dining program, the myriad micro-communities that exist within our larger community, and the beloved Downy/Redhead competition. We also catch up with members of our extended family: former associate teachers, our friends from

the Kopila Valley School in Nepal, and, celebrating their 10-year reunion from Peck, several members of the Class of 2012.

Whether you are a past, present or future member of the Peck family, you know that the bonds forged between colleagues, between teachers and students, and between families last a lifetime. Go Pride!

Warmly, Andrew C. Delinsky Head of School

CONTENTS

MICROCOMMUNITIES

By nurturing micro-communities, we are able to focus on the unique interests of our students and foster groups that bond through shared goals.

FAMILY DINING

Family dining is a time to cultivate

COMMUNITY | CONNECTED

Cultivating a sense of belonging from an early age, and continuing to foster that sense of inclusion throughout one’s life, is incredibly valuable, but it takes practice. The shared experiences we have at Peck connect us, and create a home where students are free to express themselves and grow.

BELONGING, SIGNIFICANCE, FUN

Responsive Classroom aims to build a joyful, safe, and engaging community where students can bring their full selves to school, every day.

Peck News

FALL/WINTER 2 022

A twice-yearly publication for families, faculty, and alumni of The Peck School in Morristown, New Jersey

HEAD OF SCHOOL Andrew C. Delinsky adelinsky@peckschool.org

EDITORIAL STAFF

Director of Strategic Communications & Marketing Heather Burchfield hburchfield@peckschool.org

Associate Director of Visual Brand Strategy Jen Cleary

Digital Marketing Associate Brielle Runyon

#PECKMOMENTS

Connecting with Peck has never been easier as we share our daily moments on Instagram!

What’s your favorite moment from Peck?

WRITERS/CONTRIBUTORS:

Features & Departments: Heather Burchfield, Jen Cleary, Brielle Runyon; Class Notes & In Memoriam: Office of Advancement (Keri Skobo-Trought, Sarah Quinn Clausen)

PHOTOGRAPHY: Kristine Foley Photography (www.https://www.kristinefoley.com), Peck Faculty, The Peck School, The Peck School Archives

PRINTING: Bolger, Inc.

ART DIRECTOR: Greta G. Chinnadurai

The Peck School 247 South Street Morristown, NJ 07960 (973) 539-8660 peckschool.org

Northern New Jersey’s timeless and transformative co-ed independent elementary and middle school education for grades K-8.

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.

LET’S PAINT A PICTURE TOGETHER. The quad in front of Lindenwold greets you as you make purchase on the campus’ front steps. The stones smile from above and their shadow blankets the Eckert-Huff courtyard, dusted with leaves. The trees, bursting with rich red and orange hues, creak and sing. And through their song another type of music is heard: laughter. Our students play, running in troupes and teams, collaborating and using their imaginations to create fantastic worlds, and learning about each other, and themselves—because to them (and to us) Peck is home.

The royal “they” says “home is where the heart is,” and at Peck, that heart is our community. Always beating, always there, the sense of belonging is an integral part of The Peck School, through different organizations and clubs, and within our classrooms.

We talk a lot about how community is important. When making decisions on where our children go to school, the first thing we are thinking of is who they are going to be interacting with dayto-day; however, in order to grasp a sense of what belonging means, we should first learn about what belonging does—and why it is so important.

Cultivating a sense of belonging from an early age, and continuing to foster that sense of inclusion throughout one’s life, is incredibly

“True belonging only happens when we present our authentic, imperfect selves to the world, our sense of belonging can never be greater than our level of self-acceptance.” – BREN É BROWN

valuable, but it takes practice. Family units, cultural groups, neighborhoods, and friends influence a child’s relationship formation, interdependence with others, and the formation of their individual identities. The people around us are responsible for helping us become our truest selves.

Research has shown that a sense of belonging can also help safeguard children from mental health challenges such as depression and anxiety, as well as boost their overall learning ability and knowledge retention.

“When we feel connected to others, we learn how to employ coping mechanisms, which happens often through

interpersonal communication. That can be with family, friends, or parents,” says Ashley Tabor, Lower School psychologist. “When children are confronted with anxiety-provoking situations or obstacles, as educators and members of our community, it is our responsibility to connect with them and make them feel seen in the moment. It enables kids to have branches of support in many contexts, allowing them to develop the abilities needed to cope with challenges and equipping them with the tools they will need as adults when confronted with more complicated stressors.”

Additionally, children who are part of a community tend to play and collaborate with their peers to attain common goals,

“The shared experiences we have at Peck connect us, and create a home where students are free to express themselves and grow.”

so they end up being more motivated and more successful learners overall.

“I think as parents, we always want to protect our kids from the discomfort that comes naturally with growing up,” notes Tabor. “We have to remember that discomfort is what creates growth, and it’s how we cope as individuals and as a community that leads to more healthy, more resilient, more adaptable, and more inquisitive individuals.”

By fostering a sense of community and belonging, and creating that safe space, Peck becomes a place to evolve and grow through the inevitable hiccups and mistakes that one makes along the way.

“Our students know that there is a support network to catch them when they naturally fall,” says Tabor.

We always prioritize our students and foster that safe environment where they are freely able to express themselves, and for many, that journey begins in kindergarten. Programs such as eighth-grade helpers and kindergarten buddies allow our youngest Peck family members to interact with our older students. Mealtimes are spent with our friends, teachers, and parent lunch proctors in our family dining program. These crossdivisional and cross-grade programs exist to create relationships between our older and younger students.

“I think from the older students’ perspectives, it solidifies skills in empathy and grounds them,” says Tabor. “They are role models, and there’s a general pride they feel to be part of the community and to positively impact the next generation.”

Our Upper School students also climb to new heights within our micro-communities, such as the Outdoor Adventure Club and FLL Robotics teams, putting their determination and initiative to the test in order to achieve and create memories that will last a lifetime.

Overall, the shared experiences we have at Peck connect us and create a home where students are free to express themselves and grow.

“We are constantly working to help our students understand their role within a variety of social circles, so they may better understand the perspectives of the people around them. It creates a deeper connection through genuine empathy.”

Social Reconnection Takes Center Stage After Long Period of Physical Distancing

Peck prides itself on how well the community stayed socially connected during the 2020-21 school year, despite isolated cohorts and six feet of physical distance around campus. So, for the current school year, Peck’s administration prioritized intentional opportunities to reconnect in-person—for students, faculty and staff, and families.

Peck resumed its Family Dining program in The Foley Family Dining Hall, giving students of varying ages more opportunity to get to know each other. While this year lunch occurs in four periods (two for Lower School and two for Upper School), a reduced number of students from each grade break bread together with an adult lunch proctor each day.

One of the most-cited Peck memories of graduates are the times when they have interacted with students across divisions. Two such programs are up and running again this year, including Reach Across (where students are paired across grade levels for special projects that emphasize building relationships, practicing our core values, and working together to better the community), and ‘buddy programs,’ such as the eighth-grade’s Kindergarten Helper leadership opportunity which invites our oldest students to help our youngest learners as they arrive each morning. Additionally the Fourth Grade/Kindergarten Buddies pair up throughout the year for mentorship opportunities and special activities, such as the K’s annual Winter Pajama Day.

Peck also transitioned to hybrid assemblies where a portion of the student body attends in person while the remaining students stream the feed from class. This modified format has allowed for more interaction from both the in-person audience and also the Zoom audience. Assembly organizers include ways for the viewing audience to engage with the content, regardless of where they are watching.

Other programmatic changes in the Upper School include mixed-grade Friday Activities, the return of off-site field trips, the FIRST LEGO League teams, and coming up this winter: the Upper School musical, Matilda Jr.

Perhaps most exciting has been the return of Peck parents and guardians to campus. Parent involvement is one of the most important ways the school and home work together for the benefit of each child. Parents returned to campus to serve as mystery readers in the kindergarten, to lead family shares throughout the Lower School on a variety of family cultural and religious traditions, and to attend divisional and all school assemblies to see their child perform, speak, or read.

WE NURTURE A COMMUNITY OF GROWTH , compassion, and tenacity at The Peck School. Through cross-divisional, curriculum-based activities, we ensure that our students have the opportunity to collaborate as well as grow as individuals. Additionally, we are able to focus on the unique interests of our students by nurturing “micro-communities”—smaller, defined groups of students that bond through shared interests, spaces, and goals. A micro-community is a small group of individuals with similar interests and a shared purpose, who work together in a more intimate setting. In the Upper School, a number of curricular and extracurricular activities foster this type of relationship-building. When it comes to student-decision making, The Peck School places a strong emphasis on personal agency and leadership. Each child has a distinct set of interests and talents that distinguishes them from their peers—and when students with diverse perspectives work together to achieve a shared objective, a sense of community and belonging is fostered, and the potential for growth in academics, and interpersonal skills flourishes.

Head of the Upper School Sadie Albertyn says, “Our micro-communities connect our students to their studies, and give them agency—authentically choosing to join a community and to join an activity builds that connection—not just to their peers, but to their work.”

While we have many opportunities for our students to engage in our varied micro-communities, here are just a few examples of what we have available at Peck:

Sports

The Upper School sports experience is one that embraces every student through both team and individual athletic competition. With Peck’s focus on sportsmanship and Consideration of Others, students internalize not only their value within a team but also how individual contributions support one another in order to achieve a common objective.

Additionally, as all students participate in our sports programs, Advisor Dave Carlo notes, “I think one of the beautiful things about our program is that all of our kids play. We remove the component of competition for a roster spot. It gives all athletes an opportunity to represent the school and have pride, while simultaneously providing them with the opportunity to try something new.”

FIRST LEGO League

The FIRST LEGO League (FLL) at Peck has been a long-standing extracurricular pursuit that focuses on inquiry, exploration, and discovery—bringing together students who share a love of programming, engineering, iterating and testing, and, of course, robotics and technology. A global program, FLL engages youth in hands-on STEM learning through robotics competitions. Our FLL teams compete from the ground up—designing and building robots that complete obstacle courses, or fulfill a specific task, per annual FLL themes and guidelines.

Lead Mentor Bruce Schwartz said, “it’s so inspiring to watch these kids solve problems together. They take full ownership of the team projects, what they need to learn, and how they can work together to achieve their goal. They even forget I’m in the robotics lab with them!”

Linden

Eighth graders at The Peck School have the opportunity to chronicle their Class’ legacy by becoming editors of The Linden, Peck’s yearbook. This activity prompts students to put their critical and creative thinking talents to use in the creation of a concrete product—one that contributes to a piece of Peck history and appeals to students interested in photography, graphic design, and visual storytelling.

Advisor Heather Burchfield notes that “the yearbook’s topic and formatting, from the cover design to page layout, are decided by the students themselves. Watching students connect with each other over a shared creative vision is a powerful testament to the interpersonal skills we’re nurturing at Peck, through a myriad of curricular and extracurricular ways.”

Outdoor Adventure Club

All of our Friday activities are loved by our Upper School students, but one unique activity is the Outdoor Adventure Club, which attracts a great deal of interest from students. The activity bonds students over a shared love of the outdoors and often tests their determination and initiative through overnight camping excursions. Sharing this kind of experience with a group of friends and teachers precipitates a strong feeling of teamwork, friendship, and reliance on both yourself and your group. Students set up their campsite together, prepare meals together, and support one another on long hikes up mountains to reach the summit.

While reminiscing, Advisor Dave Carlo said, “It is by understanding the measures that must be taken to guarantee the safety of your food supplies, and by supporting one another while hiking, that they are able to realize that their biggest asset is their peers, and that teamwork is extremely vital to success.”

AT PECK, homerooms and advisories serve a far greater purpose beyond the basic organization of our student body. These are ecosystems that provide time and space for individual attention, for support and relationships, but they are also for being seen. For belonging.

They’re some of the first ways we begin to build the greater Peck community.

Peck is known as a “family of families,” and that means many things. It means that our students’ families are welcomed as part of the Peck network. It means that the community we build at school feels as close-knit and nurturing as the relationships we build in our personal lives. And it also means that, while students find any number of circles of belonging throughout the school day on their own, there is dedicated infrastructure (such as homerooms and advisories) for the kind of micro-community relationship-building that fosters an inclusive whole.

While Lower School teachers and administrators ensure shared experiences throughout a grade level, each homeroom also has its own personality that comes from the unique contributions of its members. “Through daily morning meetings, the rotation of classroom jobs, and the unique benefit of having two teachers who are with students all day, homerooms become a space where all students are known and valued for their individual contributions,” said Lower School Psychologist Ashley Tabor. “The homeroom model provides a safe environment for students to form deeper relationships, take academic risks, and instill the confidence to navigate diverse social situations.” Learning together during the day, homeroom-mates face challenges together, celebrate the victories and support each other in taking new risks, and are familiar faces for each other on campus.

“The homeroom model provides a safe environment for students to form deeper relationships, take academic risks, and instill the confidence to navigate diverse social situations.”

“In addition to safe spaces for support, conversation, and friendship, Upper School Advisories are a place to reconnect with the joy of childhood during the school day.”

In the Upper School, when students travel to classes and no longer spend the day learning within the same group of peers, advisories provide a “home base,” so to speak, and one that comes with an advocate. “A piece [of Advisory] that I think is probably the most profound is students feel they have a trusted adult on campus, who is separated somewhat from their classroom experience, or a person giving them a grade,” said Head of the Upper School Sadie Albertyn.

In addition to safe spaces for support, conversation, and friendship, Upper School Advisories are a place to reconnect with the joy of childhood during the school day. Groups often plan mini-activities for the sheer fun of it, from paper airplane challenges to “Minute to Win It” contests.

If there’s a metaphor to represent how these micro-communities can feel at Peck, Albertyn continued, it would be like a family dinner—noticeable when a member isn’t present, yet everyone is still connected. “Because everybody’s energy has an impact,” she said. “And in that group dynamic, we can function without a member, of course, but it feels different. Each person matters.”

A crackling fire. Snow falling outside floor-to-ceiling windows. The smell of Italian-style meatballs. The sounds of hearty laughter and good conversation. It may sound like a five-star Zagat-rated restaurant, but it’s actually Peck’s dining hall.

Family Dining, a tradition and practice that has been in place for more than 30 years, brings students of different ages together around the lunch table for a family-style meal. It’s a time to cultivate connection, conversation, and fun—as well as a time to practice helping one another during mealtimes. Two students from each grade level join a table for a three-week rotation. An adult lunch proctor sits at each table to assist with serving food in the Lower School and facilitating conversation in the Upper School.

“There’s a reason we say that breaking bread is a time when you can get to know people better,” said Lower School Psychologist Ashley Tabor. “We’re recreating that. Kids show a different side of themselves when they are eating and laughing with their friends than they do when they are sitting in the classroom.”

Head of the Lower School Nina Sharma, who has been at Peck for more than 25 years, couldn’t agree more.

“We are all going in different directions throughout the day, but when we come together as a group at lunch it’s time for us to be together and to highlight one another,” Sharma said. Celebrating one another at lunch sometimes takes the form of birthday shout-outs, or thanking parent lunch proctor volunteers, or post-game results delivered by team captains— which often include shout-outs for outstanding play by teammates.

One of the hallmarks of Peck’s mission statement is showing Consideration of Others. Nowhere is that more on display than in the dining hall. From the third grade up, students also practice leadership skills by retrieving the meal from the kitchen, cleaning the table, and facilitating the conversation.

Tabor says third and fourth graders take pride in their elevated responsibility at the table, having to care for the younger students. “It’s really unique,” she says.

Family Dining also provides an opportunity for staff members and parents to join students for lunch, creating a shared experience across all areas of the school community.

“As adults, we say the kitchen is the heart of the home,” Sharma said, “so here the dining hall is the heart of our school.”

All About Lunch: A Peck Pawscast with Nina Sharma and Ashley Tabor

Join us for lunch! In a special episode of the Peck Pawscast, we had a conversation with Head of the Lower School

Nina Sharma and Lower School

Psychologist Ashley Tabor about our Family Dining Program. Scan the code to listen (and follow us on Spotify to listen to and learn about our community).

Belonging, & Fun. Significance,

HOW RESPONSIVE CLASSROOM BUILDS STRONGER COMMUNITIES

IMAGINE YOU’RE a third grader, just arrived in your classroom. Maybe you’re tired, or full of energy. It’s early in the morning, so maybe you’re distracted. Maybe you had a great breakfast, and are mentally alert. Maybe you wish you were still home in bed, or maybe you can’t wait to get started.

However you arrive, you know that in your morning meeting you’ll be welcomed into your day of learning with the rest of your classmates, and hear the message that it is important that you are here.

Responsive Classroom—utilized in kindergarten through fourth grade at Peck—is a well-researched, studentcentered approach to social-emotional learning and classroom management. It aims to build a joyful, safe, and engaging community where students can bring their full selves to school, every day. Developed by the Center for Responsive Schools, Inc., Responsive Classroom has been designated as an exemplary approach to social-emotional learning by the nationally-recognized Collaborative

for Academic, Social, and Emotional Learning (CASEL).

The link between strong social-emotional skills, psychological safety, and better academic learning has been researched for decades, with evidence and support coming from myriad fields and hundreds of studies citing numerous beneficial outcomes relating to attitude, resilience, problem-solving ability, and performance.

“[Responsive Classroom] is the plate that holds every other skill,” said Third

THE MICRO-COMMUNITY

WE MAKE IN 3B IS OUR OWN SMALLER SCHOOL FAMILY.

OUR KIDS KNOW THAT IF THEY WERE NOT HERE, IT WOULDN’T BE THE SAME, BECAUSE EACH ADDS AN IMPORTANT ELEMENT OR SERIES OF ELEMENTS TO OUR COMMUNITY.

Grade Teacher Katie Bruno. “It gives us an approach to strengthening things like conflict resolution, cooperation, working through differences of opinion, responsibility to yourself and to your group. And there is a ripple effect to this approach that builds on learning how to connect with each other, as we do as humans and community members and friends.”

Humans have three essential socialemotional needs, as far as Responsive Classroom goes: Belonging, Significance, and Fun. Therefore, a classroom environment that can respond to those needs sets the stage for a strong, inclusive teaching and learning community. One in which children feel seen. One in which children feel connected. And one primed to draw out the greatest growth and academic success in elementary- and middle-school-aged students.

“The micro community we make in 3B is our own smaller school family. Our kids know that if they were not here, it wouldn’t be the same, because each adds an important element or series of elements to our community,” said Bruno. More than a philosophy, Responsive Classroom provides in-depth toolkits and tactics for teachers to cultivate this responsiveness both individually and collectively. Morning meeting is a key component as it establishes time to intention-set, bond, and build comfort and acceptance for self-expression. Other elements promote the practice of important life skills such as active listening, self-reflection, and managing interpersonal relationships. Every technique is aimed at reinforcing students’ validity, connection, and self-worth.

“It’s not only during morning meetings, but ways in which teachers interact with

their kids during the day,” explained Buno. “For example, we can use energizers and brain breaks as a way to message ‘I see you. I see that you need to move or slow down, so let’s do this together.’”

As students move through the Lower School and into the Upper School, the capacities built and strengthened through the Responsive Classroom approach will serve them in not only stronger academic performance and participation, but also in a stronger sense of agency and the ability to self-advocate.

“We’re showing kids how to discover all of their internal resources to connect and express themselves in a group,” said Bruno. “We have to do this all the time as adults; figure out group dynamics, make real connections, take risks, and learn to feel comfortable and present while learning something new.”

OF A FEATHER, Downys and Redheads Flock Together

ARE YOU A DOWNY OR A REDHEAD?

Guessing how many times this question gets asked is an impossible task—but one that reflects just how strongly students and their families identify with one of Peck’s most beloved community traditions.

Initiated in the early 1950s by Taz Brower (Girls Athletic Director 1951-58, and longtime lacrosse coach), the Downy/Redhead competition assigns students to either the Redhead or Downy team— named after two varieties of woodpecker native to Northern NJ, and originally proposed through a student contest. This is an affiliation which students, their siblings, and their immediate family members, hold for life.

Though the competition’s form has changed over the years, its immeasurable impact on generations of Peck families has not. This is a tradition that

epitomizes school spirit while fostering belonging in the greater context of the Peck experience.

For the past few years the Downy/Redhead competition has been yearlong, with teams accruing points in myriad ways. Job Well Done tickets recognize individuals’ excellent effort and Consideration of Others, and students also earn points for their teams through all-school challenges and service projects. A significant (and, arguably, the favorite) milestone in the tradition is a day set aside for field events and grade-level tug-of-wars. The field day, typically held each spring, brings together Peck families to cheer on the Downys and the Redheads—for friendly competition, camaraderie, and joyful celebration.

Here are a few moments from Downy/Redhead days of the past:

SEE MORE PHOTOS AT WWW.PECKSCHOOL.ORG/ DOWNYREDHEAD

Friends, Family, & Philanthropy 2021 CAMPUS NEWS

The Peck School hosted Friends, Family, & Philanthropy (a Peck Parents Association initiative to fundraise for Homeless Solutions, Inc.) on a beautiful fall day in October 2021. We welcomed more than 120 families to a campus filled with pumpkins and corn mazes, activity tables, games and hula-hooping—and what turned out to be both the highlight and the hot seat for three brave faculty members: a dunk tank.

FFP, as the event is known, is organized biennially through the PA with all proceeds going to support a local charitable organization. Each event carries a different theme, such as 2019’s Friends, Fitness, & Philanthropy (supporting the Special Olympics of NJ), or 2017’s Friends, Fiction, & Philanthropy

(supporting the Carol G. Simon Center and featuring novelist Barbara Delinsky, writer of Uplift: Secrets from the Sisterhood of Breast Cancer Survivors.)

October’s FFP initiative exceeded expectations with hundreds of breakfast items, blankets, and cards of encouragement collected for Homeless Solutions. Additionally, at an assembly prior to the event students learned about the work done by Homeless Solutions, and ran related service-learning projects on Peck’s Kairos day. The event itself raised more than $33,000—all going to support services and resources for people experiencing homelessness.

We are grateful to the entire FFP Committee and sponsors, and all of the volunteers and participants that made

the day so special, with an enormous thank you to Mr. Delinsky, Ms. Albertyn, and Mr. Spadafora for modeling sportsmanship and humor in the dunk tank!

FFP Parent Volunteers:

EVENT CHAIRS: Ginny Lysiak, Jessica Ortega, Sarah Neuhoff

TREASURER: Emily Dingle

CHARITY LIAISON: Lillian Aldaia

MARKETING: Laura Norwalk Bendelius

FOOD & DECOR: Katherine Gargiulo

RSVP: Anne Bornia

GRAPHIC DESIGN: Sarah Sakr

‘Belonging Buddies’ in the Kindergarten

Each week our kindergarteners enjoy a special lesson with Head of the Lower School Nina Sharma. These lessons, themed around family, friendship, and belonging, help our youngest students learn to confidently appreciate their own identities, notice and value the similarities and differences in each other, and bond together as a class and grade-level community. This fall, students not only shared some of the unique foods that are special to them and their families, but they also observed and drew themselves with the use of hand mirrors after reading Freckleface Strawberry by Julianne Moore. “It’s so important to build a foundation at this early age for students to notice not only what makes themselves unique and special, but to value and respect each other as classmates and friends,” Sharma said.

Our Sixth InDeCoRe Value for 2021-22: Dedication

Our eighth-grade PIC officers debuted the sixth core value for the 2021-22 school year: dedication. The sixth core value is chosen by each graduating class during their seventh grade year; the Class of 2022 voted to adopt dedication for their final year at Peck. “Dedication means, to me, showing up, ready to give my best, no matter the situation,” began PIC officer Hailey Downey in her eighth-grade speech, which she delivered at Peck’s fall Kairos Assembly. Yet, she continued, “we’re human and can be pulled in many different directions.” Using the analogy of

pouring water from a single pitcher into multiple glasses to illustrate the challenge of dedicating oneself to multiple things, she said “it’s all about finding a balance, which can be a hard concept to master, but proves to be beneficial in the long run, when you’re able to dedicate yourself to a variety of your passions.”

PIC, which stands for Peck InDeCoRe Council, is a yearlong leadership commitment for eighth graders to encourage and champion Peck’s InDeCoRe values within the student body.

Thanksgiving Food Drive

In a partnership between the Parents Association and the fourth grade, our community raised 1,102 pounds of food and $1,940 for the Interfaith Food Pantry during what is for many people an incredibly difficult time of year.

Food insecurity affects one in ten children in New Jersey, in every county, and every congressional district. The Interfaith Food Pantry, which partners with the fourth grade for service learning projects throughout the year, has supported Morris County residents for over 25 years.

See life at Peck at @ thepeckschool on INSTAGRAM!

Catching Up In Kopila

Peck has partnered with BlinkNow and the Kopila Valley School (KVS) in Nepal since co-founder Maggie Doyne was awarded Peck’s Community Service Award in 2008. Over the years, Peck has hosted teachers and students from KVS for cultural exchange and professional development, and the Student Council continues to financially sponsor the tuition of a student at KVS. We caught up with some of our extended members of the Peck family:

SUNIL MALLA: Sunil, an eighth grader at the Kopila Valley School, is thriving despite the impacts of the Covid-19 pandemic in Nepal. Sunil, who Peck’s Student Council has been sponsoring since first grade, is on the junior boys’ soccer team.

NISHA GHARTI: Nisha, who attended Peck in the fall of her eighth grade year in 2013, is a junior at the Whitman College in Washington state studying psychology and anthropology. Nisha also plans to study abroad in Europe in spring 2022 and intern this summer at the Kopila Valley Counseling Center.

KRISHNA SHAHI: Krishna, who attended Peck for the fall semester of his seventh grade year in 2016, is a freshman at Notre Dame studying economics. His host sibling at Peck, Sadie Bolton, recently spoke about his visit in her Eighth-Grade Speech. “The reward I received from his visit will forever impact me,” she said. “Krishna is one of the bravest people I know, and now, I have two older brothers.”

ANJALI KHARKI: Anjali, who visited Peck in 2012 while visiting the United States as part of “The DO Lectures,” is currently studying at The University of Kathmandu where she is writing poetry.

MAN KUMARI: Man, who trained at Peck in 2012 and has been teaching at the Kopila Valley School since age 19, currently teaches eighth- and ninth-grade science. Man, who since visiting Peck has gotten married and is expecting her first child, is often voted Teacher of the Year.

BHIMA KHADKA: Bhima, who also visited Peck in 2012, has been taking time away from teaching to raise her family.

TOPE MALLA: Co-founder (with Maggie Doyne) and Chairman of Kopila Valley, Tope visited Peck in 2015.

MAGGIE DOYNE: Maggie and husband Jeremy welcomed their second child, Everest Griffin Power Regimbal, on Nov. 6.

ANJALI

MAN

SUNIL KRISHNA RUBY AND EVEREST

In November, The Peck School celebrated the birthday of a very special member of our community—Pride the Lion! Students enjoyed free dress, music, balloons, cake, goody bags, and of course extra special visits from their favorite Peck mascot during arrival, recess, and lunch.

On a day filled with joy and celebration our community answered the call to support The Peck Fund—a crucial cornerstone of Peck’s operational budget, and one that enhances every aspect of the Peck experience. Over 300 generous gifts (totaling over $645,000) were given in Pride’s honor, making this year’s Day of Giving the most successful day The Peck Fund has ever had.

Math Lab Program Launches in Grades 5-6

Fifth and sixth graders have a new angle for their mathematics studies this year: Math Lab. Focus groups of 2-3 students work together on math games, puzzles, and building projects, providing immersive time for students to better practice “thinking like mathematicians.” Although it is just the beginning, students are greatly enjoying the work they are doing in their math lab sessions!

PA HOSTS FIRST AUTHOR LUNCHEON

In December, parents, alumni, and friends of Peck came together in The Foley Family Dining Hall for an author luncheon with NYT bestselling novelist, Mary Beth Keane. The dining hall had been transformed into a beautiful winter wonderland, and guests enjoyed a delicious meal from Chef Joe and his team while listening to Keane talk about her background, books and continued work as a writer.

DAY OF GIVING 2021: HAPPY BIRTHDAY PRIDE!

READING ZONE PROMPTS STUDENT REFLECTION

Reading Zone—Peck’s Upper School independent reading program—now includes a prompt for students to strengthen an important life skill: thoughtful self-reflection. This year, students are commenting on their Reading Zone experience for their report cards, using the chance to do so as a springboard to deeper discussion with parents and their teachers. “This is an opportunity for the students to reflect on the independent skills they are building through Reading Zone,” said English Department Chair Chelsey Carr.

Reading Zone is dedicated time during the school day for students to curl up with a book they’ve personally chosen and, hopefully, get into that ‘zone’ of mind proven to breed skill, passion, and a lifelong habit for critical reading. “Book discussions amongst the students happen more organically, and naturally, after independent reading,” said Carr. “Conversations aren’t always generated by the teacher. They’re interested in the different books in each other’s hands, and they’re excited to explore new titles.”

For Parents, By Parents: PA Launches Group for Inclusivity

The Peck Parents Association (PA) launched a new group to give time and space for open conversation, connection, and relationship-building between all parents, and to foster a sense of belonging for all families.

Building upon existing PA initiatives surrounding inclusivity, PAGI (Parents Association Group on Inclusivity) acts as a vehicle to better connect parents with Peck’s core values and commitment to Consideration of Others, particularly in ensuring that a sense of belonging is integral to the Peck experience for all families. PAGI “recognize[s] each family’s unique story brings strength and richness to our school, and [is] committed to fostering an environment of diversity, inclusion, and equity.”

The group, co-chaired by current parents Niki Robbins and Ginny Lysiak, uses multiple ways to bring parents together, in the spirit of sharing perspectives, ideas, and life experiences. It also serves as a safe, welcoming space to approach conversations surrounding DEI topics. One initiative that hits both notes is PAGI’s monthly “Cookies & Conversation” discussions.

Robbins said, “During the meetings our facilitator, Alex Soudah, poses open-ended questions to the attendees based on chapters from Braving the Wilderness by Brené Brown. One does not need to read the book to be able to

answer. The questions are based on personal experiences. The discussions provide a window into who we are as individuals and an opportunity to deepen connections within the community.”

“Ultimately, our mission is to build community, and make sure that everyone feels like they have a voice,” added Lysiak. “We have such a rich, diverse parent and family community, and we want everyone to shine brightly in it.”

PAGI is currently building a collection of everyday resources for parents with content on topics relating to diversity, inclusion, belonging, and equity. If you’re a current Peck parent, help expand the collection!

National History Day 2021

Sixth-through-eighth graders explored history through the lens of “Debate and Diplomacy” for this year’s National History Day (NHD) programming. From Sputnik to The Stonewall Riots, students dove into history’s complexities and prepared nuanced, thoughtful, and comprehensive presentations for their chosen topic. To showcase their research, sixth and eighth graders designed and built physical exhibits while seventh graders built their own websites.

The first round of National History Day judging happens at Peck, with a cohort of teachers reviewing work according to NHD criteria. Students also present their work during an expo-style event. This year, sixteen projects (with 36 students) are eligible to move onto the regionals in March, which will be judged by an independent panel of historians and educators.

SIXTH GRADE

Individual Exhibit: Israel: The Creation of a Jewish State; Alexandra Friedman

Individual Exhibit: The 1916 Irish Rebellion; Jane Pagano

Group Exhibit: Sputnik: The First Manmade Satellite; Brayden Bonetti, Alexander de Burgh Codrington

Group Exhibit: The Battle of Tsushima, 1905; Ginger Malloy & Grayson Materne

SEVENTH GRADE

Individual Website: The Proclamation of the State of Israel: How Israel Caused Future Debate About its Necessity and Importance; River Mohr

Individual Website: The Chernobyl Disaster: How One Explosion Started the Debate on Nuclear Energy; Preston Devieux

Group Website: The Iran Hostage Crisis: Forming Debate and Diplomacy; Eden Avery, Alexa Cassanelli

Group Website: Munich Massacre: Debate and Diplomacy; Quinn Abbott, Erika Avery, Daniela DiPisa

Group Website: Iran Hostage Crisis: How the Acceptance of the Shah in America Led to the Storming of the U.S. Embassy; Owen Kirchner, Will Vieser, Dean Zarro

Group Website: The Armenian Genocide: The Debate in the Genocide; Annabelle Ouzounian, Sara Segal, Keira Walsifer

Group Website: The Red Telephone: Miscommunication and Communication; Ethan Anchia, Tommy Bashforth, Matias Stevenson

EIGHTH GRADE

Group Exhibit: Missouri Compromise; Chase Cignarella, Matthew Del Vento, Ashwin Patel

Group Exhibit: Strategic Arms Limitation Talks; Hailey Downey, Madi Eaton, Sophia Kanowitz

Group Exhibit: Annexation of Hawaii; Anna Bultó, Samantha Cassanelli, Hanna Lee

Group Documentary: The Meat Inspection Act of 1906; Christopher Fu, Austin Mau

Group Documentary: The Radium Girls: A Fight for Justice; Alex MacVicar, Christina Silva, Lucky Valdivieso

THE ARTS AT PECK

Reimagined for the 2021-22 school year, Peck’s rotating Arts Intensives provide space for deep exploration of art history, technique, and medium, all while encouraging students to express their own original voices. Grades K-4 meet for shorter, but more frequent, rotations, and Grades 5-8 meet for longer, more immersive rotations. Be sure to stay tuned for the spring/summer issue of Peck News to hear about fifth and sixth grade visual arts, fifth and seventh grade woodworking, and sixth and seventh grade music! Topics covered in the first half of the year include:

VISUAL ARTS

1 Kindergarten, Eric Carle-inspired multi-media collages. (Lydia Dingle, paper and pastels)

2 First Grade, Pablo Picasso-inspired roosters. (Madeline Rowan, pastels on paper)

3 Second Grade, Monet-inspired watercolor landscapes that convey the illusion of depth. (Annabelle Scott, watercolor on paper)

4 Third Grade, super-sized abstract pieces made from unusual materials. (Charlie Witte, multiple media on paper)

5 Fourth Grade, Wolf Kahn-inspired landscapes using colorfields and mood. (Eva Zarro, oil pastel on paper)

6 Seventh Grade, Hua Tunan-inspired contemporary ink paintings using expressive technique and detailed ink brushwork. (Sara Segal, “Quack,” ink/watercolor on paper)

7 Eighth Grade, portfolio piece based on independent study and original artistic investigation. (Kristin Shindle, “Kristin & Lexi by the Waterfall,” acrylic on canvas)

WOODWORKING

8 Third Grade, insect-inspired movable sculpture using the dovetail saw. (Pictured top to bottom: Claire Soudah, Marvin Xu, Liam Ceder.)

9 Fourth Grade, hand tool folk toys using the try square, dovetail saw, and coping saw.

10 Sixth Grade, wooden footstool using power tools, jute twine seat. (clockwise from top left: Andrew Bartoli, Aarush Varma, Clifford Field, Fletcher Callahan, and Brayden Bonetti)

11 Eighth Grade, independent study meant to challenge woodworking skill and capability. Pictured clockwise from top left: serving tray (Celia Hepp), yin-yang koi skateboard (Hanna Lee), ash baseball bat (Carter Willis), and cherry & maple cutting board (Jane Cepeda).

MUSIC

Lower School: Kindergarten expressed themselves through singing, dancing, and playing instruments. First grade began incorporating musical props, and second grade progressed to music and dance. Third grade strengthened their “beat-fulness” with Boomwhackers. Fourth grade mastered the art and skill of hand chime ringing.

Upper School: Fifth graders dove into their preparations for their holiday ensemble performance, which incorporates voice, percussion, and choreography. Sixth grade, which has been studying rhythm, movement, and drum work, also moved into an ensemble unit. Seventh grade is using solfege to examine basic instrumental harmonies and chord structures. Eighth graders built more complex chords and structures, learning about inversions and playing in an ensemble through building chords.

Eighth Grade Music Elective: Peck’s Roots of Blues, Pop, Rock, and Beyond has been been digging into the complexities of this musical genre. They have analyzed and/or performed hits like “Hey Bo Diddley,” “Mannish Boy,” “Smoke on the Water,” “Jump,” “Shake It Off,” “La Bamba,” and recently, some popular rock Christmas songs.

Instrumental Program: In full swing this year, students rehearse before and after school to play and perform! With students in grades

5-8, the ensemble includes the flute, clarinet, alto saxophone, trumpet, trombone, violin, and cello. The group has been working on the fundamentals of reading and performing music.

Holiday Performances: Students across grade levels also turned up the festivities for three holiday videos shared just before Winter Break: Fourth grade chimers rang and sang “S’Vivon,” “Deck the Halls,” and a portion of “Nothing More,” Peck’s signature song. Fifth graders offered an ensemble selection of music incorporating both vocals and instruments. The Upper School Handbell choir performed arrangements of “Silent Night” and “Deck the Halls,” and the Upper School Band performed “Jolly Old St. Nicholas” and “Jingle Bells.”

THEATER

12 In March, the Peck community will return to a favorite winter event— the Upper School Musical. Students in fifth-through-eighth grade are producing Matilda The Musical JR., which is based on the book by Roald Dahl. Packed with high-energy dance numbers and catchy songs, the show delights and thrills parents and students alike.

sportsmanship | underscored: ATHLETICS AT PECK

The Upper School athletics program at Peck has seen a return to interscholastic competition for the Fall 2021 and Winter 2021/22 seasons, with our student-athletes giving it their all on the fields, courts, and rinks.

FALL SEASON

Fifth-through-eighth grade students faced tough interscholastic competition during the fall season in cross country, field hockey, and soccer.

Fifth-grade soccer worked on their skills and improved with each practice. Their dedication ultimately paid off during the last game of the season when they gelled as a team and ended the season with a well-deserved win!—Coach Carr

Sixth-grade soccer competed in its first interscholastic season as upper schoolers. A talented young group of athletes, they were generous with the ball and gave each other a chance to shine. This group is sure to provide great support next year!—Coach Carlo

Seventh-and eighth-grade soccer faced tough hurdles early in the season, with a few one-goal losses early on. Despite these letdowns, the team continued to fight hard in every game. At the end of the season, however, the team bounced back with a 7-1 win in the quarter-final round of the GMCJSCA tournament against a very tough opponent! Though we lost the semi-final game to Mendham Township, several players showed real perseverance and wanted to stay on the field despite dealing with some mild in-game injuries.—Coach Carlo

The fifth-grade field hockey team played with determination and desire. They worked hard every practice to develop their skills and game sense, showing marked improvements in positional awareness and responding adeptly to coaching suggestions.They were wonderfully supportive of each other—and their efforts resulted in an undefeated season!—Coach Caruso

Sixth-grade field hockey played with heart and hustle. They were determined in their effort to be the first stick on every loose ball, and were incredibly passionate in their desire to score. They embraced every opportunity to learn and grow as players. The payoff for their hard work was an undefeated season!—Coach Caruso

As last year’s field hockey season was greatly impacted by Covid-19, Peck fielded separate seventh and eighth-grade teams this year, so that every player had the greatest opportunity to grow. Everyone worked incredibly hard during every practice and at every game, constantly possessing a gritty determination but always showing a high level of respect and sportsmanship toward others. Both teams enjoyed undefeated regular seasons, with both grades combining to form our county tournament team. We were seeded number one—and the girls certainly justified their ranking by bringing home the trophy following a 5-0 victory against Boonton Township Middle School in the final! Every player should look back on their highly successful 2021 season with an enormous sense of pride and remember the great sense of camaraderie that they created.—Coach Wilkinson

The cross country team had a fantastic season that was highlighted by the leadership of our captains, the dedication of each runner, and the overall supportive team atmosphere of both the parents and athletes. With hard work and training, each runner improved their stamina and saw personal-best race times. Both our boys and girls teams earned several wins on our home course of Loantaka Park, a number of individual trophies, and a third-place girl’s team trophy at Pingry’s Ed Scott Invitational. We had a gritty performance at Gill’s (very hilly!) Pumpkin Run, which ended with a top 10 finish for the girls and a third place finish for the boys out of 20 teams.

WINTER SEASON UPDATE

During the winter athletics season, grades 5-6 play a variety of sports intramurally while grades 7-8 compete in interscholastic games for basketball, ice hockey, volleyball, and wrestling. (Or, in lieu of athletics, fifth-througheighth graders may instead participate in the Winter Musical!) Though the Covid pandemic has impacted a few game schedules, our Peck athletes haven’t let it get them down! Stay tuned to @thepeckschool on Instagram for highlights!

Academic Council Update

The Academic Council is the school’s primary vehicle for advancing academic initiatives. In doing so, it establishes an important channel for faculty leadership, and a platform for all members of the faculty to provide feedback and context on current initiatives. This year’s docket includes three primary initiatives. First is a review of the K-4 writing sequence. Reading Specialists Janine Finnegan and Melissa Sorge are exploring formalizing what writing skills and concepts are taught at each grade level, and consulting with Upper School English Teacher Chelsey Carr to ensure a smooth transition to fifth grade using Zaner-Bloser’s “Jump Into Writing” program. The new approach is currently being piloted in fourth grade and feedback will be brought before the council before new changes are adopted division-wide. The second initiative is a handbook for teachers on mentoring Associate Teachers, to formalize the shared experience for everyone in our Associate Teaching Program. The final initiative is a continuation of work that began in the 2020-21 school year on developing a Building Belonging curriculum in kindergarten through Grade 2. This work aims to help students appreciate differences and their own unique selves.

Garvey’s Students Dive into Digital Storytelling

Lower School Technology, Innovation, & Design Coordinator

JEN GARVEY is undergoing a professional development Deep Dive that expands students’ digital storytelling repertoire. She is exploring and testing technology applications (some curated from ISTE’s 2021 EdTech conference) that help students create a more immersive, visual experience when telling their stories.

“Our first attempts at video poetry were a success, as fourth graders planned their presentation with storyboarding,” she said.

“They set the mood for sharing their poetry through their choice of imagery, fonts, the intonation of their voice overs, and appropriate sound effects and music.”

Both second and fourth grade have, so far, ramped up their digital storytelling skills during tech classes with Garvey, with plans for other grades to do the same in the coming months!

Garvey also continues to co-chair the NJAIS Technology Steering Committee, and planned its summer Innovating Instruction online conference. She led a session called “Collaborate with Anyone, Anywhere, Using Book Creator.”

The PEEPs at Peck

The Peck Employee Enrichment Program (PEEPs)—an initiative that brings employees together socially— has been hard at work reuniting a faculty and staff that had been isolated in cohorts or on distance learning for more than a year. As part of faculty/staff opening meetings in August, the PEEPs sponsored several themed lunches, including a lively trivia contest. After one of the lunches, faculty and staff were invited to join one of four “recess” offerings to allow time to catch up with colleagues in a relaxed and fun atmosphere. Faculty explored virtual reality goggles, built puzzles, created art, or enjoyed some physical activity together in either a basketball or frisbee game.

In October, the PEEPs also sponsored their annual Oktoberfest gathering, and, in December, the

group hosted Peck’s annual secret elf gift exchange and holiday party.

“Creating opportunities for our faculty and staff to engage in fun and celebration has been a highlight working here at Peck,” said chair of the PEEPs Becky

Zacharias, who is also the executive assistant to the Head of School. “Having the chance to learn more about each other outside the classroom and office allows for us all to create closer connections with one another.”

Attah Participates in Reading & Writing Reunion at Columbia University

In October, Second Grade Teacher JANE ATTAH attended the 100th Reunion of The Teachers College Reading and Writing Project (Columbia University). “There is nothing more fulfilling and rewarding than being in the company of other educators who truly celebrate the art of teaching,” said Attah. “We are advocates for every child’s right to be educated, and particularly, being literate.”

This reunion attracted about 5,000 participants from around the world on Zoom. Author Jason Reynolds gave the opening keynote, speaking about the profound impact of human connection and how teachers must be open to invite humility, relationships, and gratitude into the classroom. Author Kate DiCamillo gave the closing keynote, leading participants on a journey of storytelling asking the essential questions: What will you do with your one wild life? and How would you turn your words into a story?

Attah noted, “These Reading and Writing reunions always present timely changes to teaching pedagogy. It is paramount that educators continue to see themselves as learners and aspire to grow in skills. I am always motivated after attending these reunions to return to the classroom to give a little more, be better, and make the learning experiences for my students as positive as can be.”

Kennedy Appointed to Board of National Task Force

DR. KATHY KENNEDY , Peck’s Lower School science & design teacher, was selected to serve on the board for the national Crohn’s & Colitis Foundation Patient Advisory Task Force. Kennedy volunteers as a caregiver advocate for Patient Education, providing feedback on educational materials being developed for the Foundation. A three-year term appointment, Kennedy will serve on the surgery and ostomy workgroups. The Crohn’s & Colitis Foundation is a non-profit organization “dedicated to finding cures for Crohn’s disease and ulcerative colitis, and improving the quality of life of children and adults affected by these diseases.”

Kennedy also completed training and works as an Assessment Item Reviewer to adjudicate and classify items for Next Generation Science Standards (NGSS) for a national curriculum development company. The NGSS are K-12 science content standards that set expectations for what students should be able to know and do, and are in place for science students across the country. Twenty states have adopted these standards, and 24 have implemented their own standards based upon the framework.

Additionally, Kennedy served on a National Science Foundation (NSF) Review Panel in spring 2021, which is a peer review process that provides helpful advice and constructive comments for NSF program officers and NSF projects.

Rose Attends Women’s Leadership Seminar

Upper School Math Teacher LAURA

ROSE virtually attended The Heads’ Network 2021 Fall Women’s Leadership Seminar, a national event that included women across the country who are aspiring to senior leadership positions within independent schools. “To the future female leaders at The Peck School,” said Rose, “knowing and understanding your worth can be such an important part of building your confidence and self-esteem. This can lead you down the path of believing in yourself and opening doors for leadership opportunities. Surround yourself with a strong community of people that not only support and give you guidance, but that also challenge you to encourage your never ending journey of learning and growth.”

Peck Faculty Attend POCC

Three faculty and staff members recently attended the NAIS People of Color Conference, an annual conference focused on building capacity for equity and justice in teaching, learning, and organizational development. HEATHER BURCHFIELD , director of strategic communications & marketing, ALEX SOUDAH , chair of the Inclusion, Equity, and Justice committee, and TAYLER HEDGEPETH , first grade associate teacher, attended the conference in early December. Highlights included keynote speeches by Soledad O’Brien, an award-winning documentarian, journalist, speaker, author, and philanthropist; John A. Powell, a civil rights and civil liberties expert; and Liz Kleinrock, author of “Start Here, Start Now”.

Wichman Pioneers “SOS” Workshops for Music Educators

As a chairperson of the New Jersey Music Educators Association (NJSMA) Elementary School Division, Lower School Music Teacher LISA WICHMAN pioneered Saturday Online Sharing Workshops—called “SOS!”—for elementary music teachers. Having presented a number of virtual workshops during the global pandemic, Wichman created SOS to create space for teachers to share innovative and creative teaching ideas during a time of Covid-19 performance restrictions and virtual learning.

Wichman also shared her tips for creating engaging hybrid assemblies during a NJAIS technology conference focused on innovative ideas for teaching.

Once a Peck Teacher, Always a Peck Teacher

Peck has been mentoring the next crop of great teachers through the Associate Teacher program for the past seven years. In this program, the next generation of great educators learns best practices from Peck’s industry-leading faculty. We caught up with some associates who spent two years (or more!) at Peck:

ELSY CASTILLO is an SEL Teacher and School Counselor at KIPP Upper Roseville Academy in Newark, NJ.

KAMIKA (FREEMAN) BILINSKI is a Kindergarten Teacher at Pioneer Academy in Wayne, NJ.

JESSICA (CEPPARULLO) WILSON is a Kindergarten Teacher at Oak Knoll School of the Holy Child in Summit, NJ.

EMMA MCCALLUM is a second grade teacher at Alexandria Country Day School, Alexandria, VA.

MEGAN O’KEEFE is a Kindergarten teacher at Applewild School in Fitchburg, MA.

PERI SANDERS is pursuing a masters in counseling with a focus in student affairs and higher education at Montclair State University. Last year she was a graduate assistant advising undergrad ed majors on NJ certification.

Mortensen Hosts Virtual Teacher Meetups

Longtime woodworking teacher MARK MORTENSEN hosted virtual meetups for woodworking teachers from more than a dozen states in the Northeast.

Teachers leveraged the power of the internet to share project ideas, lessons learned (and still being learned) from Covid-19, and to highlight some positive curricular outcomes of the pandemic.

ALYSIA (SLOCUM) LAFERRIERE is an Art Teacher at Chatham Day School in Chatham, NJ.

DAVID BUCCHINO is the NCAA lacrosse team operations manager in CA.

ELIZABETH COLLINS is currently the Lower School STEM Specialist at Stuart Country Day School in Princeton, NJ.

ALYSSA KEENAN is a Primary Teacher at The Winston School in Short Hills, NJ.

ERIN (WOLTERS) MODICA is a Primary Teacher at The Winston School in Short Hills, NJ.

JESSICA (CATHCART) BUSK is the Academic Technology Coordinator at Speyer School in New York, NY.

Sykora Presents at NJAIS’ Innovating Instruction Conference

World Languages Department Chair and Lower School Spanish Teacher ADRIANA SYKORA presented at NJAIS’ summer conference focusing on innovative online teaching methods. Leading a session called “Tools & Tips for Practicing and Assessing Oral Language Proficiency,” Sykora gave examples for how to engage students in practical speaking and conversational skills using tools like Flipgrid, Book Creator, and Seesaw.

Sasha Armant: A Teacher Story

Second Grade Teacher Sasha Armant was selected to share her Teacher Story at this year’s opening faculty meetings. With gentle humor and insightful reflection, she shared how her path to teaching was shaped by her family. “What was communicated to us,” she said, “was that learning was a blessing, and life should be lived with curiosity, gratitude, and purpose.”

The Teacher Story, typically shared annually at opening faculty meetings, is a longstanding community tradition Peck. “One of the traditions I love most at Peck is the Teacher Story,” said Head of School Andy Delinsky. “It’s humanizing, it tells a shared story, and brings us to better understand the people who are around us.” Watch her teacher story here:

Sarah Quinn Clausen: DIRECTOR OF ADVANCEMENT

Sarah Quinn Clausen, Peck’s new Director of Advancement, brings years of advancement experience and deep knowledge of independent schools, and the Northern New Jersey area, to her position at Peck.

“Sarah’s expertise and strategic thinking were evident during the interview process,” said Head of School Andy Delinsky in a letter to the community announcing her hiring. “As was her warmth, charisma, and excellent communication skills.”

Prior to moving to independent schools, Sarah started her career as a Fundraising Manager at the United Way before serving as a Corporate Philanthropy Analyst at Lehman Brothers. In 2009, Sarah moved to Kent Place School where she served as the Associate Director of Annual Giving and Special Events, a position she held until 2016. After three years as Chatham Day School’s Director of Advancement, Sarah has spent the past two years as Gill St. Bernard’s School Associate Director of Advancement. Through her experience in a wide variety of organizations, she has obtained a strong grasp on all aspects of institutional advancement, including annual funds, major giving, planned giving, capital campaigns, alumni engagement, event planning, and parent support.

We caught up with Sarah to ask her a few questions. Here’s what she had to say:

WHY ADVANCEMENT?

I have always been a “people person” and love bringing people together and building relationships. In fundraising you connect people, whether it be through an event, annual giving, or supporting a capital campaign, to make a direct impact on an organization or cause that they have a shared interest in and commitment to. As an advancement professional, I have seen firsthand that building and maintaining relationships and connections leads to increased awareness, volunteerism, and philanthropic commitment. Knowing I am making a difference in the lives of donors and the recipients of their generosity brings me great personal and professional satisfaction.

WHY PECK?

As a native Morristown resident and member of the NJAIS community for more than 12 years, I was very familiar with Peck and the excellence in K-8 education we are known for. I always had the impression that Peck’s school culture not only focused on academics, but also on maintaining the

tradition of a strong and supportive community, which I have found to be very accurate since joining in July. I continue to be incredibly impressed by our generous supporters and volunteers genuinely invested in the school’s success.

WHAT DO YOU LOVE ABOUT PECK SO FAR?

The people! The warm welcome I received was so genuine, and made me certain I was in the right community. It has been a true pleasure getting to know and work alongside an amazing group of educators, professionals, parents, alumni, and students these first few months. I am looking forward to continuing to make meaningful connections. If I had to pick the part of my day I love the most though, it would have to be lunch proctoring for the first and second graders. Their enthusiasm and joyfulness truly makes my day!

When the Peck community comes together, we can achieve great things—for everyone, every day. A gift to The Peck Fund bolsters the daily experience of our students, families, and faculty and staff.

Show

1940’s

ALAN KIRK ’41 writes that he and his wife Joan moved to Maryland’s eastern shore from McLean, VA in April 2021. There is water all around for kayaks, a motorboat, and he says that he is “still golfing (badly!).” He also noted his brother WILLIAM KIRK ’36 turns 100 in December and lives in Lake Forest, IL and rides a tricycle.

THE REVEREND CANON JAMES ELLIOT LINDSLEY ’44 fondly remembers his years and classmates at The Peck School. He would love to hear from any of his former classmates.

1950’s

JEAN CHAPIN ’52 writes that she is in frequent touch with NANCY NILES FAESY ’52 . She recently celebrated her 65th reunion from Miss Parkinson’s School in Farmington, CT. Jean gets to see AMANDA POPE ’52 when she visits her daughter Samantha in Los Angeles.

ANTHONY MOUNTAIN ’53 tells us he and his wife Cheryl are moving away from their seaside community of Jenner, CA where they lived for 34 wonderful years. Though the town boasts a view of the Russian River where it flows into the Pacific, it is also remote and thus hard to grow old in, at least if you encounter some health issues as Anthony now has. Still, they have bought a comfortable condo not too far away in Sebastopol. Before Anthony retired he taught for 42 years at Sonoma State University in an interdisciplinary program that addressed many of the issues that currently beset our country and planet. It was a small attempt to respond to the state of the world — small in the face of the enormity of the issues — but Anthony liked to think it was in the right direction. He also likes to think that the program continues to have some, however modest, influence.

1960’s

SUSAN FERRIERE ’65 spent the second year of Covid quietly (and blessedly safely) in NYC, but when springtime came Susan and Patrick spread their wings and enjoyed a wonderful Vermont Four Inn Hiking Trip with RICK BROWN ’66 and his wife. It was a wonderful adventure with old and dear friends in a beautiful bucolic setting. July brought a small gathering of Peck classmates, including BOBBY PINGEON ’65 , CHARLIE THURLOW ’65 (and wife Annie), and ALEX (CONWAY) TIMCHULA ’65 and her husband, Michael. Susan and Patrick spent the rest of the summer with dear friends in the Adirondacks and eventually with family in Maine. Susan returned to NYC in September just prior to a large (but fully-vaccinated!) family wedding, long-postponed due to Covid. The celebration signaled a feeling of NYC’s return to something approaching normality, its characteristic vibe restored. Peck friends, please remember that Susan is always eager to see you should you find yourselves in New York City.

1980’s

JAMIE FOLEY ’85 wrote that on Tuesday, October 5, an old Peck tradition was brought back to settle old scores. Longtime Peck faculty members DON DIEBOLD and SCOTT LAIRD arrived at Somerset Hills Country Club for a “grudge match” (in golf) against some misbehaved students from the Class of 1985, MIKE PHILLIPS ’85 and Jamie himself. The faculty built a substantial lead throughout the match, but the young students would not go gentle into that good night. They arrived at the final tee all square, but Coach Diebold put the young whippersnappers in their place. Faculty win, 1-up on 18. A fun time was had by all. Negotiations for a rematch at Augusta National are underway.

AMIE (QUIVEY) QUICKSTAD ’86 and her husband, Jim, performed in “Twelfth Night” with the Chester Theatre Group this fall. Jim played Sir Andrew and Amie had a small role as a soldier/servant. They were cast in the show way back in January 2020, so it was a thrill when they were finally able to share their love of Shakespeare and theater with a live audience!

PETER MALIN ’65 visited with his cousin CHUCK KRUGER ’64 in Rockport, ME this summer.

1990’s

SHANNON (BARRY) O’GRADY ’90 is happy to announce that as of September 2021, she is the new Theatre Director at Salisbury High School in Lehigh Valley, PA. She couldn’t be happier at her new job! She loves working with the students and the administration couldn’t be more supportive or appreciative of theatre! It really is a dream come true.

2000’s

ANIL SHARMA ’02 and his wife Reshma welcomed their first baby, Jahaan Sharma, on November 24.

2010’s

SIMA PAREKH ’13 graduated from the Wharton School of Business at the University of Pennsylvania in May, and moved to New York City where she is working for MasterCard’s Strategic Growth group. As a part of their Humanitarian & Development team, Sima is focused on driving human impact and commercial results. Her team innovates across a number of dimensions to serve marginalized communities and those living in remote, disconnected environments all over the world. They focus on a digital infrastructure that connects individuals to critical services—such as identity, healthcare, education, humanitarian aid, agricultural marketplaces, and micro-commerce. She is excited to reconnect with old friends and catch up with other Peck alumni!

MADDY MANAHAN ’15 went on to play lacrosse at Oak Knoll, and then IMG Academy after graduating Peck. Maddy had always dreamed of playing for Boston College, and that dream became a reality when she became a member of the women’s lacrosse team. This past May, the women won the National Championship. Maddy credits her success on the field and in the classroom with the values that were instilled at Peck, especially perseverance. Maddy can be reached at Mmanahan01@gmail.com.

CAROLYN COYNE ’17 graduated from Pingry this past June. She and SANDRA ADABLAH ’17 made a video project for their Pingry Independent Senior Project titled “What’s on your mind?” They met 48 strangers as they traveled around New Jersey asking random people on the streets about their lives and how they are doing. Viewing is available at the following link: https://m.youtube.com/ watch?v=pGqM0Ee5Uj8

PETER MALIN ’65 AND CHUCK KRUGER ’64

MIKE PHILLIPS ’85, SCOTT LAIRD, JAMIE FOLEY ’85, DON DIEBOLD

SHANNON BARRY O’GRADY ’90

OWEN PATRICK ’17 delivered the salutatorian commencement speech about faith at West Morris Mendham High School Commencement in June. Owen is a freshman at Williams College.

ALEX LOSCHERT ’18, currently a senior at Delbarton School, was on his way to Iceland just as the pandemic was starting! He, along with his Delbarton classmates (and fellow Peck alum MARCUS COLACO ’17 ) spent a week hiking, exploring caves, snowshoeing and swimming in hot springs— and by the time they returned to the U.S., the world had completely changed! Alex also continues to be his street’s Luminary Fund Street Captain in Summit, having held this role since seventh grade. Last year, the luminary fund raised $130,000 for 10 local charities. Finally, the Loscherts got a dog, a mini bernedoodle who they named Brew because they thought he looked like coffee!

JOSEPH PORTO III ’18 is a senior at Trinity-Pawling School. Joseph will be head prefect this year. Joseph says, “To me, being a prefect means being a model student. This is doing the right thing even when no one is watching and helping others when it’s easier to just walk by. As the Head Prefect, and the prefect of victuals (food) this year, I plan to listen to students and faculty for new ideas, and most importantly, help to bring back the pre-COVID traditions in the school community.”

SOPHIE WILKINSON ’18 is a senior at Oak Knoll School of the Holy Child and has committed to playing lacrosse at Davidson College.

2020’s

KATHRYN CEPEDA ’20 and AVERY SANTOMASSIMO ’20 are on the Junior Board of Neighborhood House in Morristown. KAY LYON ’19 is one of the chairs and several other Peck alumni are also involved. Even though this is an unusual year in that they cannot volunteer in person, the Junior Board is exploring ways to support the organization. Additionally, Kathryn competed in an Ethics Competition at Kent Place last year and her team won. They are currently exploring ways to implement their idea of reusing plexiglass that is no longer needed to create items for the school (clipboards, rulers, etc).

SOPHIA LOSCHERT ’20 and her fellow Peck alumni

JULIA RAMSEY ’19 , KATE SEIDEM ’19 , MORGAN WILLIS ’19 , and DARBY CAMPBELL (member of the Class of 2019), along with the rest of their Oak Knoll

JAHAAN SHARMA (SON OF ANIL ’02 & RESHAMA SHARMA)

MADDY MANAHAN ’15

ALEX LOSCHERT ’18

School field hockey teammates, won the Union County Championship and the Non-Public State Championship this fall. Sophia and several other Peck alumni including DARBY, JANET PEARCE ’18 , KEELY COMIZIO ’17 , SOPHIE WILKINSON ’18 , ANNIKA SPOOR ’17 , AND SARA ROGERS ’17 also won the Tournament of Champions for lacrosse during the 2021 season.

OWEN PATRICK ’17

SOPHIE WILKINSON ’18

SOPHIA LOSCHERT ’20 (WITH OTHER PECK ALUMNI), TOURNAMENT OF CHAMPIONS 2021

ONCE A PART OF PECK, ALWAYS A PART OF PECK

June 2022 will mark the Class of 2012’s 10-year anniversary of graduation from Peck. While Alumni Reunions might be on hold due to impacts from the Covid-19 pandemic, we wanted to catch up with the Class and see what they’ve been up to!

Here are a few class notes—and cheers to 10 Years!

PRINCE ADABLAH attended Saint Peter’s Prep and then went on to Boston College, where he majored in finance and was involved with the Investment Banking Association. He was also the Boston College Football Student Manager. He’s currently working as an Investment Banking Analyst at Bank of America.

LUKE BEDELL attended Saint Peter’s Prep, then went to Case Western Reserve University where he studied biomedical engineering and played for their Division III football team. He is currently working as an engineer for Zimmer Biomet, a medical device company specializing in orthopedic implants. He is still working from home for now, and will eventually move to Indiana, where the company is located. He said it has been great working remotely because he’s been able to travel to Charleston, Denver, and San Diego during this past year.

DEVIN BLANCHARD went to Morristown-Beard School, then attended Roger Williams University where she majored in construction management. She has served as an EMT, and is currently working for her family’s company Wm. Blanchard Co.

KIRBY COMIZIO went to Oak Knoll School of the Holy Child and then on to Duke University, where she majored in sociology and played for the field hockey team. She currently works for Alliance Data Services in the card services division.

JACKSON HOIT attended Pingry and then Emory University with a major in finance. He enjoys playing golf, driving, and animals. He is currently living in New York City and working in investment banking for Moelis & Company.

JACQUIE JAKIMOWICZ attended Pingry for high school and Boston University for college. She majored in public relations and is currently attending The University of Miami School of Law with an interest in entertainment, art, and sports law.

MARK KOWALIK graduated from The Potomac School in Washington DC, and then from Notre Dame where he double majored in finance and French (and spent time translating 19th Century French correspondence written by Notre Dame’s founder, Fr. Edward Sorin!) He served as treasurer

of the Club Lacrosse Team, as a member of the Zahm House Interhall Tackle Football Team, participated in the Student International Business Council, and volunteered as a mentor for MoneyThink, which teaches financial literacy to students at Clay High School, IN. After graduating he began his career working for Bank of America Merrill Lynch in NYC where he is a second-year analyst in the leveraged finance group within the investment bank. He shares how he loves running into former Peck classmates that live in the city, as well as keeping in touch with those who now live elsewhere.

ELIZABETH MERRIGAN attended Newark Academy and then Columbia University where she studied political science. She remarked that the highlights from the last 10 years are: winning a Scholastic national silver medal for poetry in high school and graduating cum laude and speaking at commencement in college. She also did a great deal of studying abroad during college on multiple scholarships, including Paris as a 2017 Presidential Global Fellow, Seoul as a Eugene Group Korea Scholar, and Oxford via the Columbia Oxbridge program. At both Oxford and Columbia, she was a student journalist and editor for multiple student publications, including the Columbia Daily Spectator and the literary magazine, Quarto. After graduating, Elizabeth joined Meta (AKA Facebook) as a rotational product manager in San Francisco where she recently helped launch a group payments feature.

JULIA SCHMUCKLER went on to Kent Place and then the University of Richmond where she majored in journalism. She was a collegiate lacrosse player, and still has a strong love for the game. She tries to stay involved locally by coaching for the travel club team that she once played for. She especially loves working with younger athletes and seeing their growth throughout their careers. Julia is currently living in New York City and working in digital marketing at Hearst Magazines. She absolutely loves it. Following the completion of her bachelor’s degree from The University of Richmond, she went on to complete a master’s degree at Fordham University where she studied strategic communications.

IN MEMORIAM

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

STEVEN KALAFER , April 21, 2021; grandfather of Broden Kalafer ’22 and Zachary Kalafer ’20, father of current parent Jonathan Kalafer and father-in-law of Kori Kalafer.

DAVID SCHNUR , July 23, 2021; father of Alexis Schnur ’22 and Samantha Schnur ’20, spouse of current parent Meredith Schnur.

VICTOR KHUBANI , August 21, 2021; grandfather of Liam Khubani ’24 and Preston Khubani ’22, father of current parent Anaand Khubani and father-in-law to Neeta Khubani.

MARY ANN MCDONALD , November 24, 2021. Mary Ann spent nearly 40 years as the headmaster’s secretary at The Peck School in Morristown, retiring in 2002.

JOSEPH MASTRACCHIO , January 8, 2022; father of current grandparent and faculty member Annette Worthington, grandfather of alumnae and current parents Lauren Morse ’94 [Rob] and Brooke Worthington ’96 [Matthew Houk], and alumnae Devon Worthington ’99 and Taylor Williams ’03, and great-grandfather of Harrison Morse ’28 and Graham Houk ’29.

ALICE (GOUCHER) MORTENSON , January 11, 2022; mother of current faculty member Mark Mortensen, and grandmother of alumni Luke Mortensen ’16 and Lila Mortensen ’17.

Every effort has been made to include notices for “In Memoriam” from spring 2021 through January 2022. We regret any omission; please notify the Advancement Office of any errors by calling (973) 539-8660 or emailing Keri Skobo-Trought at kskobo-trought@peckschool.org.

247 South Street | Morristown, NJ 07960-7381

peckschool.org

Families who happen to share the same family school coalesce into a true school family. Our family dining tradition gives students a seat at the table with the adults and peers who share their school lives—and makes them feel seen, heard, and loved by peers and teachers across all grade levels.

www.peckschool.org/admissions/why-peck