Peck News: Spring/Summer 2021

LEADERSHIP | LEARNED

Peck instills in its students a sense of leadership that is grounded in the belief of showing consideration of—and for—others.

STUDENTS TAKE CHARGE

Problem-based learning (PBL) is a student-centered approach in which students learn by working in groups to solve an open-ended problem.

LEADERSHIP BIG & SMALL

Leadership takes many forms at Peck, from everyday behaviors and actions, to large-scale student-driven initiatives.

ALUMNI SPOTLIGHT

Nyasia Jones ’07 and Ethan Mandel ’15 are emerging as leaders in their respective fields.

LEADERSHIP THROUGH TEAMWORK

Consideration of others is a guiding force behind the culture of agency, ownership, and collective empowerment at Peck.

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SPRING/SUMMER 2021

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 for Visual Brand Strategy Jen Cleary

Associate Director of Advancement Lauren Spirig

WRITERS/CONTRIBUTORS:

Features & Departments: Heather Burchfield, Jen Cleary, Lauren Spirig; Class Notes & In Memoriam: Joan Myers (Director of Advancement and Alumni Relations), Keri Skobo-Trought (Advancement Associate) Photography: At-Home Studios, Peck Parents Stacey Breaks and Sejal Somaiya, The Peck Archives, The Peck School

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.

DEAR PECK COMMUNITY,

AS THE HEAD OF AN INDEPENDENT SCHOOL,

I think about leadership all the time: how I model it; how we teach it; and how we build the capacity for thoughtful, missiondriven leadership in our students, faculty, and staff. It is my sincere belief that the core values we live by at The Peck School are perfect foundational pieces of transformative and impactful leadership: care, courage, respect, gratitude, responsibility, and integrity.

During this past year’s global pandemic, which has required ongoing adaptive leadership by so many of us, I have often found myself reflecting back on my own leadership role models as I have been tested and pushed to lead the school through an unprecedented time in our history.

One of my leadership role models stressed calm during times of crisis—people need to see strength and clarity instead of fear and waffling. Another taught me the importance of relationships—every morning this school administrator walked the halls, greeting each adult prior to the students arriving; and when the students arrived, he was outside, greeting each child by name. And another leader built amazing, loyal teams who were empowered, trusted, and energized by the confidence instilled in them.

These lessons and more were needed this year. I was reminded that leadership requires real listening. As we prepared for the fall, we needed to listen to the health

and safety concerns raised by faculty, staff, and parents. If we didn’t listen earnestly, we couldn’t act accordingly. I was constantly reminded that good leadership requires clear communication—it doesn’t matter how thorough our planning is if we aren’t clearly sharing it and the rationale behind it with our community. I was reminded that leadership always requires dedicated teams—our Covid Task Force deserves so much credit for our planning, implementation, and ongoing work this year. Finally, I was reminded that in order to give to others, you have to give to yourself. As much as possible, I prioritized exercise, sleep (as restless as it sometimes was!) and family, knowing that my battery needed to be charged in order to best serve others and the school. In no way was my leadership without flaw, yet I’m so proud of what we collectively accomplished this year.

In the pages of this issue you will read about the philosophy and approach we take at Peck to teaching leadership, the myriad opportunities for students to practice it, and many examples of how students lead in both big and small ways in our community and in the community at large. You will also read about the many amazing leaders we have at The Peck School, from our Board President Dr. Suba Shah to our Director of Facilities Mike Zulla. In addition, you will meet two incredible Peck alums who have taken the leadership skills and InDeCoRe values instilled at Peck and made an impact in the world beyond 247 South Street. We need incredible leaders now more

than ever. We need leaders who care deeply, leaders who listen earnestly, leaders who act respectfully, and leaders who show courage. I am confident that the students who graduate from Peck leave ready to become the great leaders of tomorrow. They have not only learned core academics, but they have learned how to think critically, understand their impact on the world around them, and appreciate the notion of ‘consideration of others’ in all that they do.

Warmly, Andrew C. Delinsky Head of School

HIGHLIGHTS OF THE PRIDE

This extraordinary school year has proven what we already knew: that despite the masks, despite plexiglass, and physical distancing, Peck is still Peck. Go Pride!

leadership

AT JUST ABOUT ANY INDEPENDENT SCHOOL in the country, you’ll find that leadership is one of the key outcomes desired for the graduates. But how leadership is taught is key.

At Peck, everything we do is rooted in the belief that “in life, knowledge must be guided by values.” It is through practicing gratitude, care, respect, and our other core values that Peck’s faculty and staff both intentionally model and support the development of the intangible leadership skills that equal success in high school, college, and life.

“As a school, we instill a sense of leadership in our students that is grounded in our belief in showing consideration of and for others,” said Head of School Andy Delinsky. “This type of leadership is uniquely valuable in today’s world which is rife with opportunities for progress and change.”

Unlike traditional school subjects, there isn’t a curriculum for teaching leadership. Instead, it is developed and honed through risk-taking, selfreflection, and collaboration. This focus is intentionally woven into all aspects of the Peck program from the core academic subjects, arts, and athletics, to the softer moments during Family Dining, Reach Across, and the Downy/Redhead Competition.

While all schools have leadership opportunities such as Student Council, school newspapers and yearbooks, and sports captains, Peck values and prioritizes the ‘less visible’ forms of leadership that promote a sense of agency and ownership within their community. Through Peck’s Family Dining program, students take turns captaining a lunch table. That includes everything from setting and clearing the table, serving the food, and guiding classmates in discussion. Through Reach Across, Upper School students mentor and bond with younger students through social and community service activities. And the school’s signature Downy/Redhead program allows students to earn points for their team

learned

Peck values and prioritizes the ‘less visible’ forms of leadership that promote a sense of agency and ownership within their community.

throughout the year not only through competitions and events, but also for living Peck’s core values in daily life.

“Schools want strong students, but they definitely want students who will enhance their community in a variety of ways,” said Director of Secondary School Counseling Christine Williams. “They know Peck students will have a voice, and will have had a role in making an impact on our community. Whereas other applicants can say they want to contribute or they are interested in something, our students have actually done it.”

Williams says Peck has a reputation for graduating students with a variety of leadership skills.

“Leadership is about knowing oneself and knowing that, in a whole class of students, they can’t all lead the same way. Peck teaches students to be authentically comfortable identifying what their interests are, what talents they have to bring to the table, and

how they can leverage both of those things into something useful for the community,” she said.

For example, through the Eighth Grade Capstone project, students experience the highs and lows of designing a project from conception to implementation—a process that includes a lot of problem-solving, communicating their ideas, and sometimes working with other classmates.

“We see many students develop projects that benefit others, from service-based businesses to fundraisers; our students genuinely want to help others,” said Director of Curriculum and Faculty Development Chris Weaver. “By the time students reach eighth grade, they have the compassion, respect, and care, but they also have the math, science, design, and technology skills to actually attempt to solve realworld problems.”

Leadership is about knowing oneself, and knowing that in a whole class of students they can’t all lead the same way. Peck teaches students to authentically be comfortable identifying what their interests are, what talents they have to bring to the table, and how they can leverage both of those things into something useful for the community.

In the past, students have made and sold various homemade items to raise money for local and global charities, such as BlinkNow, an organization with a longstanding relationship with Peck.

“Studies show that students who not only learn the hard skills like math, reading, and science, but who also learn interpersonal skills through a social and emotional learning curriculum are not only more successful, but they are also happier and more fulfilled,” said Lower School Psychologist Ashley Tabor.

That’s why it’s ingrained in the Peck program to foster an environment that prioritizes those skills.

“One of the ways we know it’s working is because we have students who, on their own, outside of the classroom, organize fund-drives or collections for local non-profit organizations,” said Head of the

Lower School Nina Sharma. “Our kids leave Peck with a sense of commitment to a greater purpose and the fortitude to know they can make a difference.”

Another way Peck celebrates these qualities is through Job Well Done tickets given to students for showing agency, ownership, and ‘consideration of others.’ Tickets earn points for the two schoolwide teams, the Downys and the Redheads. In the first six months of the 2020-21 school year, teachers and administrators awarded 1,346 Job Well Done tickets for a variety of daily actions: holding the door open for a peer or teacher, showing kindness and compassion to a classmate, or demonstrating a growth mindset.

Peck students are recognized for things like “setting a remarkable example during reading zone,” for

“picking up someone’s coat and hanging it on a hook,” for “holding a door after recess and carrying equipment,” and for “highly astute and observant contributions in class today.”

While Job Well Done tickets are shared with students and their families, the reason why they are earned is not publicly announced. This helps to reinforce the idea that showing leadership should not be simply performative or dependent on accolades, but that true leadership comes from doing something ‘because it’s the right thing to do.’

But perhaps sixth grader Bianca Petrucci summed it up best when she reflected on her Peck education.

“Values are important too, not just learning like math or science. You need to learn to be a good person, too.”

Students TAKE CHARGE With Problem-Based Learning

THE CONCEPT OF LEADERSHIP may conjure images of a drill sergeant leading a squad of new recruits. The captain of a basketball team. A CEO or a president.

But what about a math student?

At Peck, being a leader doesn’t just mean being at the front of the line. It means making the people around you better. And when the concept of leadership is anchored in that idea, a straight line is drawn between Peck’s dedication to ‘consideration of others’ and an inclusive view of leadership developed throughout the K-8 experience.

“There’s a component of listening in our view of leadership,” said Chris Weaver, director of curriculum and faculty development. “Gathering information, generating new ideas, incorporating feedback, making adjustments—those processes all develop a sense of agency in learning.”

Leadership, then, is not about having a particular role; it is using critical thinking, analysis, and persuasion to cause a group to take action.

So how does a teacher take something like learning math—which may traditionally be seen as an independent

study—and turn it into a practical exercise in team leadership? They set the stage and give students the tools to continually guide each other toward different problem-solving techniques.

Upper School math teacher Amy Papandreou is accomplishing that using a technique called “problem-based learning,” which she picked up several summers ago at the renowned Anja S. Greer Conference on Mathematics and Technology, presented by Phillips Exeter Academy.

“I was blown away by the concept,” Papandreou said. “It just resonated with me as a better way to teach.”

{Problem-based learning (PBL) is a studentcentered approach in which students learn about a subject by working in groups to solve an open-ended problem.

Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an openended problem. In math class, this means flipping the typical concept of learning through lecture in class and practicing through homework assignments. Homework assignments are discoverybased, with five or six problems that require students to think critically about their approach and tackle new concepts independently. Then, they come together in the classroom, present their process to their classmates, and dissect the problem as a group—offering feedback, untangling knotty issues, and gaining deeper insight into various ways to solve it. In essence, they’re the ones leading the charge and, as a team, tackling problems the way they occur in the real world: without an answer key.

“The goal is not to come in with a perfectly completed assignment, but to leave class understanding it after the discussion with your classmates,” said Papandreou.

The approach requires vulnerability on the part of students, and the willingness to make mistakes in front of their peers. But when they learned that Papandreou had created an environment with a trusting, friendly tone, math class became a safe place to take risks. The difficulty level of the problems meant that mistakes were frequent, and therefore, not stigmatized. Students soon cue into the fact that the conversations with their peers are part of what they are learning about: establishing norms, contributing meaningfully in varying roles, disagreeing politely, being

clear and concise, and focusing on big ideas.

“With problem-based learning, you cede a lot of the control to the kids. You assign problems, but they decide how the conversation goes. It works because students invest the energy and dig deeper into math concepts,” said Papandreou.

She remembers a student who struggled to present a problem confidently and articulately in seventh-grade math and then blossomed into a leader in eighth grade. “Through conversations, he realized that in his dream job, as a CEO, he’d need to be able to face a room full of people and explain his ideas and their merit. And he suddenly understood the life skill that this work was really shaping in him,” she said. “It’s easy for a teacher to push back, but when their peers do it, that really inspires them at a different level. They realize that there’s great knowledge all around them, not just from the teacher.”

Around the same time students are digging into PBL in math class, Harkness discussions in English classes are ramping up, reinforcing the notion that this type of conversational protocol is itself part of what they are learning.

Around the Harkness table, they are exchanging ideas in an encouraging, supportive environment with minimal teacher intervention. “They run into the same challenges

there, and their reasoning, discussion, and collaboration skills in one class certainly help them in the other,” said Papandreou.

As more classes experience the PBL model and enter secondary school with skills that transcend math, the benefits of the approach become all the more clear. Says Papandreou, “Yes, I want to teach them all these specific things, these math concepts, but ultimately, I want to teach them how to explain their thought processes and lead conversations so that they can collaborate and be part of a learning community.”

{With problem-based learning, you cede a lot of the control to the kids. You assign problems, but they decide how the conversation goes. It works because students invest the energy and dig deeper into math concepts.

LEADERSHIP

SMALL BIG AND

“Leadership is about making others around you better,” said Director of Curriculum and Faculty Development Chris Weaver. At Peck, this also means that qualities of leadership are also firmly rooted in our InDeCoRe values—care, respect, courage, gratitude, resilience, and integrity—as well as our emphasis on ‘consideration of others.’

These qualities are recognized daily at Peck—in ways both “big” (leading a community service project) and “small” (helping others feel included)—through both private and public acknowledgements such as Job Well Done Tickets, remarks and honors given during assemblies, and In Recognition Of programming.

Leadership at Peck comes to life as students take initiative, set a positive tone, and feel a sense of agency and ownership. And in the context of a K-8 environment, this also means that students continually practice and internalize these qualities as they grow into increasingly nuanced leadership roles. Examples of leadership skills abound at Peck—but here are just a few of the ways in which Peck students have been bringing them to life:

LEADING BY EXAMPLE

“Vision plus perseverance” is a strong combination for leadership. During his bridge-breaking project in science class, JACK BUCKLEY ’21 set the tone both for himself and his peers with resilience, tenacity, and learning agility in the classroom—his bridge surpassed all prior weight-bearing records!

Fourth grader BOBBI BRUNO took it upon herself to keep everyone in her 4R homeroom organized. She delegated tasks, kept their hallway neat, and has been the role model all year for how 4R’s book bins could be best organized for easy access to materials and learning.

EMPOWERING OTHERS

Minimester activities at Peck are team-based challenges, and LIZA ROGERS ’21 became the ‘gas pedal’ for her team—keeping up the momentum, guiding others, delegating tasks, and recognizing individual strengths and successes.

LISTENING & COMMUNICATING

Good listening is key to good leadership. Second grader MATTHEW BIRRITTELLA engages fully, listens attentively, and then responds—actions that also practice inclusivity by ensuring others feel heard and known.

Second grader SOPHÍA KENNEDY models the “I Do, You Do, We Do” technique when she brings peers into recess games, empowering playmates to learn along with her. She takes the time to observe and demonstrate, and makes sure that everyone feels included.

Conversation around a Harkness table is not unlike conversation around a boardroom conference table. LILLY MACVICAR ’22 understands when to listen, when to assert her own argument, and when to ask a thoughtful question to her peers or make room for quiet voices. She redirected conversations that strayed from the topic at hand, and was not afraid to take intellectual risks and lead the class into more analytical territory.

TAKING RESPONSIBILITY

Taking responsibility within a collective space, such as in a classroom, is a key capacity for leadership. First grader ASHER MCMAHON volunteered to clean up a friend’s supplies, demonstrating not only responsibility, but also respect for his environment.

When the student-run Environmental Club needed a promotional video (during a busy time for students no less!) ANNA BULTÓ ’22 took the reins. She wrote lines, blocked scenes, delegated tasks—essentially becoming writer, director, and producer all at once. With an assertive and kind manner, she guided her clubmates through to accomplishing their goal.

INSPIRING OTHERS

There isn’t a kindergartner in the KM homeroom at Peck who doesn’t know how to make the perfect paper airplane—all thanks to TOBY LEE ’29 By generously sharing his love and knowledge of this paper craft with his classmates throughout the year, he has also strengthened the bond that will define the Class of 2029 in the years to come.

TEDDY GOYAL ’27 is the Rubik’s Cube master of the 2JA homeroom, and he has also inspired his classmates to join him on his puzzle-solving journey. He patiently provides tutorials for classmates, and shares his enthusiasm with everyone.

PUTTING THE TEAM FIRST

WYATT PIRTLE ’21 consistently made sure everyone felt part of his group at the eighth-grade’s outdoor educational trip to the PrincetonBlairstown center—ensuring an inclusive, accepting environment during physically challenging team activities. He respected others when they faced their limits, and also helped them stretch beyond those limits when appropriate.

Minimester Chariot Races, MATIAS STEVENSON ’23 put his team at the forefront, working collectively and encouragingly during the build process, helping his peers, and speaking out with ideas that benefitted the full team itself.

TAKING INITIATIVE

With demand on food pantries at an all-time high due to the Covid-19 pandemic, SONIA DADHEECH ’26 decided to take action. She organized nearly a dozen of her Peck classmates, scheduled and ran Zoom meetings, and ultimately collected over 1,160 lbs. of food for the Interfaith Food Pantry.

Fifth graders COLLIN and DECLAN GARVEY took initiative to support their town during the Covid-19 pandemic. They cycled through their neighborhood to spread the word about a food pantry drive, and then collected donations from their neighbors. At the end of their efforts, they had an entire minivan full of food to donate for the town!

STEPPING UP

Sharing personal experiences or knowledge gained can go a long way towards encouraging, motivating, and helping peers. GRAY SHIELDS ’26 pitches in when help is needed, and often draws on her personal experience to assist others and help them feel comfortable.

New activities and spaces can be difficult to emotionally maneuver during the middle school years. By readily stepping up to fill a need in the classroom or leading a group in unfamiliar situations, eighth graders HADLEY RAND and SOFIA PILJAK-HERNANDEZ helped give their classmates the time and space they needed to get acclimated.

“Dr. James Sickinger was my undergraduate advisor and professor of Ancient Greek. He saw potential in me as a student and inspired my love of ancient languages and history through his humorous lectures and witty symposia.”

DAVID MARSHALL, Upper School Latin Teacher

“Aside from my mom (who is my moral compass), I must go with UCLA basketball coach John Wooden, who said, ‘It takes time to create excellence. If it could be done quickly, more people would do it.’ To me it sums up the importance of a good work ethic, being committed, and doing your job wholeheartedly.”

JANE ATTAH, Second Grade Homeroom Teacher

“One of my professors in college, Toby Reiner (Dickinson College professor of political science), really pushed me and my peers to think from multiple perspectives, examine our assumptions, and consider the practical impacts of political theory.”

JASON GUSS, Upper School History Teacher

“John Lewis lived an amazing life, going from being a civil rights activist to a Congressman from Georgia. I was fortunate enough to meet him. He was humble and hopeful regarding our country’s future, and his actions and example continue to inspire me today.”

ALEX SOUDAH, Upper School History Teacher

“For me, it is 100% Roxane Gay. I think she is one of the most incisive, brilliant, impressive authors and literary minds out there. I regularly revisit her memoir Hunger for inspiration and I devour her brutally honest yet witty newsletter ‘The Audacity.’ If I could learn to write like Roxane Gay can, I would be satisfied for the rest of my life!”

VIRGINIA SAVAGE, Upper English Teacher

“My high school science teacher was the most exceptional teacher I’ve ever known. Mr. Maurice Maurier’s love of teaching and his passion for science made me love science. I strive every day to inspire students the way he inspired me.”

TIM LOVEDAY, Upper School Science Teacher

“This is easy! Ben Franklin. During the Age of Enlightenment, there was a feeling that anything was possible and that innovation was the key to growth. He was not only a forefather of our Constitution, but he was a vanguard of higher education, work ethic, and community, and he supported it all with scientific evidence.

BRUCE SCHWARTZ, Director of the Osborn Idea & Design Lab

LEA D ERS WE

Peck faculty and staff reflect on the leaders that have inspired them along the way.

“What inspires me to work hard in my life is the story of my parents Yolanda and Eduardo Cruz—coming to America. They wanted to come here to have the ‘American Dream’, and I’ve always followed their strong worth ethic to succeed. I’m grateful that they journeyed from Peru so I can be here, and that my children are now here as well.”

MARIBEL MOHR, Kindergarten Teacher

“The music education philosophy of Zoltan Kodaly has deeply inspired and influenced my teaching. I wholeheartedly agree with Kodaly that music education should be a joyful experience for children and that ‘music multiplies all that is beautiful and of value in life.’ (I even named my first cat ‘Kody’ after Kodaly!)”

LISA WICHMAN, Lower School Music Teacher

“My grandfather, Charles Hansel, instilled in me this idea of always asking ‘why,’ which is something I talk to my students about today. Be curious about all kinds of things, and when you feel a spark jump on it—find out about it, learn it, and grow into a person with many interests.”

TEE ATKINS, Third Grade Homeroom Teacher

I’ve always been inspired by my rowing coach at Rutgers University, Matt Carlson. He was a funny but no-nonsense and inspiring coach who always pushed me to do better, to work harder, and to figure things out—not explain why they couldn’t be done.”

ANDREW SCHNEIDER, Chief Financial Officer & Director of Operations

“Johnny Ball is a British mathematician and TV presenter who has an amazing ability to make math fun, interesting, exciting and accessible to all. He has long been an inspiration to me through his passionate approach to learning and making math the engaging subject that it should be.”

STEWART WILKINSON, Upper School Math Teacher

“Dr. Mae Jemison—engineer, physician, and former NASA astronaut—is an inspiration to me every day. Her perseverance and curiosity are a model of lifelong learning.”

DR. KATHY KENNEDY, Lower School Science Teacher

“School librarian-turned-book-review blogger Rosie D’Urso spends her days melding her love of literature and the joy books bring to her own family on her blog Library Mom. Her work inspires me to explore exciting books that I can recommend to my own children and to my students.”

MELISSA SORGE, Reading Specialist

“My parents, Bruce and Margaret Scally worked in public education—and seeing how they interacted with children, how active they were in their students’ lives, and the difference they made, really inspired me to be the kind of teacher I am today.”

MARY KATE MACVICAR, School

Librarian/Lower School Teacher

“Anna Poole (my cooperating teacher from my student teaching experience) at the Tower Hill School in Wilmington, DE not only introduced me to art in an independent school setting, but also instilled in me an enormous respect for the role the classroom environment plays in the creative process.

KAREN

DISPENZIERE, Lower School Art Teacher

“Mary Jackson, Katherine Johnson, and Dorothy Vaughan have inspired me because of their determination, courage, perseverance and passion for mathematics and leadership. They epitomize the true definition and challenge of being problem solvers!”

LAURA ROSE, Upper School Math Teacher

“Kathleen Gawaski, my mom, spent 40 years working with underprivileged children. She instilled in me the importance of helping children who most need it.

I’ve spent my professional background working in special education so I could make a meaningful difference.”

KERI SKOBO-TROUGHT, Advancement Associate

“Over 25 years ago, Jamie Williams (founding coordinator of the Learning Therapist Program at Southern Methodist University) inspired me to become a reading specialist. All children, even children with learning differences, can learn how to read when given the right tools.”

JANINE FINNEGAN, Reading Specialist

“Twenty-five years ago, Sue Sweeney [Peck’s retiring Girls Athletics teacher] made such a formative impact on me. She remains my role model as a coach, as a person, as a mother and teacher and friend—she has inspired me to become whoI am today.”

KRISTIN YOUNG, Kindergarten Teacher

“My former professor and mentor, Linda Martin Alcott (former chair of the Women’s Studies Department at Syracuse University) taught me that the patriarchal society we live in discourages women from taking up space. She instilled a belief in me to reclaim that space, both with my body and my voice.”

HEATHER BURCHFIELD, Director of Strategic Communications & Marketing

“The first time I heard Lisa Wichman [Peck’s Lower School Music Teacher] say ‘practice makes progress,’ it made a huge impact on me. I use this mantra to remind myself to stop, breathe, and set daily attainable goals, as well as for my students in the classroom.”

TAYLER HEDGEPETH, Lower School Associate Teacher

“When I began teaching, Kathy Schrock was the first ed-tech resource I came across—and she instantly inspired me with her innovative yet practical approach to using technology to enhance teaching and learning. She’s an ed-tech hero who inspires with her knowledge, accessibility, and creativity.”

JEN GARVEY, Lower School Technology, Innovation & Design Integrator

“Nancie Atwell’s work provided an approach to the acquisition of reading skills that I found exciting. Her studentchoice-driven method became the foundation of Peck’s Upper School Reading Program, and I love that it allows teachers to support literacy in the upper grades by meeting students where they are and where their interests lie.”

CHELSEY CARR, Upper School English Teacher

What Brendan Largay (Head of School at Belmont Day School) does in terms of his leadership style is thread the needle between confident and humble, between curious and wise.He demonstrates his humanity, and respects that of others. Seeing that balance in action inspires me to create that same balance for myself, as a school leader and in my personal life.

SADIE ALBERTYN, Head of the Upper School

“In my decades of teaching woodworking, I’ve met many other independent school woodworking teachers. Each of those educators willingly shared their expertise while we ‘talked shop’—and each morsel of expertise has helped me to become a better teacher.”

MARK MORTENSEN, Woodworking Teacher

“My sister Melissa Howe, a teacher in California, has always inspired me to focus on student-centered learning. She taught me to put students in the driver’s seat, give them opportunities for agency, and keep their needs at the forefront of my teaching.”

KATIE BRUNO, Third Grade Homeroom Teacher

“Nina Motyka was my high school math teacher for two years. I struggled in math, and she let me work in the math office, gave me extra help as I needed—and really supported me in a way that didn’t feel embarrassing, or that I was somehow inadequate.”

CHRISTA NEES,

First Grade Homeroom Teacher

“My parents, Jill and Joe Boyle, are lifelong educators who nurtured my love of reading, writing, and learning, and I have also turned to them for guidance in my professional life. If they did not blaze the trail, I don’t know if I would be a teacher today.”

MEGAN BOYLE, Upper School English Teacher

“Father Mark, my mentor at St. Benedict’s Prep led with compassion, but also had a focused effort on putting the experience in the hands of kids: making sure that, at the end of the day, they felt accomplished because of their own doing, and their own work.”

DAVE CARLO, Director of Athletics

Alumni Spotlight:

ETHAN MANDEL

ETHAN MANDEL ’15 IS THE EMBODIMENT OF ‘CONSIDERATION OF OTHERS’. While college students across the globe packed up their dorms and headed home indefinitely, Mandel, a sophomore electrical engineering major at Northeastern University, used his spring 2020 quarantine to fill a need he saw in his community. With the help of a childhood friend studying chemical engineering at Virginia Tech and a backing partner, Mandel formed RSA Industries, a hand sanitizer company that donates a portion of its proceeds to

families negatively impacted by the Covid-19 pandemic.

“I just saw everything that was going on with Covid and tried to figure out a way to give back,” Mandel said. “When something needs to be accomplished, the action you take doesn’t have to be a final step,” he said. “Sometimes you just have to keep moving forward. You have to do something rather than nothing. Start with anything.”

If those words strike a familiar chord, it’s because this is exactly the type of internal momentum exemplified by young people who have emerged as leaders (in ways both big and small) throughout the pandemic. This potent mix of initiative and integrity reflects the real meaning behind ‘consideration of others’—as well as qualities of leadership that are highly valued in a complex, diverse society.

Mandel, also a graduate of Newark Academy, says he has Peck to thank for his ‘consideration of others’ mindset.

“When you’re younger, those ideals aren’t at the forefront of your mind,” he said. “But being surrounded by those kinds of ideas, being constantly reminded of Peck’s InDeCoRe values, subconsciously impacts you. It isn’t until later that you reflect on those values, which are now deep within your character.”

Time and perspective have caused Mandel to more fully

appreciate Peck’s character education program.

“Seeing who I was then and seeing who I am now, I realize I could have done things to speed my own growth,” he said.

Peck’s emphasis on strong writing skills and public speaking practice have also served Mandel well both in college and in his new business venture. Unlike some of his engineering classmates, Mandel says he can communicate his ideas coherently both in writing and verbally.

“I have no fear of public speaking and a lot of people are terrified of it,” he says. “I was exposed to it my entire life. I don’t think kids get that at every school. I think there’s so much value in teaching that.”

In addition to his Peck education, Mandel says his ideas about leadership also come from his mother, a top executive at Wyndham Vacation Rentals. One of the key leadership qualities he has learned from her is quick decision-making.

While Mandel does think RSA Industries will continue, he envisions taking a smaller role in the company as he continues his degree program at Northeastern, which involves a rigorous experiential learning program.

“WHEN SOMETHING NEEDS TO BE ACCOMPLISHED, THE ACTION YOU TAKE DOESN’T HAVE TO BE A FINAL STEP.

SOMETIMES YOU JUST HAVE TO KEEP MOVING FORWARD. YOU HAVE TO DO SOMETHING RATHER THAN NOTHING. START WITH ANYTHING.

Alumni Spotlight: NYASIA JONES

FOR NYASIA JONES ’07, LEADING IS ALSO ABOUT LOOKING BACK.

From her earliest days of childhood in Newark, to seventh and eighth grades at Peck, on to Newark Academy, Emory University, and now, Rutgers Robert Wood Johnson Medical School—Nyasia has always been conscious about passing on her lessons learned, thanks in part to the mentors that have guided her educational journey.

There’s Dr. William Diehl, a breast surgeon and surgical oncologist—and the father of her high school best friend—who first piqued her interest in oncology, inspiring her pre-med studies at Emory.

There, she met Dr. Hans Grossniklaus, with whom she worked in the field of cancer biology, studying pigment cells in the eye.

And for the many others that come after her, there will be Dr. Nyasia Jones. “I’ve had so many role models for different aspects of my life, and I’ve learned that the most important part of being a leader is to embrace the next generation of people who follow, to create a legacy. Being able to teach what you know is an incredible gift.”

She knows quite a lot already. She earned a master’s degree with her work in Dr. Grossnicklaus’s lab, and in the process she realized that she didn’t have to choose between her two burgeoning interests: medicine and research.

“I love research, but I also love patients,” said Jones. “I realized that I wanted to interact with people and have a tangible impact in that

“I’VE HAD SO MANY ROLE MODELS FOR DIFFERENT ASPECTS OF MY LIFE, AND I’VE LEARNED THAT THE MOST IMPORTANT PART OF BEING A LEADER IS TO EMBRACE THE NEXT GENERATION OF PEOPLE WHO FOLLOW, TO CREATE A LEGACY. BEING ABLE TO TEACH WHAT YOU KNOW IS AN INCREDIBLE GIFT.

way, too. So I wanted to have a blend of academics and clinical work.”

At Rutgers, she found that balance. She gravitated toward gynecological oncology, a field that’s growing by leaps and bounds thanks to a robust research pipeline. There, she’s plunging into research on racial disparities in care and a tapestry of related issues, along with working at the student-run medical clinic for uninsured or underinsured patients. The systemic aspects of disparities in care are apparent in both situations, and Jones is working to address them at the root.

“Literature shows that if people receive equal treatment, they have equal outcomes. So when, in reality, we see that African-American and Hispanic patients have significantly worse outcomes, you have to ask yourself why,” said Jones. “And I want to explore what we can do to alleviate that disparity. Figuring out how to make the system work for everyone is a driving factor for me.”

One of the avenues she’s exploring is a major contributor to what guides medical treatment: insurance coverage, which has a clear impact on outcomes. Jones is

studying the expansion of governmentfunded Medicaid coverage and its relationship to cancer treatment results. “Theoretically,” she says, “if you were to expand coverage, you’d expect to see better outcomes. And if that’s not the case, again, we have to ask why that is.”

The Covid-19 pandemic has brought even more awareness to the way healthcare is delivered in communities of color, which have been disproportionately affected by the virus. Jones hopes that her research helps doctors develop “culturally competent care”—meeting the patient where they are, and understanding that unconscious biases can have a profound impact on care.

“This year has been such a catalyst for conversation, and it’s important to educate each other; I want to be educated about being a better person and a better doctor,” said Jones.

Jones credits her years at Peck with a boost in confidence during early adolescence and challenging academics that sharpened her intellect. “I still remember all of my teachers,” she says, “and the sense of community that I felt at Peck.” Her upcoming wedding to fiancé Jordan Mahoney will serve as a reunion of sorts, with lifelong Peck friends in the bridal party and on the guest list.

When it comes to passing her knowledge along, Jones looks forward to working with younger generations as she progresses through her career. “I always knew I wanted to do something in science, perhaps be a veterinarian or a doctor. But I didn’t know I would go into oncology. Peck gave me the skills to be curious and adaptable when interesting opportunities came along. It opened doors that I can’t wait to lead others through.”

Leadership Through Teamwork:

How

Consideration of Others Leads to Better Schools

IN 2020 , as schools throughout the nation grappled with how to deliver programming safely against the backdrop of a global pandemic, Peck administrators immediately knew that they had to do more than simply persevere until things ‘returned to normal.’ They knew they had to act, rather than react, but had to do so without the benefit of blueprints, templates, or case studies to provide clear answers.

What would it mean, then, to lead an institution through a novel health crisis that would change the field of education forever?

A key part of this answer lies in one of the most definitive aspects of Peck culture. ‘Consideration of others’ is a call to both reflection and action. It is driven by a definition of leadership distinguished not by any specific role or a hierarchy of silos, but by the respectful collaboration and collective empowerment of everyone charged with carrying out the school’s mission.

This is an ethos intimately connected to the concept of collective leadership: the process of people working together for a shared vision, each contributing their unique talents and fullest abilities, and with understanding that change cannot be sustainable without diverse perspectives and efforts.

Research shows that this approach to leadership leads to a host of benefits, including better decisions, increased effectiveness, and heightened engagement. Essentially, practicing collective leadership often leads to stronger results.

This approach meant that Peck’s Covid Task Force (comprised of teachers, administrators, and staff each with unique skills and contributions) could address the needs of its community holistically—leading to a few significant changes in function, yes, but also ensuring that the school is able to remain true to its purpose, goals, and core values while providing stability to its students and families in a time of uncertainty and upheaval.

While this nod to collective leadership was apparent during pandemic planning, it’s certainly not a new idea at Peck.

“One of the most important parts of institutional leadership is creating avenues for leadership among your teachers in

order to accomplish goals, and supporting their ownership and agency.” said Chris Weaver, director of curriculum and faculty development. “I think it’s a key distinguisher between good and great schools.”

A number of structures are in place to foster this culture, from named positions (such as department chair), to goal-setting processes that value growth mindset and collaboration, to open invitations for initiatives on the Academic Council. Leadership is inclusive, rooted in shared responsibility, and influenced by ‘consideration of others.’

With this framework in place, Peck is able to tease out extraordinary levels of potential from its people, from teachers to staff to the students themselves.

“This self-consistency is important,” said Weaver. “We say we want [our students] to have agency, to think outside the box, to be leaders, to think creatively...but if faculty aren’t doing those things, then there is a real disconnect. How do you ask this of students, much less assess and track, if this isn’t a part of school culture?”

These qualities also transcend 247 South Street, as Peck teachers are considered thought leaders in their fields. Employees often lead workshops and conferences for independent school peers, and sit on advisory boards for other educational and non-profit institutions. “Readily sharing best practices and what we’ve learned (especially during the pandemic) improves experiences for all students, not just our own,” said Jen Garvey, Peck’s Lower School technology, innovation, & design coordinator. Garvey co-chairs the Tech Steering Committee for the New Jersey Association of Independent Schools.

And in the national K-8 landscape, Peck’s enrollment is at an all-time high, evidence that parents value the culture of agency, collective empowerment, and foundation of leadership that sets Peck students on a path to reach higher, and go further, than they may have ever thought possible.

Highly Accomplished Class of 2021 Celebrates Commencement

ON JUNE 11 , The Peck School’s Class of 2021 accepted their diplomas from Head of School Andy Delinsky and President of the Board of Trustees Suba Shah. Forty-two eighth-grade students from towns across several northern New Jersey counties participated in the commencement as they formally graduated from Morristown’s historic K-8 independent school.

In welcoming the crowd, Delinsky noted that the Class of 2021 had left an indelible mark on the school with their wide variety of talents and passions. “On this stage today, we have artists, researchers, singers, writers, thinkers, mentors, role, models, athletes, and advocates. And, perhaps most importantly, we have a group of good, caring and compassionate young people who have the knowledge and the foundation to make a positive and lasting difference beyond Peck.”

Alumni Speaker

KATERINA ANDERSEN ’17 , of Florham Park, NJ, (The Pingry School ’21) addressed the Class of 2021 as the Alumni Speaker, furthering a longstanding tradition of inviting a Peck graduate back to campus to reflect on his or her own journey in secondary school.

Andersen told the graduates, “I can’t tell you exactly what your high school experience will entail. There will be so many uncontrollables and uncertainties, but if you search for your people, self-love, and happiness, you will have an incredible high school experience no matter what obstacles, changes, or unknowns lie ahead.”

Class Gift

Student Council President COLIN ANDERSON presented the Class of 2021’s gift to The Peck School: a full suite of recording equipment, as the first step in the creation of a permanent recording studio at Peck

Eighth Grade Address

Graduates CAMPBELL ABBOTT, MATÍAS DEICAS, MAX KIM, KOSI OKONKWO, SOFIA PILJAK-HERNANDEZ, KIP RAND, LIZA ROGERS, SAMANTHA SCHNUR, DANYA SPOOR, AND JAMES WELSH presented this year’s Eighth-Grade Address. As a group, they shared reflections on their experiences at Peck and what the school has meant to them.

The Walker D. Kirby Faculty Award

Following the student awards and recognitions, Delinsky announced the recipient of The Walker D. Kirby Faculty Award. The award honors a member of the faculty whose dedication to the school, its students, and its mission is an exemplary inspiration to the graduates and to the entire Peck community. Members of the Class of 2021 vote to determine the award winner. This year’s award went to first-year faculty member MR. DAVID DEBOLE

“With a new school in your future, you have a whole lot of uncertain moments ahead of you,” said DeBole. “Don’t panic. Stay here, for just a moment, and think: What are those things, who are those people that get you through the hard times, make you love living, here, now, and in all your nows? Care for them as they are, be there for them when you can, and see where following them leads you.”

Eighth Grade Song

Near the close of the ceremony, graduates MATÍAS DEICAS, MAX KIM, WILL PERTSEMLIDIS, KIP RAND, JOAQUIN STEVENSON, and HARINI VENKATESH performed “See You Again” by Wiz Kalifa and Charlie Puth, singing a capella for guests.

The Peck School congratulates the Class of 2021!

Class of 2021: Remember When?

Ask a Peck alum to look back upon their time at 247 South Street, and inevitably you’ll hear memories of friendships made and class bonds forged, of teachers who left profound impacts, and of unforgettable community moments.

It’s these moments that characterize the Peck experience and define a class’s identity. For the Class of 2021 who, on June 11, joined the company of generations of Peck alumni, there were many memorable snapshots along the way that led up to this final year of their Peck journey.

Downy vs. Redhead

Since the 1960s, Peck students have cheered on their Downy or Redhead teammates at field events and, more recently, when awarded “Job Well Done tickets” throughout the year. As first graders, the Class of 2021 kept up their school spirit on a rainy day in 2014, as they vied for a win in Peck’s iconic grade-level tug-of-war.

Service Learning

As seventh graders, the Class of 2021 led one of Peck’s most memorable service initiatives: Pasta for Preschool. The class raised more than $10,000 in October 2019 to fund quality preschool education via their service-learning partner, Preschool Advantage.

Kairos

Kairos is a time for making memories and celebrating values. In 2016, during a Kairos assembly, the Class of 2021’s third graders shared fictional stories about empathy.

Classroom Experiences

Unique grade-level experiences abound at Peck, such as the Class of 2021’s third-grade “Project Runway” in 2016, celebrating 100 days of school.

Minimester

In January 2019, the Class of 2021’s sixth graders put their design thinking to the test as they engineered a functioning chariot during their Minimester challenge.

The Eighth-Grade vs. Faculty Basketball Game

The Class of 2021 competed for bragging rights against the faculty in a beloved annual event, modified for a global pandemic. With fantastic commentary by Student Council President Colin Anderson ’21 and Technology Associate Lee Collik, this nail-biter of a game ended in an exciting tie!

Performances

“Spiderella” was on stage in 2013, as the Class of 2021’s kindergarteners shared their spring play with family and peers.

The Robin Ross Ceremony

In May 2017, the Class of 2021’s fourth graders celebrated their official “moving up” ceremony as they looked ahead to joining the Upper School.

The Sings

More than a showcase for our music programs, Peck’s Sings bring together Peck families and friends in celebration and joy. December 2013 marked the first time the Class of 2021’s first graders eagerly waited outside the Wentworth gym for their evening Sing to begin.

Field Trips

The Class of 2021 boosted their camaraderie and trust during their seventh-grade trip to the Princeton-Blairstown Wilderness Center in September 2019.

CAMPUS NEWS

In a year with masks, plexiglass, physical distancing, daily wellness checks, and a lot of uncertainty, Peck is still Peck. Our students are still learning—and thriving—while exploring new worlds, expanding their horizons, and making memories that last a lifetime.

Student Council Named for 2021-2022

Following a round of campaigning, the seventh-grade students running for the position of Student Council Officer during their final year at Peck have been named. “The Peck School will be in great hands next year with a phenomenal collection of young leaders taking the helm of the Student Council for the Class of 2022,” says Advisor Scott Beil. “Michael, Sophia, Austin, Matthew, and Lucky are a dynamic, creative, and caring group that shares a vision of new and exciting school initiatives and service opportunities designed to bring Peck students across the Upper and Lower school closer together while also making a real difference in the community.”

Sixth Grader Proceeds to National History Day Nationals

For the first time, Peck has a sixth grader heading to the national level of competition for National History Day (NHD). For his junior individual exhibit, Miguel Grau: Knight of the Seas, MATIAS STEVENSON ’23 will show his work at the University of Maryland in late June 2002. His work was selected for nationals following state-level judging in March, where two other students also received honors for their projects.

MAX KIM ’21 earned a national alternate status for his junior individual exhibit, The “Rite” Way for Music. He will compete at the national level if a competitor chooses not to or is unable to move on. SCARLETTE LIFTIN ’21

earned the first place special prize for Maritime History for her junior individual documentary, The First Transatlantic Telegraph Cable.

PECK’S GOT GAIM

After participating in “Girls’ Adventures in Math (GAIM),” a team-based math competition for girls in grades three through eight held in April, Peck’s teams—all three that participated—were recognized at the GAIM Awards Ceremony as part of the event’s National Honor Roll. Two teams placed in the top 30%, with a ranking of “Adventurer,” the secondhighest score level.

MICHAEL AIELLO MATTHEW DEL VENTO

SOPHIA KANOWITZ AUSTIN MAU LUCKY VALDIVIESO

Downy/Redhead Day 2021

In May 2021, as the State of NJ relaxed Covid guidelines for distancing, masks, and outdoor events, students were able to enjoy Peck’s traditional Downy vs. Redhead field events!

The Peck Parents Association Inspires Inclusivity & Connection

THE PECK PARENTS ASSOCIATION loves a challenge.

In response to the Covid pandemic, the group quickly adapted over the past year to keep community spirit alive, despite safety protocols keeping most parents off campus.

And while the PA is adept at raising crucial funds, planning beautiful events, and serving up activities to engage the whole family, it also serves another powerful purpose: to mobilize our community to learn and evolve.

That’s why, in the wake of last summer’s burgeoning movement for racial justice, PA leaders knew they had to harness the momentum to tackle issues of inclusion, equity, and justice at Peck. They established a Diversity arm of the World Cultures Committee, which, in partnership with the school, seeks to provide opportunities for families to dialogue, learn about, and explore issues of diversity and race. In short, the PA hopes to help the community develop a deeper understanding of identity, foster consideration of others, and support an inclusive and equitable school community.

“We have an incredible opportunity at this moment to learn, to discuss, and to explore issues of diversity,” said PA Diversity volunteer Niki Robbins, who organized a parent discussion focused on Stamped: Racism, Antiracism, and You, the renowned young adult book by Jason Reynolds and Ibram X. Kendi. “These

conversations are happening with teachers, students and in our communities. This event was a chance for parents to join in the conversation.” The PA held an additional parent book discussion in April, the topic of which was Ijeoma Oluo’s So You Want To Talk About Race.

Throughout the series, parents discussed why diversity, and race in particular, matters, and explored learned biases and how they show up in our lives. The work aimed to raise awareness of these issues and to guide parents in beginning to take real action towards creating culturally relevant spaces.

“

Equipping students with the skills to consider perspectives other than their own is a critical piece of character development. For us all to understand the responsibility to stand up for what is just— both in school and in the wider community— that is the true embodiment of ‘consideration of others.’”

“We knew that finding opportunities to connect our parent community this year was a high priority,” said PA President Virginia Cepeda. “And we owe it to our students to ensure that we are always learning and growing together.”

The PA’s focus on critically thinking about and discussing complex racial justice initiatives is, in turn, helping Peck students grapple with those same issues.

In January, the PA organized a series of three one-hour-long Diversity, Equity and Inclusion Parent Workshops led by Dr. Liza Talusan, an engaging, awardwinning educator and facilitator for topics on diversity, inclusion, and anti-racism.

“Equipping students with the skills to consider perspectives other than their own is a critical piece of character development,” said Andy Delinsky, head of school, “and that work is not limited to time at school. We want parents to be having these conversations with kids at home in partnership with what they experience at school. For us all to understand the responsibility to stand up for what is just—both in school and in the wider community—that is the true embodiment of ‘consideration of others.’”

Meet Suba Shah, Board President

One might assume Peck was extraordinarily visionary in appointing a physician to lead its Board of Trustees six months before a global pandemic hit. But in reality, it turned out to be an auspicious coincidence.

Dr. Suba Shah is in her second year as President of Peck’s Board of Trustees, a role she says may be one of the greatest opportunities of her life.

“I’ve been practicing medicine for 15 years, so this experience has made me realize I like learning about things outside of medicine,” Shah said. “I like working through problems, I like collaborating with others, and I like thinking about organizational strategy.”

Filling the shoes of long-time Board President and past parent Jamie Foley ’85 was no small task, but Shah says she knew she brought a unique perspective and a different set of skills to the table.

“Both in medicine and on the Board, my leadership style is to look at my team and understand their strengths and weaknesses and hopefully encourage and inspire them to contribute in the best way they can,” she said.

Her job as Board President involves setting agendas, fostering dialogue, building consensus, and providing support.

“My job is to hear all the different perspectives, give everyone an opportunity to contribute, and hopefully get us to a place where we are serving [Head of School] Andy Delinsky, the faculty, the administration, and our community,” she said.

Serving as president during a global pandemic is a singular experience, and one for which even Shah’s extensive preparation and research for the job could not prepare her, given the new challenges Covid-19 presents.

Her medical background makes her a crucial sounding board for the administration as new safety protocols are evaluated in a rapidly changing situation.

Shah says she has drawn on the inspiration of her role models for great leadership: Mahatma Gandhi, Dr. Martin Luther King Jr., teenage climate activist Greta Thunberg, and most importantly, her mother.

Shah’s father passed away when she was 13 years old. Her then stay-at-home mom was forced to pivot and enter the workforce to support Shah and her younger brother.

“She did it because she had to, and at a point of great despair in her life. She taught me strength, courage, and resilience,” Shah said.

Those skills are serving her well now as Peck is set to embark on its next Strategic Planning process in the 2021-22 school year.

“I don’t think we’ll have this type of opportunity again,” Shah says. “We can reflect on the changes to delivery of education during a global pandemic. We have successfully implemented so much change in a short amount of time.”

Shah says the strategic priorities for the upcoming year, as well as for the strategic plan, will focus on the essence of Peck: supporting academic excellence while focusing on character development and consideration of others.

“And maybe most importantly, how to continue to connect and grow our community,” Shah said.

Day of Service 2021

This past year has demonstrated how many in our community are in need and we are grateful to be able to have made a difference in hundreds of lives. Our reimagined Day of Service on April 7 was a huge success due to the generosity of the entire Peck community, and with each grade working on different projects throughout the morning, we achieved:

• 415 snack bags for nourish.NJ

• 100 wellness kits for Table of Hope in Morristown

• 160 craft bags for Morristown Neighborhood House

• 50 first aid kits and Starbucks and Dunkin’ Donuts gift cards for CASA of Morris and Sussex Counties

• 90 hospital gowns decorated for Operation Smile

• 125 Color-A-Smile Cards colored for seniors and troops overseas.

More than 1,200 books distributed to underserved schools in Newark and Irvington, Children’s System of Care, CASA of Union County, GRACE (Giving and Receiving Assistance for our Community’s Essentials) in Summit and the Moms Helping Moms Foundation, and Neighborhood House.

MINIMESTER 2021: THE TRADITION CONTINUES!

World Cultures Day 2021

Thanks to the efforts of dozens of Peck parents and staff, Peck’s reimagined World Cultures Day (held Friday, May 7) was a huge hit with students! Racing from table to table, they learned about countries around the world and played a thrilling game of “Flag Bingo!”

In April, students in the Upper School took on grade-wide Minimester challenges that encouraged communication, problem-solving, engineering, teamwork, and joy! Fifth graders designed, built, and played life-size board games. Chariot building, an Upper School rite of passage, happened in the sixth grade. With editing software and green screen technology, seventh graders wrote and produced silent films, and eighth graders worked together to build giant kinetic sculptures.

The Class of 2020 Returns for Celebratory Dinner

After a year away from Peck, members of the Class of 2020 picked up right where they left off: with love and unending friendship. Students and their families returned for a celebratory dinner in honor of their eighth-grade graduation.

This year’s Friends, Family, & Philanthropy—Peck’s bi-annual fundraiser to support a local charity—will be hosted outdoors on Saturday, Oct. 23, across Peck’s campus from 1-4 p.m.

Mark your calendars for a fall-themed festival, with all proceeds to benefit Homeless Solutions, Inc.

The event will include a variety of activities such as a corn maze, pumpkin patch, flag football game, plenty of delicious food, and more surprises coming your way.

We look forward to having Peck families back together on campus for a great cause!

Developing Leadership

A number of leadership opportunities are available for eighth graders to practice their leadership skills “on the ground,” so to speak, by volunteering to serve the school and their peers through weekly structured activities. At their Eighth-Grade Recognition Ceremony, students receive pins that designate their leadership role for their activity.

The Linden

Preserve lasting memories of the school year within The Linden, Peck’s yearbook, by choosing themes, designing layouts, taking photos, and writing.

Ethics Bowl

Participate on Peck’s seven-person Middle School Ethics Bowl Team, which thinks through complex ethical issues within the greater moral and political community and competes during the one-day event each February.

Performing Arts Coordinators

Help organize and execute productions at Peck incuding the Talent Show, the Musical, and the Eighth-Grade Play.

Lead Engineers

Leverage aptitude for spacial problem solving and leadership to serve as a peer advisor, offer encouragement/ ideas, lead group activities, and work with Engineering and Lego League Challenges.

Sports Captains

Act as a role model for teammates: setting the tone with actions and attitude, encouraging good sportsmanship, and demonstrating respect and care for all players.

Eighth Graders Tackle Real-World Dilemmas at Ethics Bowl

Six Peck eighth graders recently participated in a virtual Middle School Ethics Bowl hosted by Kent Place School. Their first year participating, the Peck team performed strongly and ultimately placed sixth out of 16 teams attending. JACKSON BREAKS, JACK BUCKLEY, GUS GOYAL, STEVEN LYTLE, WILL PERTSEMLIDIS , and WYATT PIRTLE met weekly with advisors to examine complex issues with friends and peers.

Kindergarten Helpers

Assist Kindergartners with arrival and morning activities, and ‘buddy’ with them during Reach Across and other events during the year.

Admissions Ambassadors

Welcome prospective parents and students to Peck, share personal experiences, and leads activities for prospective students during Admissions events.

Student Council Officers/Service CoRe

Downy/ Redhead Captains

Find creative ways to enhance friendly competition, foster team spirit, and demonstrate respectful competitiveness.

Comprised of a president and four officers, the Student Council acts as a voice for the student body. They liaison with faculty, plans events and actvities, and impelements new initiatives to build community and school spirit. The Service CoRe (formerly known as youth council) acts as the Community Service branch of the Student Council and reaches out to those in need in the Morristown and neighboring communities.

Peck InDeCoRe Council

Spearhead efforts to encourage and spread ‘Consideration of Others’ throughout the student body and community.

Science Lab Assistants

Leverage high interest and ability in science to work with teachers to develop, prepare, and execute lab activities.

Re-imagined for the outdoors, the fourth grade’s milestone moving-up ceremony was held on a beautiful day in May in front of historic Lindenwold. Each student each received a commemorative book, The Power of One: Every Act of Kindness Counts by Tracy Ludwig and Mike Curato. The recipients of three traditional Robin Ross student awards were also acknowledged: Justin Blair-Herms and Ashlyn Wolfe for The Sheila S. Slutsker Lower School Creative Arts Award, EVE DELINSKY and HUNTER RILEY for The Andy Gaffney Lower School Sportsmanship award, and LOGAN LAN for The John J. Kowalik Lower School InDeCoRe Award.

Delinsky also presented the school’s annual Award for Community Service to 11-year-old Callie Danysh, a fifth grader at the Alexander Hamilton School in Morristown, who in 2020 established a movement called Flags of Gratitude, creating and decorating flags for pandemic frontline workers to “send a message of kindness, appreciation, and positivity.”

Rainforest

Day in the K

Kindergarteners gleefully celebrated their annual Rainforest Day in the K with a visit from Rizzo’s Wildlife World (Flanders, NJ)— getting up close and personal with exotic reptiles, amphibians, a chinchilla, and a very friendly python!

THE CLASS OF 2025 HOLDS ROBIN ROSS CEREMONY

THE ARTS AT PECK

For the 2020-21 school year, Peck reimagined its arts classes as “arts intensives” to preserve grade-level cohorting—and proved the extraordinary work done through Peck’s art program would still continue. Rotating every few weeks, arts intensives allowed students to experience the same amount of hours of each arts discipline over the year. “There are so many benefits to this model,” said Arts Department Chair Karen Dispenziere. “We can dig deeper and really build on concepts and skills.”

FOOTSTOOLS, SIXTH-GRADE WOODWORKING

TRANSFORMING TRADITIONS, SEVENTH-GRADE

TO SEE PECK’S K-8 ARTS SHOWCASE (VISUAL ARTS AND WOODWORKING) SCAN HERE

JEAN DUBUFFET SCULPTURE, FOURTH-GRADE VISUAL ARTS

VISUAL ARTS

PABLO PICASSO, FIRST-GRADE VISUAL ARTS

ATHLETICS AT PECK

sportsmanship

| underscored:

Despite impacts from Covid-19 health and safety protocols, Peck’s Upper School athletics winter and spring seasons were marked by great sportsmanship, teamwork, and formidable play. The winter season was held entirely intramurally for seventh and eighth grade, and with spring, came an unexpected highlight: Peck was able to field interscholastic teams against peer schools. GO PRIDE!

FACULTY NEWS

In Recognition Of: Celebrating Peck’s Recent Retirees

In June 2021, Peck held a celebration to recognize beloved faculty and staff members that retired from Peck over the past two years and to celebrate their lasting impact on our school and community.

JEANNIE BROWN, Second Grade Teacher

28 Years of Service to Peck

“The phrase ‘salt of the earth,’ as defined by Merriam-Webster, means ‘a very good and honest person.’ When I started working at Peck, this phrase was used to describe Jeannie and it could not be more accurate. She is one of the most talented, creative, dedicated, and patient teachers I have ever had the privilege to work with, and these attributes are well known within the Peck community. Whether she is working with students before or after school, giving “happy-day gifts” to her colleagues, counseling someone during an emotional moment, or hand-delivering baked goods to the quarantine graduates—these are just a few of the many, many things she has done that go above and beyond the call of duty.” (Christa Nees, First Grade Teacher)

JIM CROSS, Math and History Teacher

37 Years of Service to Peck

In a hilarious and heartfelt tribute to Jim, Math Teacher Stewart Wilkinson (with a cardboard cutout of English Teacher Sarah Chan) listed the top 20 things to know about Mr. Cross. “How on earth do we do justice to a man who devoted 37 years of his life to The Peck School?” he began, and then illustrated the endearing, everyday qualities and characteristics that make Jim, Jim. “When it comes to caring about the children and always thinking about what’s best for them, Jim, you set the bar way up where none of us can touch it. You have the ability of making every child feel special, and you have impacted so many lives, and we are all better teachers and better people because we have had the privilege of working with you. You are beloved. Everything you did, you did it for the kids.”

RICK DIXON, Facilities Staff

26 Years of Service to Peck

“Of the many at Peck who love and adore Ricky, only a handful are lucky enough to truly know him. You see, Ricky is never the loudest voice in the room. He’s humble. In a world that seems to reward those who shout the loudest, humility may be seen as a lost virtue. But it is one that Ricky embraces and embodies. He is thoughtful and fun loving, but not an open book. He takes some time, and some care, and effort, to get to what’s inside, but once you do, you reveal a truly special gift. A kind and genuine friend, a loving and devoted son, brother, cousin and nephew, and someone who has accomplished life’s greatest achievement...being a truly good person who treats all others well. That’s quite a legacy to leave behind. Thank you, Ricky, for being such a special part of this family.” (Karen Dispenziere, Arts Department Chair)

JOAN MYERS, Director of Advancement and Alumni Relations

14 Years of Service to Peck

“As you look around this transformed campus, it’s important to note that so many aspects of what Peck is today wouldn’t have been attainable without Joan’s commitment, her drive, her steadfastness, and her ability to cultivate a culture of philanthropy. And she established this culture of giving back across every constituency at the school—from current parents, to past parents… from faculty, to the board…and from grandparents to alums. Anyone who knows Joan knows that she has an ability to build authentic relationships—and it’s these relationships that have served as the foundation to all that she has accomplished, and all she’s been able to bestow on the school.”

DAISY SAVAGE, Upper School Head

18 Years of Service to Peck

(Erin Ceder, Director of Admissions & Financial Aid)

Of the many Daisy-inspired anecdotes shared by her daughter, Virginia Savage (Upper School English Teacher), this may be the most descriptive of her relationship with Peck’s students: “She loves to garden and to make things grow,” she said, “a passion that translates so obviously into her work with children. She takes seeds and helps them mature; she guides them towards the sun, defends them against pests or drought, and grants just the right amount of care to allow them to navigate life’s adverse elements on their own.” Virginia continued, “to say she’s had her hand in many pots is an understatement; the connection point between them all remains relationships. Relationships with the faculty, built strong from years as colleagues; relationships with the parents, built from her innate adoration of middle schoolers as well as experience as a Peck parent years before; and relationships with kids, kids who were changing and growing and needed a steady guide like mom to chart the way through life’s murky moments.”

SUE SWEENEY, Girls Athletics Head

33 Years of Service to Peck

“Sue has a very real gift in that she is able to connect with every student that comes through her program, regardless of athletic ability. She can take the most talented athlete and make them better, and she can take girls with little confidence, who have never played a sport before, and build them into capable athletes who understand the game and what it means to be a part of a team. No one is left behind. Every player has a sense of belonging, and a role to play in the program. Sue, every single girl left your program a better player and a better person. You truly are the rising tide that lifts all boats, and we will never forget that, “She who has the will to win cannot be beaten.”” (Molly Donnelly, Spanish Teacher and newly appointed PE Teacher/Coach)

TO SEE A SLIDESHOW OF THE RETIREES: SCAN HERE

Uplifting Leadership: Dispenziere Helms Associate Teacher Program

Sheryl Sandberg, chief operating officer of Facebook, once said, “Leadership is about making others better as a result of your presence and making sure that impact lasts in your absence.”

That sentiment exemplifies the type of leadership Arts Department Chair Karen Dispenziere exhibits at the helm of the Associate Teacher Program at Peck.

The program, in its sixth year, is a one-year assignment during which teachers who have recently graduated from college are paired with an experienced Lower School homeroom teacher. Dispenziere, with 25 years of experience in education, serves as their mentor.

This involves supporting them in all aspects of their on-thejob training, from professional development opportunities and building their portfolios, to crafting and leading lessons and learning how to communicate with parents.

“This is the next generation of teachers,” Dispenziere said. “I don’t take lightly the fact that we at Peck are preparing them for their careers educating future change agents.”

In her three decades in education, Dispenziere says she

Delinsky Inducted into National Educational Association

In March, Head of School Andy Delinsky was elected to The Country Day School Headmasters’ Association, which brings together educational leaders to discuss issues facing schools today. Founded in 1912, the association’s active membership is limited to 100 members from day schools around the country.

has observed many different styles of leadership and has incorporated bits of each into her own style.

“Karen is the perfect person to lead the Associate Teacher Program because she’s kind but direct, a great listener, and she’s honest and relatable,” said Nina Sharma, head of the Lower School. “With her years of experience, she’s able to pass along incredible leadership skills to the next crop of great teachers.”

While running the Associate Teacher Program is one of many behind-the-scenes functions of the school, Dispenziere says it’s critical to model leadership for students, especially in a K-8 setting like Peck.

“The younger kids are, the more observant they are,” she says. “They are always watching and developing very quickly. We are building a foundation for leadership, one which they will carry with them throughout the rest of their lives.”

The Associate Teacher Program is a unique opportunity not only for Dispenziere to lead, but also for the participating teachers.

“The things you learn in college are not always targeted to what you need to know stepping into your first classroom,” Dispenziere said. “A lot of what you learn is happening on the ground. Our Associate Teachers have so much support, so much professional development. The schools that hire our associates are so lucky to get these youthful, enthusiastic teachers that have had this kind of experience. I really think we are providing a great service.”

At the end of the program, Peck’s associates leave and enjoy successful careers at other schools.

“The hardest part,” Dispenziere said, “is saying goodbye.”

Carr, Cleary, Moseley Celebrate 10 Years

During February’s all-school Kairos Assembly, three Peck employees were recognized for 10 years of service to Peck. Chelsey Carr (Upper School English Teacher), Jen Cleary (Associate Director for Visual Brand Strategy), and Tyler Moseley (Upper School French Teacher) received the traditional crystal apple in honor of their decade of service.

Behind the Scenes: Facilities Director Mike Zulla

Starting a new job can be nerve-wracking. But starting a new job in the middle of a global health crisis brings a new level of uncertainty. That’s what Mike Zulla encountered in May 2020 when he joined Peck as Director of Facilities. Zulla, charged with the safety and sanitation of the entire 247 South Street campus, knew he had a tall order to fill if Peck was to resume in-person learning for the 2020-21 school year.

A key member of the school’s Covid Task Force, Zulla not only helped develop the campus reopening plan, but he also oversaw the installation of hundreds of feet of plexiglass, more than 100 hand sanitizer units, and dozens of mini-campus

management system to handle facilities requests, and overhauled the entire cleaning process for the campus and classrooms

And he made it look easy.

“The thing about facilities work is it’s mostly behind the scenes,” said Director of Finance and Operations Andrew Schneider. “Mike and the facilities team have worked efficiently and expertly to keep our campus up and running.”

Schneider attributes Zulla’s success to his technical skills, emotional intelligence, and a personal approach to leadership during this unique year. Zulla says the community at Peck has also helped make the transition smooth.

“The culture at Peck promotes psychological safety, collaboration, teamwork, and open dialogue,” he said. “It really made me feel comfortable.”

Zulla said leading a department through a pandemic has helped him become more resilient and flexible. He stays up-to-date on best practices in facilities management and sanitation through his memberships in multiple professional organizations.

He emphasized that leadership is often shown in ways that people may not even notice. Part of successfully managing the operations of a 14-acre campus means being proactive and anticipating needs before they are realized.

“If we don’t hear anything, that’s good news!” he laughed.

In the next three to five years, Zulla plans to focus on process improvement, data-driven planning, and professional development and training for his staff.

CLASS NOTES

1950’s

JEANIE CHAPIN ’52 said her family is blessed to have had no Covid cases. Their daughters (Elise, Samantha, and Nicole) and husbands are all continuing in their work, but the grandchildren are really branching out! In Florence, Elise’s daughter Clarissa is currently in grad school in Dublin (virtually), and Olivia is a doctor in residency in Verona; all are working hard. Samantha’s children likewise: Lela is a Junior at Tulane, and Wing is a ninth grader in LA. Nicole’s daughter, Camilla, spent the summer working for Democratic candidates in Michigan and Georgia. Her son, Benjamin, is a Junior at Northeastern and spends the term on his outside job program required by the college. Jeanie and husband Charlie have been spending more time in Georgia but still “live” in NJ!

ROSSITER LANGHORNE ’52 sends greetings to his classmates and fellow alumni. He said it had been a while since his last note, and life has been turned upside down by the pandemic. They were at their cottage in England last Nov./Dec., planning to go on to the Philippines in January for commitments there. But early in 2021, Manila locked down, followed by the UK and others. So, with a gap in the UK lockdown before May, they could return to Wyoming. As in 2020, all the senior division (cycling) races were canceled, and the 2021 season may go the way of 2020. So plenty of time to tackle his “honey-do” list! Next year will be his class’ 70th, and he wonders if perhaps there might be interest in a class reunion? He remarked that it might be kind of fun if there is enough interest. He said that on the east face of the Big Horn Mountains they await winter’s surprises, followed by the joys of spring and summer. If travel becomes more manageable, he and wife Noemi will head to London and the Philippines towards year-end. In the meantime, he wishes you all great happiness and good health this year and hopes everyone can raise a glass together soon!

HOPE PHILLIPS HAZEN ’56 says she is long overdue in letting the class of 1960 know that she lost a very dear friend in July of last summer. CAROLINE CORBIN HOWE ’56 , known to her classmates as Caren, went on to

the Baldwin School in Bryn Mawr, PA. She then graduated from Northeastern University and later earned a master’s in social work from Boston University. She was a mother of two children and a grandmother of four. Caren was a ranked player in the National Tennis Association and an innovative coach and tennis instructor. She lived in Maine most of her adult life and became an accomplished artist, predominantly in the oil medium, and became a member of the American Portrait Society. Caren lived life fully and was known for her endless energy, sense of humor, curiosity, and independence. She will be sorely missed by many.

Hope also just heard from BROOKE DUDLEY ’56 , and he has had a challenging year. He lost his wife and best friend, Betsy, a few months ago to cancer. She asks that friends reach out to him, as she is sure he will appreciate the support.

Lastly, as Covid started a year ago, Hope retired from working at Worth for 26 years. She said it had been a crazy year, through and through, but she has loved having so much free time to get projects done, and tons of gardening, and enjoying the company of her four-year-old grandson who lives in Morristown. Now that she has been vaccinated, she is looking forward to seeing her two grandchildren in CA and the other two in CT. Hope would love to hear from classmates anytime, so please share your news!

BROOKE DUDLEY ’56 wrote to let us know that he lost his beloved Betsy in October after 35 wonderful years.

JOHN CLEARY ’56 said the only two Peck classmates with whom he has remained in touch are JONATHAN INGHAM ’56 and LLOYD SALTUS ’56 . He ended up in southeastern Louisiana following his addiction to zydeco dance. He also said he “needed a new environment, a new ecology, and a new latitude to expand a new attitude.” In other words, he is still learning a new culture, new foods, and another way to celebrate life. Meanwhile, he tries to exercise his creativity, moving from designer/builder into the “sculpting” land. He said both tremors and boredom contributed to his new direction. He also noted that even with three marriages in his past, he is fortunate to have two

enjoyable children who have developed their passion and purpose. He remarked that his life is pleasant even though the aging process has made it a little too interesting. John also shared that he always enjoys visiting his past; if anyone wants to visit NOLA, he lives about a one-hour drive away with a twobed guest room. Call him.

1960’s

CAROL COWAN ’65 remarked that it certainly had been quite a year! Her most significant event was that she retired on January 15 from Moody’s after 21+ years there, many with prior employers. She says retirement is an adjustment but a good one. Working remotely was a challenge and isolating. With all her “leisure” time now, she has been cleaning cabinets and picture boxes and came across the pictures from the class of 1965’s 50th reunion and the book with what everyone was doing. It was a wonderful walk again down memory lane to reunite with Peck classmates. She hopes all are well and able to get their vaccines. Eventually, Carol plans to travel to see her family in England and Oregon, but for a while, will only be taking baby steps to drivable locations. She sends her best to all.

MARY SUTTELL ’65 let us know that her dear father, Edward Cissel, died this past year from Covid. He would have been 100 on May 20. Her family is fine, and no one lost their jobs! She even keeps in touch with CINDY COGGESHALL TRASK ’65 but has not seen her since September.

MICHAEL MACY ’65 says that life in Central Oregon is good. He is enjoying helping patients both long-distance and hands-on. The second edition of BodyWise has been on the shelf since mid-March. He said to holler if you are headed his way.

1970’s

DREW ROBINSON ’74 Let us know that the USPTA MidAtlantic section honored him with the annual USPTA MidAtlantic Hall of Fame award this past year. Although this year’s spring conference was canceled due to the Covid pandemic, he was presented with his award and will be honored at the next educational outing. Drew has been an active member in the USPTA for 35 years as the Director of Tennis at Boonsboro Country Club since 1985, as well as USPTA Mid-Atlantic President from 2006-2007, Mid-Atlantic Vice President from 2002-2005, and President of the Lynchburg Tennis Patrons Association from 1994-1998. Drew also played at the University of Richmond (1978-1982) and was named captain and MVP during the 1981-1982 season. He has

DREW ROBINSON ’74

MICHAEL MACY ’65

won over 50 men’s tournaments in his career and has been ranked nationally and internationally in the Men’s 30, 35, 40, and 45 divisions. He has also coached hundreds of national, sectional, and state-ranked juniors over the years. In 2001, Drew received his specialist degree in High-Performance Player Development and was also the Head Coach for the USTA CTC from 1990-2017 and intersectional coach for the USTA Mid-Atlantic. His lifetime of dedication has led to recognition and honors from the USPTA as Virginia Pro of the Year four times (1988, 1995, 1996, 2016) and Mid-Atlantic Pro of the Year twice (1994, 1998).

1980’s

KATE HOLDSWORTH HAMMOND ’84 lives in Lawrenceville and works at Princeton University as the Career Transition Adviser for mid-career professionals. Having just completed her Career Coaching certification at Rider University, she now works with individual job seekers; her website is https://coachkatehammond.com/.

1990’s

ASHLEY DEEKS ’93 is currently a professor at the University of Virginia School of Law. Ashley has been named White House associate counsel and deputy legal advisor to the new presidential administration’s National Security Council. An expert in national security who previously served as a legal adviser to the State Department, Deeks was among 21 new hires to the Office of the White House Counsel appointed by President Joe Biden’s transition team. Deeks will take a leave of absence from the law school while remaining on the faculty. She joined the law school in 2012 as an associate professor of law after two years as an academic fellow at Columbia Law School. She became director of UVA Law’s National Security Law Center last year. Before academia, she served as the assistant legal adviser for political-military affairs in the U.S. State Department’s Office of the Legal Adviser. She worked on issues related to the law of armed conflict, the use of force, conventional weapons, and the legal framework for the conflict with al-Qaida. She also provided advice on intelligence issues. In previous positions at the State Department, Deeks advised on international law enforcement, extradition, and diplomatic property questions. In 2005, she served as the embassy legal adviser at the U.S. Embassy in Baghdad during Iraq’s constitutional negotiations. Deeks is the E. James Kelly, Jr. Class of 1965 Research Professor of

KATE HOLDSWORTH HAMMOND ’84

ASHLEY DEEKS ’93

MATTHEW WHEELER ’97

Law, and has been a prominent commentator on national security law issues during her time as a professor, including as contributing editor of the Lawfare blog. She also has been a member of the State Department’s Advisory Committee on International Law and the American Law Institute; on the boards of editors of the American Journal of International Law, the Journal of National Security Law and Policy, and the Texas National Security Review; a senior fellow at the Lieber Institute for Law and Land Warfare; and a faculty senior fellow at the Miller Center. Deeks received her J.D. with honors from the University of Chicago Law School, where she was elected to the Order of the Coif and served as comment editor on the Law Review. After graduation, she clerked for Judge Edward R. Becker of the U.S. Court of Appeals for the Third Circuit.

MATTHEW WHEELER ’97 says all is going well in Colorado!

KATHERINE KALARIS ’99 says that following over ten years of work in global health, nine of those years based in sub-Saharan Africa, she started a Ph.D. in Evidence-Based Health Care at the University of Oxford in October 2020. She is studying how clinical networks can solve poor service delivery problems in Low-to-Middle-Income Country health systems, particularly focusing on neonatal networks in Kenya.

2000’s

PETER CAROLAN ’00 says that after 13 years at Wells Fargo Advisors (the last six as Managing Director), he recently rolled his own group out. He founded an investment management company, Stelvio Wealth Partners, based in the San Francisco Bay Area. Pre-pandemic (in late 2019), he and his wife Kate sold their house in San Francisco and moved to Orinda, a San Francisco suburb, where they live with their 2.5-year-old daughter Mia and four-year-old golden retriever Jack. They are expecting a baby boy in late April. Kate’s fourth anniversary at Pinterest was last month. They miss everyone (family included) that is back East.

2010’s

EMMA COFFEY ’10 notes that although this past year has been insane, it has also been a year filled with incredible milestones. She recently got engaged, graduated from law school, and is excited to have started her career as an associate at a law firm in Boston. She wishes everyone well and hopes they and their families are staying safe and healthy, with better times to come!

JACQUELINE JAKIMOWICZ ’12 is thrilled to share that she will be attending The University of Miami School of Law this August 2021. She is looking forward to beginning her legal studies with a particular interest in entertainment, arts,

about up-and-coming leadership in Emma Willard’s school magazine. “With her open-mindedness toward trying new things, along with her compassion for others,” the article’s author notes, “we feel sure that Gabby will be counted among the many visionary leaders who serve and shape our world.” The article can be accessed here: https://issuu.com/ emmawillard/docs/ews_fall2020_final-web/42

ELIZABETH ZIEBARTH ’06 says she is still working remotely for The Late Show with Stephen Colbert. She has moved out to Jackson, Wyoming, to up her ski game and take advantage of working from home!

RYAN MCDONNELL ’09 has been working at Everest Reinsurance for two and a half years and has been working from home for about a year. He is currently living in Madison, NJ, studying for exam MAS-I, the fourth actuarial exam. He runs regularly and trains with the Garden State Track Club in Edison.

JORDAN CHEUNG ’19 shared that she won “Best Overall” with her all-female team at the Princeton IgniteSTEM Design Challenge (for public school students worldwide, grades 9-12). She and her team came up with a solution to prepare buildings for rainstorms and presented their thought process, problem statement, solution, research, etc., to two judges. She said it was an awesome experience, and she had lots of fun while still being challenged. She noted that she used leadership and collaboration skills learned at Peck, as well as InDeCoRe values, to effectively communicate with each team member to create an excellent presentation.

GABBY POSSIBLE ’19

IN MEMORIAM

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

CAROLINE CORBIN HOWE ’56 , July 28, 2020; Caren (as she was known to her classmates) went on to the Baldwin School in Bryn Mawr, PA, and then graduated from Northeastern University. She later earned a master’s in social work from Boston University.

PATRICIA (PATTY) DEETJEN , January 2, 2021; wife of Headmaster Rudy Deetjen who served as Headmaster from 1997-1994. Patty was involved in many ways, including volunteering in the Development Office. With laughter and a positive spirit, Patty enjoyed life to its fullest and always made everyone feel special.

JUDITH R. MCALPIN , January 23, 2021; wife of Malcolm M. McAlpin ’59, parent to Mollie (McAlpin) Maughn ’92, Jody (McAlpin) Clarkson ’87, and Angus McAlpin ’86. Judy was both a Board member from 1982-1992 and Parents Association president from 1983-1986. She also served on many ad-hoc committees of the Board.

BARBARA L. EASLEY ’38 , February 9, 2021; wife of George Easley ’33, sister-in-law to Nita Easley Pepper ’31 and Nancy Easley Larkin ’31. Mother to George Easley ’66 and Virginia Easley ’67. Grandparent to Melissa Clark ’01 and Andrew Clark ’04.

KARTHIK REDDY ’11 , February 28, 2021; son of past parents Madhuri and Veeren Reddy, and brother to Sahil Reddy ’16 and Mallika Reddy ’19. While a student at Peck, Karthik distinguished himself in a number of ways; notably, in 2010 when he competed in and won a northern regional spelling bee competition at Fairleigh Dickinson University (his winning word was “cyanide”), and progressed to the Scripps National Spelling Bee. He walked away victorious with a college scholarship, a bond for his school, a trophy, and a national bid. Karthik, who shared that he had learned both Latin and Greek to help him with the spelling of words, had been competing in spelling bees since first grade, but this was his first trip to the Scripps Howard national competition. Karthik received Peck’s Caspersen Family Mathematics Award upon graduation. He then attended Blair Academy, and matriculated to Emory University.

JOHN L. HOPKINS ’52 , March 25, 2021; brother to Susan C. Hopkins ’57. John lived in the United Kingdom and was a renowned author. Peck named The John L. Hopkins Memorial English Award in his honor, and has presented it to graduating eighth graders at Commencement since 1981.

JAMES CRAWFORD , April 5, 2021; grandfather to Gianna ’19, Dante ’21, and Eleanor Crawford ’27, father to current parent Sean Crawford, and father-in-law to current parent Nicole Crawford.

ROBERT SHEPPARD , April 26, 2021; grandfather to Vivian Sheppard ’25, father to current parent Richard Sheppard, and father-in-law to current parent Julie Sheppard.

JOHN (JACK) FREDERICK FRITTS ’48 , May 3, 2021; Known as Jack, Mr. Fritts was a former Board president, husband to past parent Anne H. Fritts, and father to Katherine H. Fritts ’77, Jean Fritts-Eskenazi ’78, Louise Fritts Johnson ’82, and Frank Fritts ’86.

Every effort has been made to include notices for “In Memoriam” from the 2020-2021 school year. We regret any omission; please notify the Advancement office of any errors by calling (973) 539-8660.

FOR SEPTEMBER 2021, WE ARE RE-IMAGINING OUR

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RAIN DATE: FRIDAY, SEPTEMBER 17

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