Leadership: Big & Small

“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 acknowledgments 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 '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 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 '21 became the ‘gas pedal’ for her team—keeping up the momentum, guiding others, delegating tasks, and recognizing individual strengths and successes.

Second-grader Sophía 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. Good listening is key to good leadership.

Listening & Communicating

Second-grader Matthew engages fully, listens attentively, and then responds—actions that also practice inclusivity by ensuring others feel heard and known.

Conversation around a Harkness table is not unlike conversation around a boardroom conference table. Lilly '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 Ashervolunteered 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 '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 '29. By generously sharing his love and knowledge of this papercraft 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 ’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. 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.

Putting the Team First

Wyatt '21 consistently made sure everyone felt part of his group at the eighth grade’s outdoor educational trip to the Princeton-Blairstown 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.

During the sixth grade’s annual Minimester Chariot Races, Matias ’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 ’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-grade brothers Collin and Declan 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 to the town!

Stepping Up

Sharing personal experiences or knowledge gained can go a long way towards encouraging, motivating, and helping peers. Gray ’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 and Sofia helped give their classmates the time and space they needed to get acclimated.