Integrated and Inspirational Learning: A Journey Through Part I of Peck's Strategic Plan by The Peck School

News FALL 2018

Integrated and Inspirational Learning A journey through Part I of Peckâ&#x20AC;&#x2122;s Strategic Plan

Integrated & Inspirational Learning We commit to providing authentic learning experiences rooted in Peck’s life skills and traits that allow for meaningful connections with each other and across disciplines.

WHERE ARE WE NOW? This issue of Peck News explores the paths we’ve taken since t he inception of Peck’s 2015 Strategic Plan, and how our commitment to this process shapes the exceptional experience Peck students have today. We begin with Part I: Integrated and Inspirational Learning. LEARN MORE

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RESOURCES FOR STEAM & HUMANITIES INITIATIVES

PUBLIC SPEAKING AND LEADERSHIP IN A K-8 EXPERIENCE

By optimizing our organizational structure to support STEAM and Humanities initiatives, our Peck teachers and experts are better equipped to deliver lessons using innovative, multimodal techniques.

Encouraging an innate comfort and aﬃnity for public speaking during childhood puts students in a position to become natural leaders and conﬁdent decision-makers as adults.

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INTEGRATED STEAM PROGRAM Our growing STEAM program emphasizes creativity, collaboration, risk-taking, and experiential learning. By integrating projects across disciplines, students make authentic connections between traditionally separate subject areas—leading to innovative, real-world problem-solving. p6 READ MORE

Essential Questions are a powerful driver for discussion-based inquiry, particularly in the Humanities. These guideposts help students process and prioritize what they are learning, and provide a ﬁrm bridge for Humanities lessons to integrate with other disciplines. p1 READ MORE

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LOWER SCHOOL MATH SPECIALIST

SIGNATURE AND CAPSTONE EXPERIENCES IN GRADES 5-8

DISCUSSION BASED INQUIRY

STUDENT-CENTERED CLASSROOM APPROACH From Responsive Classroom methods to thoughtful morning meeting time in the Lower School, students are becoming engaged in the classroom and community on a deeper, more signiﬁcant level.

Immersive and experiential learning opportunities during the middle school years push students to better understand their potential. For eighth graders in particular, the invitation to become their own teachers within a Capstone Lab better develops the agency and sense of self necessary for a lifetime of meaningful learning experiences. p10 READ MORE

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REIMAGINED AND NEW CAMPUS FACILITIES

INTERSCHOLASTIC ACADEMIC AND ARTISTIC COMPETITIONS

VISUAL AND PERFORMING ARTS From reimagined and enhanced arts opportunities to integration with STEAM and design-thinking methodology, students have greater opportunities to conﬁdently and creatively express themselves, and forge meaningful connections with each other.

Academic and artistic competitions and exhibitions during the elementary and middle-school years act as a safe ‘proving ground’ for students: a place to showcase and test emerging skills, to gain real-world experience and develop tenacity, and to learn how to succeed—and fail—gracefully. p28 READ MORE

SECONDARY LANGUAGE IMMERSION IN GRADES K-4 For all of our students, the teaching of world languages forges a stronger link to our globally-connected, diverse world. For Lower School students, immersion into the Spanish language and culture occurs in natural, authentic ways throughout the day; with interdisciplinary projects and opportunities to speak the language outside of the classroom.

Innovative and integrated learning requires an environment designed to stimulate curiosity, foster discussion, and enable the synthesis of ideas across disciplines. From the Idea & Design and K.I.D. Labs, to new Commons and Robotics spaces, to the soon-to-be realized potential of The Peck Commons and STEAM wing, Peck’s campus footprint both promotes and anchors the traditions and transformation that allow Peck students to succeed.

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A Roadmap Through the 11 Aspirations of Part 1 of the Strategic Plan

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The addition of a lower school math coordinator in Kindergarten to Grade 4 allows for a specialized focus on elementary-level math curricula, and the attention to best practices at each developmental level. Peck’s ﬂexible Guided Math approach in the Lower School teaches students to “think like mathematicians;” encouraging individual aptitudes as well as ingraining an excitement and conﬁdence for math.

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RESOURCES FOR STEAM & HUMANITIES INITIATIVES

PUBLIC SPEAKING AND LEADERSHIP IN A K-8 EXPERIENCE

By optimizing our organizational structure to support STEAM and Humanities initiatives, our Peck teachers and experts are better equipped to deliver lessons using innovative, multimodal techniques.

Encouraging an innate comfort and aﬃnity for public speaking during childhood puts students in a position to become natural leaders and conﬁdent decision-makers as adults.

p15 p9 READ MORE

WATCH ONLINE

LOWER SCHOOL MATH SPECIALIST

SIGNATURE AND CAPSTONE EXPERIENCES IN GRADES 5-8

DISCUSSION BASED INQUIRY

READ ONLINE

REIMAGINED AND NEW CAMPUS FACILITIES

INTERSCHOLASTIC ACADEMIC AND ARTISTIC COMPETITIONS

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A Roadmap Through the 11 Aspirations of Part 1 of the Strategic Plan

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F R O M

T H E

H E A D

O F

S C H O O L

Dear Peck Community:

WELCOME TO OUR FALL 2018 EDITION OF PECK NEWS, which kickstarts a three-part series highlighting the progress we’ve made since implementing our 2015 Strategic Plan. Each edition will focus on one of the three parts of the strategic plan, allowing us to share with you the exciting progress we’ve made over the last three years. A good, thoughtful strategic plan should set a clear and aspirational roadmap for a school to follow: a roadmap that is faithful to a school’s mission while further preparing it to thrive into the future. Our 2015 plan did just that, and I couldn’t be more proud of the work we’ve done these past few years. All of the progress we’ve made has come as a result of our teachers’ hard work, thoughtfulness, and desire to ensure Peck remains true to its mission, and a leader in K-8 education. I’m excited for our students, and for our entire community, about the changes that lay ahead. Much like our dynamic and interdisciplinary curriculum, so too is this issue of Peck News. We have provided a literal map which will take you on a journey through the plan’s first part, Integrated and Inspirational Learning. You will not only read articles about our STEAM program, our essential questions approach to Humanities and discussion-based inquiry, our eighth-grade capstone class and much more—but you will also be invited to engage with the magazine like never before. Supplemental digital content including additional articles and videos will allow you to fully immerse yourself in the richness of the Peck program and help bring the initiatives from the strategic plan to life. The strategic plan provided a blueprint for the exciting campus changes now happening at 247 South Street. We hope you enjoy your journey through Integrated and Inspirational Learning. Warmly,

Andrew C. Delinsky Head of School

ALSO IN THIS ISSUE: 20 Her Shoes, Her Story: Amanda MacKenzie Benchley ‘83

Go Pride: Student Achievements

Campus & Athletics News

A Teacher’s Story: Jen Garvey

Higgins Library Renovations

Faculty News

The Peck Campus Transformation

Alumni Class Notes

Essential Questions: Providing a Compass for Learning Peck News

“TO BE, OR NOT TO BE: THAT IS THE

guiding students toward understanding and knowledge, and

QUESTION,“ HAMLET LAMENTS IN THE THIRD

illuminating fertile territory for investigation and inquiry.

ACT OF SHAKESPEARE’S MONUMENTAL PLAY.

In a truly robust learning environment, essential questions

His dramatic soliloquy is arguably the best-known monologue in

add more to the pedagogical process than answers, facts, and

the English language. Though his character is veering off

figures ever could.

the deep end, in more ways than one, Hamlet’s opening query cuts to the very heart of humanity and poses the original essential question.

As The Peck School continues to deploy Harvard’s Agency by Design framework (AbD) both inside and outside our design labs and STEAM program, the role of

Prior even to the method of Socrates, essential questions have

essential questions takes an equally prominent place in our

played a key role in the quest for truth. They are pole stars

curricular compass.

The most effective essential questions are those that have no right answer. They transform education from a process of “information download” to a process of information engagement in all its shades and complexity. This year, each grade level has been given one overarching essential question to guide them as they encounter increasingly complex ideas over the course of the year. The questions range from “How do we learn?” in the Kindergarten, to “How does one make a difference in the community?” in the eighth grade. Though these questions primarily drive inquiry in the humanities and Peck’s character

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development program (InDeCoRe), faculty members in other disciplines may also use them as guideposts to learning. “In any given subject, there is an infinite amount of content that can be learned,” explained Chris Weaver, Director of Curriculum and Faculty Development. “What’s nice about

Movement, and our essential question is, ‘How do people face challenges?’ then we can learn about and look at the movement through that particular lens. Each student can use that question in their own way to process and prioritize what they are learning. They can better empathize with the subject matter

essential questions is that it gives students a handle to hold

and delve as much into the depth of the content as

onto. For example, if we are studying the Civil Rights

the breadth.”

Peck News

Consider a traditional third grade assignment in the study of

wonder about the origins of our differences. As students

U.S. States. One approach would be to have students memorize

contemplate the size of the United States, and variations

state names, state birds, state capitals, and perhaps do a report

in taste and thought across the country, they gain a deeper

or presentation. The essential questions approach, on the

understanding of geography’s impact on behavior and culture.

other hand asks, “How does geography shape people?”

Learning is a bit like digging for gold. A teacher might distribute

This question prompts a more enduring understanding and

shovels and send students into a subject area in search of

longer-term engagement with geography. Students think

understanding. Those students might dig up educational nuggets,

about geography’s impact on accents, regional taste in food,

but their mining would probably not result in lasting value or

and why and how differences have evolved by state. They

deeper meaning.

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The essential questions approach lets teachers point students in the direction of fertile territory. The most effective essential questions are those that have no right answer. They transform education from a process of “information download” to a process of information engagement in all its shades and complexity. Great essential questions also ease the stress and tension associated with learning new content. They assist students in navigating the breadth of a subject and in prioritizing new information based on its impact and value to them as continuing learners. Beginning this academic year, each Lower School classroom and each Upper School English and History classroom sports a prominent banner heralding that grade’s official essential question. The questions themselves were the product of thoughtful discussion and careful incubation by the Essential Questions Committee of the Academic Council. That council came out of a curricular task force emanating from the 2015 Strategic Plan. Transparency and self-reflexivity are also important with regards to essential questions. Faculty members spend time at the beginning of the school year helping students understand that there will not always be succinct answers to these questions, and the more we grapple with them, the more likely we are to find that our answers change. Ultimately, many of the essential questions

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our faculty members introduce at Peck will lead to healthy and vigorous inquiry for the rest of our students’ lives. At the very least, our students will understand that the process of engaging with essential questions makes them wiser, more critical thinkers, and lends greater depth to their educational journey.

Peck News

Explore. Excite. Engage.

Engineer!

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THE PECK MISSION STATEMENT

asks students to let their knowledge be guided by values. The profound message underlying this request is that knowledge, in and of itself, has no purpose. Only when students apply their knowledge for the betterment of family, community, country, or world, is that knowledge of any real or lasting value. The application of knowledge to solve real world problems is actually a rather fitting description for the field of engineering—a profession in high demand these days. As the world grows in population, interconnectedness, and complexity, problems mount, solutions beckon, and the need for engineers increases. Unfortunately, the United States is not meeting the increasing demand. The U.S. recently ranked 38th out of 71 countries in math competency, and 24th in science—essential skills in the field of engineering. Though for several decades educational

Director of Curriculum and Faculty

opportunities for integrating engineering

institutions have been emphasizing

Development Chris Weaver explains,

in alignment with Peck’s already

STEM courses—even adding the arts

“It is an exciting strategic plan in that,

sophisticated design classes and labs.

to the acronym to create STEAM

here at Peck, we have a place with really,

programs— there is a significant difference

really strong foundations. We were

between an institution that offers STEM/

already known for our strong subject area

STEAM courses and a school that offers

teaching. Yet the strategic plan was still

a truly integrated and inspirational

willing to focus critically on STEAM

This integration between disciplines is particularly distinctive at Peck because it extends to the Lower School as well as the Upper School. The Grade 4 piñata engineering project is an excellent

STEAM program.

and go beyond teaching the disciplines to integrating them—and to do that in a

illustration of how age-appropriate

The major impetus for Peck’s energized

courageous way.”

engineering concepts can be infused in the

STEAM curriculum came about in the 2015 Strategic Plan, Continuing Excellence: Explore. Excite. Engage. The aspiration of that plan is to “develop an integrated STEAM program with an emphasis on creativity, real world problem solving, collaboration, risk taking, and experiential learning.” Peck will see this vision come to fruition with the completion of the campus

curriculum, even in the younger ages, to In the real world, people rarely work in silos. A biologist, for example will

invigorate a project and integrate learning.

need skills in math, statistics, and

As students explore the Spanish language

perhaps programming. There was also

and Latin culture, they might traditionally

an understanding about how kids learn.

construct and decorate a piñata. The

When students encounter something in

goal at Peck is to make sure the piñata

a variety of contexts, that learning takes a

construction is not simply an arts and

deeper hold.

crafts endeavor.

master plan, which includes expanding the

This intentional focus on an integrated

“The advantage that The Peck

Lower School Science Lab and building

STEAM program puts Peck in the

School offers in our curriculum is the

out a STEAM wing in the Caspersen-

vanguard of STEM/STEAM education.

collaboration between Science and

Tomlinson building.

Faculty work increasingly to create

Engineering specialists and teachers in Peck News

STEAM Learning at Peck

other disciplines,” explained Dr. Katheryn

Our STEAM program integrates curricular components across disciplines, emphasizing creativity, real-world problem solving, collaboration, risk-taking, and experiential learning. In many ways, it’s as aspirational as it is tangible, with projects happening spontaneously during ‘teachable moments,’ or projects reconfigured to best follow a particular thread of learning. This flexibility allows for a fluid and adaptable approach suited to all age and grade levels. Still, from Upper School Mini-Mester to Lower School STEAM week, and the myriad lessons in between, the school year remains full of opportunities to reinforce within students the right mindset to help them keep up with a rapidly advancing world. Here are a few examples of projects from the past, present, and future: KINDERGARTEN:

Real-World Solutions

Plastic in the Ocean

Kindergartners design practical solutions to solve common “K” problems—such as, a band-aid launcher to get band-aids to the playground quickly.

FIRST GRADE:

Empathy in Design

Using the laser cutter, first graders design houses for classmates inspired by each other’s interests and then assemble the houses into a community.

SECOND GRADE:

Conveying Meaning With Structure

By looking closely and examining complexities to understand meaning, second graders build their own Inukshuk (Inuit)-inspired statues.

THIRD GRADE:

Inspired Geography

Third graders represent their research about their assigned U.S. state by designing ‘statethemed’ amusement parks.

FOURTH GRADE:

Properties of Buoyancy

FIFTH GRADE:

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In exploring how things float, fourth graders design and test materials and components used to build boats.

Fifth graders hypothesize, build, and test whether the presence of plastic in a body of water warms the water faster.

SIXTH GRADE:

Kennedy, Peck’s Lower School Science Specialist. “We leverage the integration potential between disciplines so that students are not just learning science and math as subject areas, and heading off to a technology lab for a tech course. At Peck it is a true collaboration between teachers and disciplines.” The piñata project becomes an opportunity to teach young students some of the principles of experimental design. In their science classes, students look at the property of absorbency using multiple materials. They devise their own system for testing the relative absorbency of newspaper, toilet paper, paper towel, and wax paper.

Mineral Cubes

Working in groups, students devise

methods to measure how much water

While studying the properties of minerals, sixth graders design cubes to display and convey information about their chosen mineral.

SEVENTH GRADE:

Code Blue

Student medical teams collaborate to diagnose hypothetical patients and devise unique treatment plans.

EIGHTH GRADE:

Independent Experiments

Eighth graders design and carry out independent research projects that include experimental components, such as experimenting with the chemistry of smokescreens, or examining hydrodynamics of water jets compared to water vortexes.

each product absorbs. Groups have decided to look at the change in weight of the paper when it is dry versus soaked. Others have soaked the paper in a volume of water and measured how much water remained after the fully-absorbed paper was removed. This year, Peck fourth graders came up with five unique strategies to measure absorbency. The engineering process also involves collecting and recording data. Students are then required to create a basic presentation to communicate their findings. Ultimately they are taking charge of the design process and justifying for themselves the materials they will use in the project. In addition, they learn about trade-offs. For example, though paper towel is more absorbent than newsprint, its high cost makes it impractical for use in papier-mâché. “So it is really informed design,” explained Kennedy. “It’s not that we are going to make this cutesy thing. The end product is going to be a piñata, but we examine the criteria that we each are using to evaluate

What’s In A Name? How Organizational Structure Supports Learning In an effort to better reflect Peck’s strategic focus and the changing nature of the work they do, Peck’s Technology Department has been renamed to the Technology, Innovation, and Design Department. The name change best captures the continued work of a traditional technology department to support and integrate a plethora of deployed technologies with an eye toward innovation through emerging technologies, and the promise these technologies hold for education. The change in name brings with it a broader focus. Because “design” can leverage high tech, low tech, or no tech, the department looks at all options to help faculty and students achieve specific

if we made a ‘good’ piñata. Students will

immeasurably expands with the opening

be thinking about engineering their piñata

of Peck’s new STEAM wing, planned

throughout the planning and the creation

for 2019-2020 following completion

process so they have a rubric for success.”

of The Peck Commons. Locating

“The purpose of science is to ask questions and understand the world around us,” said Kennedy. “The purpose of engineering is to solve problems and improve our quality of life.” Kennedy further explains that whether students are designing a clean water system, combating soil erosion, or designing something for a cultural purpose (such as with the pinatas in spanish class), students can easily see that they’re not just designing something in isolation—but also learning about the communities, constraints, and criteria in which processes or products are used, and learning to develop creative solutions to real-world problems.

upgraded science labs near the art studios, the Robotics Lab, math classrooms, and the woodshop creates the physical environment necessary for students to readily make authentic connections between these disciplines, and develop creative solutions in a complex global environment. “I’m excited by how much further we’ll be able to develop our STEAM program

curricular outcomes. Whereas, before, the department was almost solely focused on tech and its place in the curriculum, the role has expanded to include determining how best to leverage any tool to enable the design process. Likewise, the Technology, Innovation, and Design Department has assumed the leadership role in rolling out and promoting the use of the newly adopted Agency by Design process across the K-8 curriculum. As a team, they meet with teachers to help them integrate both technology

once the new science labs are complete,

and the design process into the

and we can take full advantage of the

curriculum in meaningful ways.

depth of collaboration and team teaching that the STEAM wing will support,” said Head of School Andy Delinsky. “And, in keeping with Peck’s ethos of Consideration of Others, our students will be poised to use their talents, passions,

The capacity for seamless integration and

and creativity to make a real difference in

collaboration within the STEAM program

their communities, and the world.” Peck News

An Invitation to Innovate THE EIGHTH GRADE CAPSTONE LAB

H A N N A H S P E N T N I N E M O N T H S building a

gasoline powered go-kart from scratch. Maria spent hundreds of hours painstakingly constructing a glass mosaic. Jack sourced dozens of parts, interviewed a flight expert, and built a working drone. Corbin learned the intricacies of “warp and weave” and custom-strung a championship lacrosse stick. Marc made a series of instructional cooking videos that nearly went viral on YouTube. What do they all have in common? The Capstone Lab at The Peck School. The Capstone Lab asks a fascinating question—if you give an eighth grader a chance to design a class, something individually meaningful and big enough to stretch across a year, what would happen? How would it turn out? “The Capstone Lab is an invitation, and it is an invitation kids don’t often have, to try to articulate what they are excited about,” explained Chris Weaver, Peck’s Director of Curriculum and Faculty Development. “And it’s also a chance to go beyond

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Peck News

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articulating and do something about it. That’s something we don’t often ask eighth graders to do.” Weaver is now entering his third year facilitating the lab with students in their final year at Peck. He is excited by the freedom, as well as the unexpected challenges this signature experience presents over the course of the year to Peck’s aspiring project managers and entrepreneurs. “If you think about it,” said Weaver, “the life of an eighth grader is pretty scheduled. They wake up. They probably have two choices for breakfast. They leave for school at a certain time. They have classes all day. Their teachers give them homework and they are probably engaged in some sort of afternoon activity. They have vanishingly small amounts of time that they are actually required to govern for themselves. With the Capstone Lab, we are saying to our students, here is the time, now what do you want to do with it?” Students spend one 45-minute class period per week for their entire culminating year at Peck engaged in the Capstone Lab. The lab is a space that provides opportunity for experimentation, observation, and practice. Participants are asked to contemplate how they can make a difference, solve a problem, or grow as learners throughout the development of a big project. What they quickly realize is that they will set their own homework, set much of their own classwork, write their own report cards,

The Capstone Lab asks a fascinating question—if you give an eighth grader a chance to design a class, something individually meaningful and big enough to stretch across a year, what would happen? How would it turn out?

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As adults, we have learned over time to understand setbacks. The Capstone Lab is a journey through disappointment and achievement, and at the end of the experience, students will

PR OT OT Y PE

understand themselves a little bit better.

and enlist the help of a number of people outside the class in realizing their crowning achievement. Over the past few years, projects have ranged from penny-stock investment strategies to international product sales, from social and digital media marketing schemes to an online e-commerce website—not to mention the writing, casting, production, and direction of an original dramatic play.

C O L O R R EF ER ENC E ( P R INT ED T O SCA L E)

Each year the Capstone Lab results in projects as unique and varied as the students who participate. Common challenges include time management, scale, and overcoming obstacles. The questions students learn to address include: “How do you conceive of the scope of a project?” “What is doable?” “What is too big?” “When most of your commitments are dictated by other people, but you also have this ongoing project you need to manage, you will inevitably grapple with the potential and scale of your ideas,” Weaver explained. “As adults, we have learned over time to understand setbacks. The Capstone Lab is a journey through disappointment and achievement, and at the end of the experience, students will understand themselves a little bit better.”

FINA L Peck News

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As we enhance and celebrate visual arts opportunities at Peckâ&#x20AC;&#x201D;often infusing these with design thinking techniques, STEAM principles, and a deeper understanding of aesthetics and cultureâ&#x20AC;&#x201D;our arts teachers are inspiring Peck students to reach in and outside themselves to find their creative empowerment, and make meaningful connections with each other and across disciplines. Here are a few examples of transformative art initiatives happening at Peck.

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By exploring the arts through the lens of an essential question specific to the art studio, students are prompted to look more deeply at the role artists play in society—which not only cultivates a strong appreciation for art in itself, but also opens the door for them to explore their own creativity in a more intimate, relaxed way. Each class’ essential question follows a theme each year: in Grade 5 Art, What is the role of the artist in our world?; in Grade 6 Art, How do I develop my unique voice as an artist?; in Grade 7 Art, How can art foster change?; and in Grade 8 Art, How can a singular subject produce new ideas?

“

Peck students develop an agency for their own aesthetic. They are not only learning about a diverse array of artists,

”

techniques, and skills, but are challenged to consider art through new and thoughtful perspectives as they develop their artistic identity.

—Upper School Art Teacher Scott Beil.

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“

”

You truly live the arts when you are in a musical. That is something that is truly transformational. —Upper School Music Teacher Andrew Lyman

In its fourth year, the Upper School musical has become a new timeless tradition for students at Peck. During the winter season, students may choose to participate in the musical instead of competing in a team sport. While another timeless tradition at Peck is the eighth grade drama, a musical experience is different than any other type of performance because it encompasses the four performing arts mediums in itself: music, design, dance, and drama. In addition, Peck’s musical emphasizes collaboration, leadership, and community across all Upper School grade levels, fifth through eighth. The musical allows students to fully experience the process of creating a musical production—in a very detailed and structured way, through constant rehearsal and live performances. All actors will sing, act, dance, and create art for the live production.

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“

Fostering musicality at elementary grade levels happens best by encouraging students to be “Tuneful, Beatful, and Artful,” which leads to a foundation for true music literacy, and a deep and lifelong appreciation and love for music. Children who learn to be tuneful, beatful, and artful before they leave elementary school can grow to be adults who actively seek out musical experiences because it enriches their lives. They become people who can deeply benefit from what music has to offer, and participate fully in the music that is interwoven throughout the human experience. Once this capacity is in place, and readiness for music literacy has been assessed, students move on to a sequential development of skills using a rich literature of music.

A tuneful person can sing a song in tune with others, such as singing patriotic and celebratory songs. A beatful person can clap along to the beat with others during a concert or sports event. An artful person appreciates the beauty, expression, and emotion of music. True music

”

literacy develops the ability to hear what is seen, and see what is heard. —Lower School Music Teacher Lisa Wichman

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Traditional hands-on skills meet state-of-the-art technologies in the Peck woodshop. With a growing emphasis on STEAM concepts, experiential and maker-centered learning, and the Agency by Design teaching and learning framework, the woodshop has become fertile ground for innovative and cross-curricular learning experiences. Additionally, with a modern tool such as the laser cutter, woodworking students delve deeper into their creative decision-making. They reflect on design choices and techniques, how to integrate complex artwork, and where speed, precision, and efficiency fits within a design process. The tool is also a bridge to STEAM projects happening elsewhere in the curriculum. For example, while studying ancient cultures, fifth graders are challenged to craft replicas of an ancient civilization’s game boards, but with modern, laseretched playing surfaces.

“

The opportunities to integrate with other disciplines and lessons are

”

endless.The woodshop isn’t just a space to build things; it’s also a backdrop for the process of design.

—Woodworking Teacher Mark Mortensen.

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“

The energy and enthusiasm for these types of activities is remarkable. The combination of these unique artistic experiences produces

”

some accomplished fine artists with remarkable creative problem solving skills.

—Lower School Art Teacher Karen Dispenziere

Lower School art students take initiative and fully experience the design-thinking process in the environment of an art studio. They’re given a designoriented challenge to complete, (such as, make something useful with this box) and then brainstorm, plan, and execute their ideas using materials of their own choosing. Students often work collaboratively, though independent opportunities exist as well, such as recreating famous architecture using materials at hand. The Discovery Zone complements Peck’s strong traditional arts program where students are exposed to art history and experience a variety of materials and artmaking techniques.

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Her Shoes, Her Story: AMANDA MACKENZIE BENCHLEY ‘83

How do authentic learning experiences that happen in childhood lay the groundwork for the intentional and thoughtful career decisions one makes in adulthood? For Amanda Benchley ’83, the first hint of her future career path began during her formative years at Peck. And at the time, she had no idea that she would eventually become an author: a creator, a teller of stories, and a documentor of communities and tradition. “I remember when children’s author Jill Krementz came to visit us at Peck,” Benchley recalled. “She was really inspiring and a great role model.” And thus, a seed was planted. A talented athlete in field hockey, basketball, and tennis, it was this author’s visit during a school book fair that left an indelible mark that manifests in her work today in the literary and publishing world. “Growing up, the only professions I knew of were doctor, lawyer, or Wall Street,” she said. “I wasn’t exposed to any other professions other than maybe teacher. To have that exposure at book fairs gave me a little taste.” After Peck, Benchley went on to study at Kent Place School in Summit and Princeton University where she earned a bachelor’s degree in art and archaeology. Upon graduation, Benchley took an internship at the Metropolitan Museum of Art and had a taste of what working in a museum and the arts world was like.

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But her nagging curiosity about

40 stories of 40 women and 40 pairs

and figurative steps these women have

publishing caused her to take a role at

of shoes.

taken to get there, with the hopes of

Random House.

As Benchley explains, “Bridget and I wrote

encouraging all women to forge their own paths.

“It was the best first job you could have,”

the first chapter about how one day she

she said. “Unlike working in a museum,

was out shopping and she bought tough

The book includes stories from women

this was all about overcoming shyness and

motorcycle boots. Years later, cleaning

both famous and not, including three

picking up the phone and pitching authors

out her closet, she stumbled upon those

senators, Katie Couric, and Misty

and escorting famous people around on

same boots. Despite the fact that she’s

their book tours.” Benchley had the opportunity to meet the likes of Katharine Hepburn and Anne Rice. While accompanying an author to promote a cookbook in 1994 on a new cable channel called The Food Network, Benchley realized she would rather work on the production side of publishing instead of the publicity side. Following a move to London, an art history course through Christie’s, and a return to the MET with a role in the publicity department, Benchley finally began to explore her talents as an original creator. She began to work on documentary films for A&E, the History Channel, and the Smithsonian. In fact, several videos she produced on the American Presidents are still shown at the National Museum of

Copeland. Benchley said a big part of her need for collaboration today comes from the sense

Then I thought about the shoes

of community and tradition she learned while a student at Peck. “I like, value, and need collaboration, either with a writing partner, a photographer, or with a

in my closet…

publisher,” she said. “I love meetings and

This book is about

I love producing a final product—be it a

using the shoes

spitballing ideas with other people, and book or a video—as a team.”

as a vehicle for story telling. If they are significant, they are so for a reason.

American History in Washington, D.C. today. Many years and two children later, Benchley attended Columbia Journalism

now 45, has a child, and isn’t likely to ever

School to master the art of writing. “It was

wear those boots again, something was

something I always wanted to do,” she said.

preventing her from throwing them away.”

It was from here that her first published

“Then I thought about the shoes in my

book was born. Artists Living With Art is

closet,” Benchley said. “This book is about

an inside look at the art that some of the

using the shoes as a vehicle for story

most famous living artists, such as Cindy

telling. If they are significant, they are so

Sherman, Chuck Close, and John Kerne,

for a reason.” The stories explore what most women

Interested in pre-ordering

Coming off the success of that book,

already know: that what we wear can have

Our Shoes,

Benchley is now co-authoring a new

power and significance beyond merely

Our Selves?

collection of stories with friend and actress

clothing our bodies. The book chronicles

Use this QR code.

Bridget Moynahan. Our Shoes, Our Selves is

these remarkable journeys, and the literal

have in their own homes.

Peck News

| 21

CAMPUS NEWS Peck Hosts Curriculum Director from Kopila Valley School in Nepal Jaddon Park, Director of Curriculum and Faculty Development for Blink Now—the U.S. foundation that supports the Kopila Valley School (KVS) in Nepal—spent an afternoon touring Peck’s campus, interviewing faculty and staff, and delving into the Peck curriculum, the new Higgins Library “learning commons,” and the Idea & Design Lab. He observed everything from how classrooms are organized JADDON PARK TALKS WITH THIRD GRADERS

to promote dynamic learning, to Peck’s Agency By Design framework which supports design-thinking processes. In many ways, Park and his colleagues at KVS view Peck as a

in 2008 when founder Maggie Doyne, a Mendham native,

model for the kind of elementary and middle school program

was selected to receive Peck’s annual Award for Community

they aspire to be.

Service. Since then, the Peck and KVS communities have

For more than a decade, Peck has maintained supportive ties with the Kopila Valley School in Nepal. This connection began

held a close relationship marked by genuine friendship and ongoing cultural and educational exchange.

Hunger Walk 2018 For decades, The Peck School community has supported Morristown’s Community Soup Kitchen with food drives, volunteerism, and participation in its annual Hunger Walk in October. Once again, more than 100 Peck students, teachers, parents, alumni, and family members participated in the soup kitchen’s annual 5k Hunger Walk—joining forces with a record 1,200 other participants dedicated to helping our neighbors in need. Special thanks go to the Peck Student Council for organizing and promoting Peck’s participation in this event!

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FALL 20 18

E IGH TH GRADERS ALEXAN DRA OUZOUNIAN , ADDYSEN DOWN EY,

FIFTH GRADERS HAILEY

GABBY P OSSIBLE, LAU REN

DOWN EY AN D SOPHIA

TH OMASE S, AN D WILLIAM TSAI

KAN OWITZ

T HE CL A S S O F 2020 S U P P O R TS P RESCH O O L A DVA NTA GE On October 24, the seventh grade held a family-style pasta dinner fundraiser for the Peck community to support their service learning partner Preschool Advantage—a non-profit organization in Morristown dedicated to helping children from lower-income families access a quality preschool education. The evening was a major success, raising $11,131 for Preschool Advantage— enough to support preschool tuition for two children next fall.

THE CLASS OF 2020

The event also serves a secondary purpose for the seventh grade, as the Peck Parents Association generously matches the funds raised and applies the gift toward their annual trips to Boston and, in their eighth grade year, to Washington D.C. With a sleight-of-hand magician, delicious pasta from Morristown-favorite Pomodoro, and raffle baskets expertly auctioned off by a few seventh graders, the Class of 2020 hosted an incredible, family-fun evening for the Peck community. Our thanks go to the seventh grade and their faculty advisors, our incredible parent volunteers, and the A M A G ICIAN E NTE RTAINS P ASTA F OR P R ESCHOOL GU ESTS

seventh grade Class Parents, Beth Mastrangelo, Kirsten Neville and Rania Makki, for a wonderful evening.

Debut of the Curriculum Board Peck’s new curriculum board not only gives a granular snapshot of our students’ learning, but also provides a timely invitation to escape the digital world and linger over the natural simplicity of a handwritten display. Teachers routinely update the board with words and phrases that illuminate what’s happening in the classroom, compelling Lindenwold visitors to pause and reflect on the exciting things happening every day at Peck. Peck News

| 23

Peck Welcomes Ross Scholars The Peck School is delighted to welcome three impressive Ross Scholars to our community this year:

Sixth-grader A M P A R ITO S A N C H E Z comes to Peck with strong academic honors, an exceptional work ethic, and positive attitude. She brings such joy and good humor to the sixth grade.

as independent a task as she initially

positive force—he loves to play soccer,

believed—in her words, cross-country is

and has made strong friendships on

about pushing teammates to continue

Peck’s 7/8 Boys Soccer Team. Scoring

and to give their personal best, even

the first goal in one soccer game gave

when they’re tired. Karla loves to play

him great joy, demonstrating that

basketball and is looking forward to a

hard work and dedication do, in fact,

competitive winter season. She took

strengthen his level of play and his

a PEP Studio Art class this fall, honing

influence as a teammate. As Gonçalo

her creative skills through detailed

has stated himself, Peck sports mean

sketch work and portraits. Academically,

more than just an opportunity for

Karla is navigating the challenge of a

physical activity. They teach lessons

new language (French) with tenacity

and values of teamwork, discipline,

and diligence. She wishes to better

perseverance, camaraderie, and fair

communicate with her French relatives,

play that he will carry through the rest of his life.’ A highlight of Gonçalo’s first

Though initially quiet, Amparito is not

and, after a memorable trip to Paris

to be underestimated: she possesses

this past summer, hopes to return

a stellar sense of humor and a sharp

one day with a strong command of the

wit. Amparito is running cross-country

native language.

traversed a high ropes course, played

Seventh-grader GO NÇA L O SO A RES

new friends.

this fall (her first season as a runner) and loves the camaraderie of the team and the methodical nature of running. It’s a sport that rewards hard work and careful practice, habits that are innate to Amparito. Her favorite subject this year is math; she loves equations and believes math is relevant everywhere in our lives. She is excited to push her mathematical understanding even further as she tackles challenging material throughout the year. Amparito

month at Peck was the Blairstown seventh grade trip, during which he fun games, and built a natural fire with

is highly mature, insightful, and responsible, showing great care and concern for others. In just a short time here, he has already made a strong, positive impact on our community. His Peck teachers remark that he is a thoughtful young man who imbues student-driven discussions with charisma and compassion. On the

The E. Burke Ross Jr. Family Fund for Ross Scholars funds up to three full scholarships and related financial support per year at The Peck School for sixth, seventh, or eighth grade candidates who exhibit exceptional academic and extracurricular potential, and possess strong interpersonal skills and leadership capabilities. Candidates primarily hail from the New Jersey SEEDS Young Scholars Program.

athletic fields, Gonçalo is an equally

took Studio Art as a fall PEP class, and attended Upper School Girl Pride, crediting these extracurricular classes with providing invaluable opportunities to meet other students and develop lasting friendships. KA R L A A O UGA is in the seventh grade at Peck. She is a natural leader who consistently challenges herself and seeks opportunities for more advanced work. At Peck, she has begun many new activities in earnest. She loved her first season running cross-country, and successfully shaved minutes from her mile time thanks to the support of her coaches and her own dedication. As a part of the team, Karla realized that racing is not

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FALL 20 18

GON ÇALO SOARES ‘20, KARLA AOU GA ‘20, AN D AMPARITO SAN CHEZ ‘ 2 1

I NT R OD U C IN G TH E S TU D E N T C O UNCI L eagerness to make Peck the best place it can be, they’ve become an active, driven group of young leaders and role models. “We discuss the main issues we need to talk about: what we need to fix, and what we need to do,” says seventhgrader Shivani Shah. “We assign jobs, and then we go and do it. It makes me feel like we’re helping the school.”

The Student Council for 2018-2019 are: Eighth Grade Officers: Franklin Mau (President),

This year’s student council is focusing

Day” for important athletic game

on helping our community become

days—giving Upper School athletes the

kinder and healthier, while also finding

opportunity to represent their team

Julia Ramsey, Hudson Honeker, and

ways students can show their school

and show their Peck Pride during the school day. They’ve worked with Chef

Henry Kurtzman

spirit. Under President Franklin Mau ‘19, elected student officers and volunteer

Mirra on how to provide healthy snacks

representatives from grades 5-8 meet

for athletes before games. And they

weekly to discuss initiatives, problem-

plan to continue the Peck Live student-

solve, and look closely and thoughtfully

produced news show to promote good

at the needs of our school and family

stewardship of our community, and

community. Representing the Lower

to keep us informed of happenings

School, fourth-grader Carter Baker joins

around campus.

Avery Santomassimo and Shivani Shah

In addition, they organized Peck’s

Sixth Grade Representatives:

the council to help forge links between Upper and Lower School initiatives.

participation in the 2018 Hunger Walk

“You get to have a say in something like

in Morristown, rallying more than 100 of

how to build school spirit, and how to

our community members who joined in

make Peck a better place,” says seventh-

the event.

grader Avery Santomassimo on why she joined the council.

Though the Student Council meets

Isabella DiPasquale,

Eighth Grade Representatives: Ella Budenbender, Alexandra Ouzounian, Chase Pirtle, William Tsai, and Trip Pendy Seventh Grade Representatives:

Peter Falk and Kip Rand Fifth Grade Representatives: Juliana Bartoli, Quinn Hynes, and Sophia Kanowitz

weekly, they also work on issues

In just the first few short months of

outside of their meetings and the

Lower School Representative:

school, the council has a number of

school day, often on their own time.

initiatives in the works: They plan to

They maintain a shared Google Team

Carter Baker ‘23

continue their “Kinder Than Necessary”

Drive to collaborate and develop

program, to highlight actions of

agendas for upcoming meetings.

kindness seen on our campus and

Each comes to meetings prepared

within our community. They recently

with ideas and information; ready

Upper School Art Teacher

approved the first official “Peck Jersey

to contribute to discussions. In their

Third Grade Homeroom Teacher

Faculty Advisors: Upper School French Teacher Tyler

Moseley

Scott Beil Tee Atkins Peck News

| 25

NEW FA CES A T P E C K

N E W F A C U L T Y , STAF F , AND LOWE R SCH OOL ASSOCIATE TEACHERS

Peck’s dynamic and meaningful program relies upon creative, energetic faculty and staff who are inspired to innovate, and who model the best pedagogical practices in their fields. We’re very excited to welcome an excellent cohort of new teachers, associate teachers, and staff members for the 2018-2019 year. With DR. KA TH ERY N KENNEDY , Peck’s new Lower School Science Specialist, our budding scientists have been focused on active investigations in science and engineering. “I love the excitement and engagement of the students, and seeing them experience an ‘aha’ moment.” Kennedy says. “I also am excited about the growing collaborations across D R . K A T HE RY N KE NNE DY

disciplines to integrate science and design with other content areas.” Kennedy holds a BS in Biology, an MS in Biomedical Sciences, and a PhD in Education. In DA VI D MA RSH A L L ’ S Latin classes, students are learning an ancient language through energetic, ‘gamified’ techniques that have students literally jumping out of their seats to participate. “When you look at Latin on the surface, it’s a lot of rote memorization, grammar...so you need to make it into something lively,” says Marshall. And, he says of one of his classes, “when you can get that enthusiasm and focus it like a laser—they’re one of the most amazing Latin classes I’ve taught in my 15 years.”

DA V ID M A RS HALL

Marshall has a BA in Classical Language and Archeology, and an MA from the University of Cincinnati.

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FALL 20 18

History is alive for Upper School students in ALEX SOUDAH’S classes, as they dive into the past while also conducting independent research for their National History Day projects. Soudah says that “the Peck community has made me feel very welcome, and I’m looking forward to my time here. We’ve just completed National History Day, and it’s great to see the pride and excitement on all the students’ faces.” Soudah has a BA in History, and is also an accomplished jazz guitarist, expert computer programmer, and fluent Spanish-speaker. Lower School students are becoming “tuneful, beatful, and artful” in L I S A W IC H M A N ’ S music classes, which is a holistic approach to fostering musicality and a love of music

ALEX SOU DAH

at an early age. Wichman holds a BM in Music Education from Wittenberg University and advanced certifications in Kodaly, First Steps in Music, and Kindermusik Beginnings. She has received numerous grants and awards throughout her extensive teaching career, and is an accomplished accompanist and freelance organist.

Lower School Associate Teachers: Peck’s immersive, yearlong Associate Teaching Program is a notable opportunity for emerging teachers who are ready to take the next step toward becoming first-class educators.

LISA WICHMAN

We’re fortunate to welcome three new associates this year. Teaching in the fourth grade, E M M A M C C A L L U M (BS Education); in the first grade, M E G A N O ’ KEEF E (BA English), and in the second grade, P E RI SA NDERS (BA Elementary Education.)

Director of Strategic Communications H EATHE R BU RCH F I EL D (BA Journalism and Women’s Studies, MBA expected 2019) joins Peck to oversee this newlyformed department.

New administration and staff: Without a dedicated team of people to ensure the school’s smooth daily operation, our teachers couldn’t do what they do best—empower students to reach higher and go further than they ever thought possible.

J ENNY H U NT (AB Art History, MA Dance) will be greeting

Peck’s new Lower School Psychologist A S H L EY TA BO R

winter of 2018 as Peck’s new Director of Facilities.

believes that all students have unique academic, social, and emotional skills that can be encouraged and fostered to create well-rounded learners. She has worked with students of all ages, overseeing testing and evaluations,

Peck families, alumni, and community members as Lindenwold’s new front-desk receptionist. RO L A ND J U L I A NO (BA Mechanical Engineering, Cert. Educational Facilities Management) joined Peck in the

DENI S A VI L A also joined our Facilities Team this fall (2018), adding a much-needed hand to support Peck’s increasing campus facilities needs.

creating student plans, and partnering with faculty and

BECKY ZA CH A RI A S (BS Physical Education Sports

parents to help children reach their goals. Tabor holds a BA

Management, MA Physical Education Sports Administration)

in Psychology and History, an MA in School Psychology, and

joined Peck in November as our new Executive Assistant to

numerous certifications in relevant areas.

the Head of School. Peck News

| 27

We Exhibit, We Compete, and We Learn In many ways, academic and artistic competitions and exhibits during elementary and middle-school years act as a safe ‘proving ground’ for students: a place to showcase and test emerging skills, to gain real-world experience and develop tenacity, and to learn how to succeed—and fail— gracefully. One impetus from Peck’s 2015 Strategic Plan is to celebrate and increase opportunities for our students to take a more prominent place on these interscholastic and public platforms. A few highlights:

FIRST LEGO League International Challenge Est. at Peck 2015-2016

Each fall Upper School FIRST Lego League Teams build LEGO MINDSTORM® robots and develop solutions to real-world, global problems. In 2017, The PeckBots won the state-level Teamwork Award, and this year the Peck Pride team received the Core Values Award at their qualifying tournament. They will proceed to state competition in December.

You Be the Chemist National Challenge Est. at Peck 2015-2016

Eighth-grade science students test their chemistry know-how each spring in an extracurricular challenge hosted by the Chemical Education Foundation. In March 2018, two students progressed to state-level competition, with two others serving as alternates.

Continental Math League National League Est. at Peck 2016-2017

Second-through-fourth grade “mathletes” at Peck compete in a year-long series of 30-minute challenges, improving their problem-solving concepts and enriching their math experience. In April 2018, a total of 15 students received highest-marks in the program.

National History Day National Challenge Est. at Peck 2015-2016

Upper School students deeply research, interpret, and creatively express a self-selected historical topic, using the challenge’s annual theme as a guiding framework for their project. During the June 2018 nationals, two students received the Outstanding Junior Entry for the state of NJ (highest-scoring project for the state that did not earn a national medal).

Art Expos Local Public Art Exhibits Est. at Peck 2013-2014

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Peck art students showcase their work in Morristown and the surrounding area, exhibiting at such venues as The Morris Museum, the Short Hills Mall, the Swiss Chalet Bakery, and the South Street Creamery. Twenty-four students showed their work at The Morris Museum’s March 2018 Art Exhibit.

ATHLETICS UPDATE FI EL D HO C K E Y With their triumph at the Greater Morris County Junior Schools (GMCJSC) Field Hockey Tournament Finals on Oct. 30 over Harding, our 7/8 Girls Field Hockey team held on to Peck’s champion status, remaining undefeated for the 10th year in a row. The team had just come off a nail-biter win against Boonton during triple overtime in the semifinals round—winning 3-1 in penalty strokes—and fielded a formidable team at the finals with contributions from Kylie Walsifer, Barbara Caspersen, Noor Elassir, Kathryn Cepeda, Heidi Pearce, Aleena Ahmed, Shivani Shah, and Addysen Downey. Both blue and white teams saw notable highlights throughout the season, including excellent leadership and strong play by captains Addysen Downey, Kate Siedem, Morgan Willis, Alexandra Ouzounian, and Julia Ramsey. Goalies Ella Budenbender (who made an incredible stop on a penalty flick which led to a win vs. Oak Knoll) and Abbie Van Cleef made huge contributions from the net, stopping a number of shots and backing up the teams with their energy and grit.

Peck News

| 29

ATHLETICS UPDATE

continued...

Other Field Hockey highlights included: • A blue team defeat of the extremely powerful West Essex team 5-0. (The West Essex team won the GMCJSC Large Schools Group); • Strong defensive play from Julia Ramsey and Lexi

Kayla Victor, Alexandra Zardoya, Victoria Zardoya, Elsa Spoor, Camden McPherson, and Liz Sterlin; • Countless moments of positivity, sportsmanship, great work ethic, and camaraderie throughout the season; • And a shout-out to the up-and-coming fifth- and sixth-

Watson—their ability to change fields and strip the

grade teams, who both had successful fall seasons! Sixth-

other team of the ball was inspiring for the rest of the

graders elevated their game sense and displayed solid

team—and Kay Lyon, Devon Nugent, Lulu Field, Alexandra

sportsmanship, while the newly competing fifth-graders

Ouzounian, Avery Santomassimo, and Ellie Kintiroglou;

worked very hard on their skill development and field

• A dominating front line with Eve Carbeau, Sophia Loschert, Charlie Bush, and Isabella DiPasquale on the attack; • Numerous players who exemplified hustle and determination against challenging opponents. To name just a few stand-outs in several tough white team games: Liz Sterlin, Gabby Possible, Alexis Bartoli, Summer Drayton,

positioning. It was an exciting season and the girls enjoyed practicing almost as much as competing! The Peck field hockey coaches couldn’t be more proud of our athletes’ skill development, great play, and strong teamwork this season! Coaches Sweeney, Caruso, Savage, Wilkinson, and Lan

C R O SS COUN TR Y

30 |

Peck’s Cross Country athletes ran a remarkable season,

program, runners who were a welcome addition to the

both as a team and as individuals, with a number of runners

team. (Though fifth-and sixth-graders practiced separately,

hitting personal best marks. For the first time, Peck’s Cross

all athletes raced together as a full grade 5-8 team.) From

Country program also included a fifth- and sixth-grade

top to bottom, we saw a number of impressive moments.

FALL 20 18

Whether it was a runner coming in first, or finishing the

• So many students developed tremendously on our 2.08

course for the first time, or achieving a personal best

mi. home course and hit or broke personal best records.

(sometimes taking as much as three minutes off a time),

To name just a few: Mallika Reddy and Leigh Wilkin broke

there were many successes to celebrate. As a whole the

their personal best records from last year, and newcomers

team really gelled and supported each other at every race.

Hailey Downey, Gianna Piloto, and Sophia Kanowitz came

A number of the younger students were scoring members of the team, and without them, we wouldn’t have competed as strongly. A big highlight was a boys’ second place finish for team captain Pierce Malloy (who was undefeated in his dual

in under 20 mins. at the Peck Spirit Run. Sahil Shah went from 20 minutes to 17 minutes, and Max Kim cut more than a minute off his time. James Welsh, Dylan Weaver, and Luke Pagano were all amazing runners.

meets) during the 1.7 mile Gill St. Bernards Middle School

It was an amazing season, and we can’t to get back on the

Great Pumpkin Run. The team also narrowly missed beating

course next year with our Peck runners!

Pingry for first place by four points after the meet was scored. Peck runners had tied Pingry at a dual meet earlier this year, when Pierce led the pack on the 2.08-mile course with a time

-Coaches Beil, Elias-Warren, Guss, Casola, Marshall, and Carlo

under 12 minutes. Of the 260+ runners that raced in the Pumpkin Run from area independent schools, Peck had five boys and two girls place in the top 30. Our top boy finisher was Pierce Malloy, followed by Matías Deicas, Lachlan Neville, James Thomas, and Matteo Littman. Dominick Beck, Joaquin Stevenson, Chase Cignarella, and Quinn Hynes all placed in the top 65 runners. Our top girls’ finisher was Mallika Reddy, followed by sixth-grader Gianna Piloto, with fifth-graders Hailey Downey and Madi Eaton placing in the top 60. As a number of both fifth- and sixth-graders came in right after the top runners, the squad looks to have a bright future moving forward. Throughout the season, our captains were amazing: on the boys side James Thomas, Pierce Malloy, and Marshall Herman, and on the girls side Kirsten Lytle, Mallika Reddy, and Jordan Cheung, were great team leaders and wonderful examples of sportsmanship. Other Cross Country highlights: • When runners would finish, their work wasn’t done. They’d be on the course cheering for their teammates, lined up to show their enthusiasm and genuine support for their teammates. We had a great overall spirit. • A shout-out to the parents, who were amazing supporters—they lined up to cheer on the runners, organized snacks for each meet, and were just as much a part of the team as the runners. Peck News

| 31

ATHLETICS UPDATE

continued...

SO CCER This soccer season kicked off with great excitement as the

a stripe of cerulean nodding to the “timely transformation”

Boys 7/8 Soccer teams were the first to sport new uniforms,

experienced by our students—both in class, and on Peck’s

featuring Peck’s timeless navy and white school colors, with

athletic fields and courts. Under the leadership of captains Jack Bolton, Gianni Crawford, and Hudson Honeker, the team played its way to a 8-1 record, while recapturing the annual Delaporte Cup and winning the GMCJSCA County Championship. As the county tournament began, Gianni Crawford had an impressive day, leading the team with 5 assists and 1 goal, and Charlie Medd made two critical goals at key moments. This great teamwork, paired with a stout defense (anchored by defender Franklin Mau and goalie Kal Mitchell), made this team tough to beat. Throughout the season, players grew more selfless and made sacrifices for the betterment of the team. At different times players such as William Tsai and Jake Melchionni gave up what could have been easy goals to instead earn assists by sharing the ball with their hardworking teammates. The white team played a game with 11 players and no subs, without complaint and everyone stepping in to different positions. The blue team came to depend on Kai Anderson to anchor the middle of the field during the mid-to-late half of the season because of his outstanding play. Captains Luke Benitez, Thomas Colaco, Jack Manahan, Jack Bolton, Gianni Crawford, and Hudson Honeker were excellent examples of leadership and energy on the field. Goalies Owen Markowitz, Owen Bedell, John Whipple, and Kal Mitchell were formidable in their roles. Both teams saw incredible moments and strong play throughout their season, including: • Excellent defense and goalie play from Franklin Mau, Kal Mitchell, Bennett Crosby, Luke Benitez, Teddy Foley, and Matthew Mastrangelo; • Teddy Mallgrave gave exciting bursts of energy in our attacking half of the field, while always working relentlessly to get back on defense; • A huge improvement in positional spacing during white team games, which led the offense to click and really pressure opponents. Henry Kurtzman played great team offense;

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• A level of commitment to the game, and to each other, that grew over the season to truly symbolize “Peck Pride;” • And a shout out to the up-and-coming fifth- and sixthgrade teams, who provide hope for a bright future for the program. Our youngest soccer athletes took the field with energy and enthusiasm, representing Peck with pride. The two teams combined for a 6-1 record, demonstrating

grace in victory and sportsmanship in defeat. Athletes demonstrated a willingness to trust their coaches, and displayed grit in both practice and competition. Energy and fun were never an issue during both practices and games, making for a meaningful and fantastic soccer season! -Coaches Carlo, Atkins, Young, Spadafora and McCallum

A Timeless and Transformative Look for the Pride Peck’s Athletic Department routinely cycles through Upper School athletic uniforms every few years, ensuring that our athletes take to the fields and courts in high-quality, high-performance sportswear. As we begin our uniform updates this year, we return to the tradition of using our timeless navy and white base colors, with an added splash of cerulean to celebrate ‘timely transformation.’ New uniforms will be rolled out during the next 3-4 years, beginning this fall with our boys soccer teams and in the winter with our girls basketball teams.

BEN N ETT CROSBY ‘19 WITH SOCCER C O AC H KRISTIN YOU N G

Peck News

| 33

Turning Another Page in the Higgins Library While Peck students turned the pages on their required summer reading, our beloved Higgins Library turned a page of its own. In keeping with The Peck School’s commitment to honoring ‘timeless traditions’ while fostering ‘timely transformation,’ the library underwent some impressive alterations during the summer of 2018. “Flexible spaces are a big priority in Peck’s new master plan—spaces that can be used for a variety of teaching and learning purposes,” said Head of School Andy Delinsky. “We are excited about the versatility we added to the Higgins Library, without fundamentally altering the beautiful space or taking any books out of circulation.” Physical books are still a vital presence at Peck. Especially in a K-8 environment, they are immersive, immediate, and irreplaceable. The library will continue to support the traditional role of books in our curriculum, and the renovations augment that tradition by creating additional areas for creative interaction and small group learning. When the Higgins Library debuted nearly 12 years ago, the sunny, inviting space immediately became a natural hub for individual exploration, investigation, and research. Over the years, as demands of project-based learning and collaboration have increased, the Higgins Library also transformed into an active, critical junction at the crossroads of gradelevel and multi-disciplinary exploration. Peck’s librarian Mary Kate MacVicar was closely involved in this evolution of the Higgins space. “I am very excited about

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FALL 20 18

the changes to the library. The newly

for media creation (i.e. green screen

to work closely with the librarian to

re-imagined space takes the library from

and filming equipment), and for

find the information they need. The

a traditional library design to a learning

collaboration and content creation.

committee also chose some bright

commons model. This means a place

A Harkness room was sectioned off

new color choices to reflect the vibrant

where students explore information

for class use to facilitate The Harkness

nature of the school.

in all formats, collaborate together to

Method, which fosters learning through

learn, and have the tools and space

discussion and discovery and the

to create new content,” she explains.

development of a student’s individual

Working closely with the architects and

voice and academic confidence.

designers, the committee responsible

“Teachers are flocking to the enhanced Higgins Library for classes because it can be used for so many different reasons,” Delinsky said. “There are

New, flexible furniture can be

both big and small teaching areas,

reconfigured into a variety of

where students can spread out, or be

arrangements for students to work

grouped together for

together or to separate for quiet study

sessions. It is a great

and reading. The library’s iconic story

space and a perfect

room received doors, allowing the room

blend for quiet

to function for both quiet story time

individual study and

and as additional presentation and

reflection, as well as

An additional small group meeting

performance space. A new centrally-

group activity and

room has been added, with new items

located circulation desk allows students

collaboration.”

for the renovation (including MacVicar, the administrative team, and additional teachers) selected furniture and envisioned small physical changes that would help facilitate student learning, and reflect modern methods of teaching.

Peck News

| 35

The Peck campus is tran Spaces in every division have been reimagined to support the authentic

T HE P E C K COMMONS, SE P T. 2 0 1 9

REDESIGN ED DEETJEN KIN DERGARTEN

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sforming before our eyes. learning experiences that hallmark our integrated and inspirational program.

I D EA & DE S I G N L A B IN LINDE NWOLD

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R OBOTICS LAB IN ECKERT-HU FF

HIGGIN S LIBRAR Y I N E C KE R T -HUF F

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GO PRIDE! Peck students distinguish themselves as creators and community builders, as leaders and lifelong learners, and as contributors to a better world on a daily basis.While we often see their efforts on campus, we wanted to recognize just a few students who are generously sharing their time and their talents with the greater Morristown area community and beyond. Consideration of Others is a value Peck students often bring to the wider world: A JA Y TO L IA ’ 24, inspired by a Japanese legend promising that 1,000 origami paper cranes will bring good luck and hope, realized that his own interest in origami could bring these good wishes to others. He began making paper cranes with a goal of reaching 1,000 before September 2018 (Pediatric Cancer Awareness Month). “His teachers Jane Attah and Alyssa Keenan were instrumental in providing him invaluable support and guidance,” said his mother Tandeep Bhatti Tolia. He wrote a personal letter to the Ronald McDonald House New York asking if they would be interested in accepting his work as a symbol of hope for their patients. Touched by his efforts, he was invited to their annual festival in NYC. Here he was provided his own booth where his cranes were displayed, distributed and reproduced by the residents of RMHNYC as well as the local community.

H EI DI P EA RCE ‘ 20 submitted her photo of two deer in a wooded landscape to the recent 2018 “Celebrate Harding” Photo Contest (sponsored by the Kemmerer Library, Harding Land Trust, and Madison PhotoPlus), and won the Grand Prize for Overall Best Photo category. “Heidi has been capturing wildlife images since she was 10 years old,” says her mother, Janet Pearce. “She enjoys photographing the beauty of local NJ wildlife in her town and along the Atlantic coast, as well as taking photos of ponies and horses in horse show competitions, barns, and pastures.” She is currently shooting with a Canon Rebel T5i. Of her talents in the classroom, Upper School Art Teacher Scott Beil says that, “Heidi is always a creative presence in art studio. She has already made plans to utilize some of her stunning equestrian photographs as a basis for her ink paintings when she has art in the fall.” Visit the Kemmerer Library in New Vernon to see a display of Heidi’s work. HEIDI PEARCE ‘20’S AWARD-W I NNI NG PHOTO

AJ A Y T O L I A ‘2 4

LE F T : A L E X A N D R A OUZOUNIAN ‘19

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FALL 20 18

A L E XA NDRA O U ZO U NI A N ‘ 19 organized a fundraiser to purchase Kindles for the Smart Center in Armenia—the country of her heritage. The Smart Center provides healthcare, education, and economic development in rural villages. A modern, tech-equipped facility that offers a variety of classes for children, the Smart Center will be able to broaden their array of literature and lessons because of Alexandra’s donated Kindles. “I was slightly intimidated by the idea of asking people for money, but I knew that I had to go outside of my comfort zone if I hoped to make it happen,” she said. “When I hand delivered the Kindles to the librarian at the Smart Center, she was smiling from ear to ear with gratitude...we are all a part of something bigger than ourselves whether it is a family, a team, or a citizen in the world.”

OWEN ‘20 and L A U R E N ‘ 22 M A R K O W ITZ brought their perseverance from Peck’s athletic fields in two high-profile swimming championships in March 2018. Both first swam in the NJ Short Course Junior Olympics (Owen in 12U and Lauren in 10U). Owen swam personal best times in all of his seven events; returning for finals in six out of seven, and finishing in the Top 8 in the 200m Butterfly with 4th place, in the 400m Individual Medley with 5th place, and in the 200m Backstroke with 6th place. Lauren also swam personal best times in seven of eight events; finishing in the Top 10 in the 100m Freestyle with 3rd place, in

L A U RE N MARK OWITZ ‘22

the 100m Butterfly with 5th place, in the 50m Butterfly with 6th place, in the 500m Freestyle with 8th place, and the 50m Breaststroke with 9th place. In the Eastern Zone Short Course Championship (with 12 states in the New England and Tri-State areas participating), both again swam personal best times in the majority of their events. Owen placed 11th in the 200m Individual Medley, 8th in the 200m Butterfly, and 6th in the 500m Freestyle. Lauren placed in the Top 12 in the 200m and 100m Individual Medleys, and 6th in the 50m Backstroke.

OWEN MARKOWITZ ‘20

Last year Peck’s all-girls FIRST Lego (FLL) league team, THE PECKBOTS, received both awards and accolades during their season-long robotics competitions. However, and perhaps most importantly, they also helped the residents of Wasenje Community, a town in Western Kenya, receive an incredible gift: clean water. As part of their FLL project, the PeckBots fundraised for The Water Project which aims to improve access to clean, safe drinking water across sub-Saharan Africa. The team learned in January 2019 that MARGARET JU MBA FALL IN their contributions would build a water program WASEN JE, KEN YA. in Wasenje. The program included constructing PHOTOS COU RTESY OF sanitation platforms, education, and the THE WATER PROJECT TOP: BEFORE, BOTTOM: AFTER excavation and protection of Margaret Jumba Spring, a natural spring that supports about 500 people. Their project was fully installed in July 2018—and now, a town has clean, drinkable water as a result. The PeckBots are: JANET PEARCE ‘18, MEGAN WU ‘18, KAY LYON ‘19, HEIDI PEARCE ‘20, SCARLETTE LIFTIN ‘21, GIANNA PILOTO ‘21, and HARINI VENKATESH ‘21, and faculty advisors Genny Elias-Warren, Bruce Schwartz, Kevin Grieshaber, and Lee Collik. Though two members of the PeckBots are now alumni, the remaining five are continuing their competition with this year’s FLL teams, and are mentoring three new fifth-graders to the robotics program.

JORDAN CHEU N G ‘19

JORDAN CHEUNG ‘19 spent time in the summer of 2018 studying chemistry with the Johns Hopkins Center for Talented Youth Summer Program. Her threeweek long course, Chemistry in Society, took place at Lafayette College in Easton, PA, and challenged her to look at highschool level topics in chemistry as a means to solving simulated real-world problems. After taking an entrance exam designed for senior-level high school students, she was admitted into the class— and was the only girl enrolled, to boot. She explored a range of topics, from the molar volume of hydrogen, to DNA and the human genome, to the stoichiometry of s’mores. “We went really fast from topic to topic, from eighth grade, to high school, and then to college-level, and we had a lot of labs. We got to go to a college-grade lab,” said Jordan. She says that her favorite lab was electroplating with copper. (United States pennies are created via electroplating, which are made of zinc covered in a layer of copper.) “I definitely want to do something in the science field when I grow up,” Jordan added. Of chemistry, she said, “I like how there are rules to everything, and you need to follow those rules—but, there are also a lot of exceptions!” Jordan is currently studying chemistry in her eighth grade science class with Mr. Loveday.

Peck News

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A Teacher’s Story: The Gift of Teaching By JEN GARVEY, Lower School Technology, Innovation, & Design Integrator

me hone my classroom management skills and entrusting me with her class. During my senior year, I began the difficult search for my first job, eager to have a classroom of my own. After many interviews, none of which panned out, I was hired two days before the start of the school year in a daycare center, teaching seventeen fouryear-olds, with no assistant, making less money than I did babysitting in middle

FOR THE PAST SIXTEEN YEARS,

through this Tri-State exchange at that

school. (Teachers of four-year-olds are a

THE PECK SCHOOL HAS ASKED

time. I cannot imagine the anticipation

very special breed of people. I am in awe

ONE TEACHER TO SHARE HIS OR

my parents felt, waiting for me to come

of anyone who does this year after year.)

home—and I can’t help but imagine the

Nonetheless, I was thrilled to finally have

different paths my life could have taken.

a class to call my own.

I don’t know much about my birth mother

In my 20 years as an educator, one

H E R P E R S O N A L S T O R Y with our

community so that we may know each other better as friends, as colleagues, as family.Our ‘timeless tradition’ continued this year with Lower School Technology, Innovation, & Design Integrator Jen Garvey (BA, Boston College, MA, George Washington University), who joined Peck in 2006. Her story narrates how her educational philosophy and calling to be a teacher has been shaped by her teachers and family.

or what qualities I may have inherited from her. But there are certain qualities you need to be a passionate teacher, like putting the needs of others first and doing everything in your power to help them thrive. I know that my birth mother had the capacity as a teenager to make an incredibly difficult decision: giving me the gift of life and my mom the gift of a little

I’ve always enjoyed listening to my

girl. She must have been a compassionate

colleagues tell the story of what inspired

person, to be able to give me to another

them to become a teacher. No two stories

family to raise and trust that she made

are alike, and not everyone has had a

the right decision. The magnitude of her

traditional teaching career path. My own

choice is not lost on me, and that has

career path feels very simple—I’ve always

shaped every part of who I am today.

wanted to be a teacher, and couldn’t imagine another career for myself. I love

An educator herself, my mom instilled

what I do, and that is a gift.

in me a sincere adoration for my

To understand the path that led me to become a teacher I have to take you back to the beginning. I was adopted from Prince Edward Island in Canada. The stories I’ve been told about my birthplace revolve around a tenacious nun named Sister Mary Henry. Apparently, she is a Prince Edward Island legend. After my parents adopted my older brother,

40 |

teachers. I wanted to be like them: patient, encouraging, and smart. I used to spend hours playing school with my mom, dolls, and stuffed animals in the basement playroom. Even though I was quite introverted as a child I seemed comfortable in front of my “class,” and was quite authoritative when disciplining my mom to listen during my lessons.

constant has always been that I love working with children. I love how unabashedly unafraid they are to ask anything that they’re wondering about, no matter how embarrassing it may be to you. (I am sure this is why I was given the gift of my own child, who can ask questions for two hours straight, with endless follow-ups on anything from the Big Bang, to climate change, to why gas makes such hilarious noises!) Kids’ natural curiosity about the world, as well as their lack of a filter, keeps my job interesting. Author Alice Wellington Rollins said, “The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer.” Being a mom of a perpetually curious child has helped me grow as a teacher. When I began teaching I used to think I needed to know all the answers, on the spot. But I’ve since realized how empowering it is for my students when they can help shape the path we’ll take in a project

Sister Mary Henry was determined to

My days as a student teacher proved to

or lesson. When my students ask me

help my parents adopt a second child

me I was on the right path. Each one of

something I don’t know, I am comfortable

before Canada closed adoptions to the

my cooperating teachers gave me the gift

saying that I haven’t learned that yet—but

U.S. I was one of the last children adopted

of her time and talents, patiently helping

we can research it and find out together.

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I am a better teacher because I am never done being a student. For me, being a teacher is an inseparable honor from being a mom—twin roles marked by the ups and downs of challenges and triumphs; proving that life does not always take the expected, or easy, path. When I set out on this parenting journey, I was thrilled to find out I was having twins. The bond I felt with them while pregnant gave me a greater appreciation for how difficult a decision adoption must be. My boys were born early and we spent about five weeks in the hospital with them. While it was scary at times, I chose to view it as an opportunity to learn how to handle the boys’ needs from the incredible NICU nurses, many with whom we still keep in touch. As a teacher, being able to see tough moments as opportunities is an important skill to have—and when my boys were born I saw how necessary this is in parenthood, too. As my boys grew it amazed me to watch

by either my warnings or Mr. Delinsky’s

Every day that I come to school and teach

them learn to do things that I have taught

presence. It was a bit embarrassing to have

other people’s children, helping shape

others to do. I am thankful for every

to then send my child out of the room and

part of who they become in some way,

teacher who took the time to build their

ask him to return when he was ready!

I am grateful that parents put their trust

confidence while teaching them to wait their turn, solve difficult problems, make friends, throw a ball with proper form, read, or clearly speak their lines in a play.

But, we have to remember that our students are developing. They don’t come to us perfect. We may not see the fruits of our consistent teaching of consideration

Parents are their children’s first teachers,

for some time. We have to give our

but at Peck I’m simultaneously parent and

students the gift of time and know that

teacher. Many faculty parents before me

we’ve done our best to instill values in

shared stories of times when teaching your

them. As my children enter third grade I

own children can be challenging. One of

have seen tremendous growth. Yet, I know

my boys, who has a very silly side, needed

they will continue to make mistakes. I am

frequent reminders in kindergarten and

happy to be in a place that supports them

first grade about class expectations.

in their development and guides them as

While working quietly at a desk has not always been his strong suit, his teachers

they grow.

in me. I take care to be empathic when their children make mistakes, and I always look for the best in each student. I ask other students to do the same, helping to support their classmates in their growth. I don’t take either my role as a mom or a teacher lightly. I couldn’t know when I started teaching that I would end up here at Peck teaching technology, often working in our new Idea & Design Lab and Robotics Lab, surrounded by colleagues who care deeply about what they do, and with incredible

recognize his big heart and his creative,

Being a parent has heightened my

opportunities to develop professionally.

inventive talents, and they give him

sensitivity to the fact that I am teaching

That privilege is not lost on me, and I

opportunities to shine. During one tech

someone else’s precious gift. Every day

learned early to appreciate the choices

class Mr. Delinsky happened to stop by

that I am greeted by hugs from my own

that others have made that have allowed

just as I was disciplining my own child.

boys, I am grateful for the gift of their

me to be where I am today...which is

He carried on misbehaving, unphased

love and for the patience of their teachers.

exactly where I was meant to be. Peck News

| 41

FACULTY NEWS Teachers Are Students, too: Faculty Professional Development During the summer of 2018, several Peck teachers dove

A NDREW SCH NEI DER, Peck’s Director of Finance and

deep into myriad professional development opportunities.

Operations, presented at the National Association

English Teacher SA R A H C H A N attended the Experiential

of Business Officers conference in March 2018 about how

Learning Summer Institute for Classroom Teachers; History

schools are able to best negotiate loan agreements

Teacher J A SO N G U S S attended the Exeter Humanities

with their banks. He also currently serves on the

Institute for Harkness Training; Math Teacher S TE WA RT

finance committee of the New Jersey Association of

WIL K I NSON attended the second annual Exeter

Independent Schools.

Mathematics Institute; Science Teacher G E N N Y E L I A SWA R R EN attended The Greater Good Science Center Science-Based Insights for a Meaningful Life. Lower School Teachers K A TIE B R U N O , TE E A T KI NS, JA NE A T T A H, M A R IB E L M O H R , JE S S IC A C A T HCA R T , A N D E L IZA B E TH C O L L IN S attended various levels of Responsive Classroom Training.

Furthering Peck’s ‘deep dive’ into Agency by Design (AbD) teaching framework, 20 teachers from various

experience, “For four days

departments participated

in August, I attended the

in a two-day, on-campus

Responsive Classroom

workshop with a trainer from

York City. The course took a deeper dive into making the classroom a cohesive community—where each child feels significant, has a sense of belonging, and where learning is fun. In my second grade classroom

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SUMMER WORKSHOP

Attah writes of her

Advanced course in New

JA N E A T T A H

AGENCY BY DESIGN

Harvard’s Project Zero—the Graduate School of Education think tank from which this framework originated. Agency by Design is being incorporated throughout disciplines and across campus this year, helping to lay consistent, guiding techniques for how to help students begin examining, questioning, and reasoning more deeply, no matter their ages or subject matter.

this year, I’m incorporating

BRU CE SCH W A RTZ, Director of the Idea and Design

greetings that reinforce

Lab, says one of the best things about the workshop was

math concepts. Language

the discussions about how to put AbD’s proscribed ‘thinking

arts and grammar are part of our group activities. Students

routines’ into practice throughout the full K-8 curriculum.

are given opportunities to practice ways of being responsible

“Students are really beginning to understand how to think

citizens of the classroom and the school through mindful

more deeply, and how to question more. For example, the

interactions with one another. “Academic Choice” is a time

third grade State Project is revamped to prompt students to

when students can choose ways they can practice a skill

‘look closely’ from the start—identifying on their own what

being taught, whether it’s pairing up to review vocabulary

they see on a map, question what topography lines mean.

with a classmate, independently practice cursive letters,

Ultimately, they’ll develop a themed amusement park based

one-on-one time with a teacher, or quietly read. Students are

on their state. Agency by Design allows them to not only

steadily learning to make the decision about how best they

look closely, but it slows them down. You can’t understand

learn and identify their needs.”

how to go deeper, unless you take the time to do so.”

FALL 20 18

Papandreou Receives Disciplina Ad Vivendum Award Head of School Andy Delinsky and Board Chair Jamie Foley presented the Disciplina ad Vivendum Award for teaching excellence to Upper School Math Teacher A M Y P A P A N D R E O U at the Welcome Back Dinner on September 7. Established in 2005, this award is the most distinguished award at Peck for a faculty member. At Peck, educational objectives are clear: graduates will succeed academically, and will have the mindset and moral fiber to lead productive and principled lives. This requires a talented and capable faculty who are not only interested in who our students are today, but in the people they will become tomorrow. To adapt to changes in the educational landscape without sacrificing academic strengths and core values, faculty must constantly grow and learn themselves. The Disciplina Ad Vivendum award honors that commitment to lifelong learning.

AMY PAPAN DREOU (WITH HEAD OF SCHO O L AND Y D E LI NS KY AN D BOARD PRESIDEN T JAMIE FOLEY)

“This year, it is an honor and privilege to present the

talks the talk of lifelong learning. We are grateful for her

Disciplina Ad Vivendum award for teaching excellence to Ms.

professionalism, service, and for holding firm to our highest

Amy Papandreou,” Board President Jamie Foley, announced

standards at The Peck School. We are thrilled to celebrate

at the Welcome Back Dinner. “Amy walks the walk and

her tonight.”

In Honor of 20 Years Facilities Supervisor D E N N IS Y A N O SKI was recently honored for an important milestone: 20 years of dedicated service to The Peck School. He received an engraved, personalized Peck chair. “Behind every great school is a great team of Facilities staff, working tirelessly, often in inclement weather or well into evenings to ensure our campus is ready for teachers to work their magic the following day. And behind every great Facilities team is a great leader. Peck has been lucky to have Dennis leading by example for the past two decades,” said Head of School Andy Delinsky during Peck’s Welcome Back Dinner on September 7. Not only has Yanoski applied his expertise to keeping our campus running smoothly on a day-to-day basis, he has also gifted our community with the beauty of his artistry. An award-winning painter, he has exhibited his beautiful seascape oil paintings in Lindenwold’s lobby over the years, and has taught several after-school enrichment painting classes in Peck’s Enrichment Program (PEP). T O P : F ACILITIE S SUP E RVISOR DE NNIS YAN OSKI. R IG HT : Y ANOSK I WITH P E P STUDE NTS, MAY 2013.

Peck News

| 43

FACULTY NEWS Wichman Receives NJ Music Educators Master Music Teacher Award Lower School Music Teacher L IS A W IC H M A N was recently selected as one of the New Jersey Music Educators Master Music Teachers by the New Jersey Music Educators Association. She was nominated by the principal at her former school in Kinnelon and was observed by a panel of music educators. “It was obvious in her interview that she was a dedicated, outstanding educator and a phenomenal lady! The rapport with her students was indeed, amazing,” said Frank L. Hughes, president of the NJ Retired Music Educators. Wichman will also be presenting at a national

LISA WICHMAN

music educators conference in April 2019, providing lesson plan formats, repertoire, and activities to

Morris Knolls Chorale (one of six choirs at Morris Knolls High

use in early elementary music classes. Wichman is also an

School) at a performance at The White House in Washington,

accomplished pianist, and will be accompanying the elite

D.C. in December 2018, and at Carnegie Hall in January 2019.

Peck’s Science Specialist Authors Trailblazing Textbook for Teachers D R . K A T HER Y N K E N N E D Y , Peck’s

teachers to infuse engineering concepts

textbook spanned a four-year period.

Lower School Science & Design Teacher,

into the science curriculum.

Kennedy collaborated on the textbook

recently co-authored a trailblazing textbook for high school science teachers entitled Engineering in the Life Sciences. It is the first and only resource on the subject, and is particularly exciting because it addresses the lack of knowledge and curricula available to

“This expectation that you have engineering in the classroom is new,” explained Kennedy. “Although 19 states have adopted the Next Generation Science Standards outright, and 41 states already have an engineering component somewhere in their curriculum, the majority of teachers have not had any formal training in how to integrate engineering. Most life sciences teachers are sort of starting from scratch when it comes to infusion

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FALL 20 18

with four distinguished colleagues at well-respected science and engineering institutions around the United States. They came up with six lessons that have an engineering component to them and represent all the biology concepts that would be present at the high school level of instruction over the course of a year. In the months ahead, Kennedy will be appearing at several regional conferences sponsored by the National

of engineering.”

Science Teachers Association, giving

From concept to completion, the

order to promote the concepts and

collaboration on the co-authored

lessons in the book.

presentations and author sessions, in

Chan Receives Summer Grant English Department Chair S A R A H C H A N dedicated herself to the art of writing for two weeks over the summer of 2018, intending to work on short stories about growing up in Brooklyn. She said that, “To accomplish this, I returned to my roots in Brooklyn— admittedly not the most exotic or peaceful or even sweet-smelling of destinations—hoping it would serve to re-stimulate my urban senses and memories, so that I could feel the vibe and pace of living in the city again, and perhaps liberate these stories from my psyche. My purpose was not to travel afar but to travel within.” After immersing herself in the signs and sounds of the Williamsburg neighborhood, inspired by “the rich, messy complexity of it all,” and writing and reading for hours on end, she finished one story, ready for feedback. “So what have I learned?” she asked. “ I’ve learned that a walk can solve many problems, and that leaving home—even if it’s just across the river—always widens one’s perspective. Lastly, I’ve learned to embrace the contradiction that writing can be both solitary and communal.”

BROOKLYN STREET ART RIGHT: EN GLISH DEPARTMEN T CHAIR SARAH CHAN

The Ben Alexander Grant for Faculty Enrichment is awarded to one or more faculty members each summer to support a personally enriching experience that demonstrates and nurtures a growth mindset.

Baby News and Wedding Bells Congratulations to Athletic Director D A V E CA RL O and his wife Sharon on the birth of their daughter, Milena Mei Ye Carlo! Milena was born on October 1, and joins big sister Ophelia, 2.

CATHCART RECEIVES MASTERS Kindergarten teacher Jessica Cathcart received her M.Ed in Educational

The Loveday family welcomed

Technology from Mary

new baby Flynn in March!

Lou Fulton Teachers Col-

Upper School Science Teacher

lege at Arizona State Uni-

TIM L O V E DA Y , his wife Sarah,

versity. Her work focused

and their young boys Bobby and

specifically on technology

Neely are thrilled with their new

in grades K-5, and she

addition to the family.

designed and implement-

Congratulations to Physical Education & Sports Teacher A D A M S P A DA F O RA , and his new wife Jillian, who married on November 3, 2018 at Waterloo Village.

ed curricula and activities surrounding robotics, innovation, GSuite, and digital citizenship.

We wish the couple a lifetime of happiness! Peck News

| 45

CLASS NOTES 1960’s SU SA N N I CHOL S F E R R IE R E ‘ 65 says that, “With my husband Patrick fully retired, this has been a year of travels for us ranging from the Middle East and Southeast Asia, to traditional summer destinations in the Adirondacks and Maine. Like most modern families, ours is spread around the world and we were thrilled to be able to travel to spend time with them in situ rather than waiting for them to come to NYC (though eventually everyone does!). High points of the year were time spent with my closest friend, L E IG H G ASTO N PU NJ ‘6 5, and her husband T.V. in Thailand and, before that, with her son Peter and his family in Dubai. I hope to be

SU SAN FERRIERE ‘65

able to report more shared adventures in 2019! We also had a wonderful evening with classmate BOBBY PINGEON ‘65 and his wife Emmy during a recent trip to Paris, and look forward to seeing more of them here in NYC. If any friends are coming to NYC, please be sure to let us know as we would love to see you!” LEI GH ( GA ST O N ) P U N J ’ 65 writes to tell us she and her husband have had “a busy year full of travel and the opportunity to catch up with some classmates. We have seen Patrick and SUSA N ( N IC H O L S ) F E R R IE R E ‘ 65 in three different places (Phuket, NYC, and London), caught up with Michael and A L EX ( C O N W A Y) TIM C H U L A ‘ 65 in NJ, and just missed BU R K E R O S S ‘ 65 and wife Susan Ross in

LEIGH (GASTON ) PU N J ’65

New Delhi and P ETE R R O S S ‘ 65 and wife Alison in London. Our class has been on the move and so have we. Hope to see more classmates in 2019!”

1970’s MA R CUS D O WD ’ 75 writes, “After 28 years in Los Angeles, Elin and I decided to move back to the east coast where our children have graduated from, or are attending, college. We chose the Finger Lakes region of upstate New York because her parents have retired up here and we wanted to be closer. Unsure if we could re-adjust to the

MARCU S DOWD’S THE IDLWILDE IN N

winters, our fears were allayed when our dog Stella, raised FACEBOOK: FACEBOOK.COM/PECKSCHOOLALUMNI

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FALL 20 18

INSTAGRAM: @DOWNYREDHEADS1893

in Southern California, preferred never to come in from the snow. Now, if it just doesn’t snow every day in April (again), we’ll be just fine!” Next time you are in the Watkins Glen, NY area, plan a visit to the Dowds’ popular B&B, The Idlwilde Inn. (www.idlwildeinn.com)

1990’s L I Z MA TERNE MCNA MA RA ’ 91 stopped by Peck with her two daughters, Dylan and Izzy, and her brother KI RK ’ 89. While chatting in the front hall, her daughters L I Z M A TE RNE MCNAMARA ’9 1 AND K IRK MATERN E ‘89

noticed former Peck music teacher Bronagh Coakley’s name on the Disiplina ad Vivendum plaque. It just so happens that Mrs. Coakley is teaching at the American School in London and is indeed the girls’ music teacher there! A MI E P I ERCE MCI NERNEY ’ 91 wed Thomas McInerney on June 9 in Charleston, S.C. Amie says it was a wonderful summer! In attendance were two other members of the Peck family: former Peck Kindergarten teacher (and mother of the bride) Judy Pierce, and Amie’s brother TOD PIERCE, CLASS OF ’89, with his family. NI CH O L A S KA SS ‘ 93 completed a Ph.D. in mathematics

A M IE P I ERCE MCINE RNE Y ’91

at the University of Nebraska-Lincoln this past May. The strong math program at Peck under the guidance of Mrs. Elisabeth Fraser was a large part, he says, of his early love of the subject. He also adds that the joy of lifelong learning fostered at Peck was a part of his decision to pursue an advanced degree in the field. Nicholas is currently teaching mathematics at the University of Nebraska in Omaha. L A U REN W O RTH I NGTO N MO RSE ’94 and her E LISE MCLEAN

husband Rob welcomed a daughter, Layla Virginia Rose

L A Y L A MORSE ( LAURE N

K LARBERG ’97 WITH BABY WHITN EY

on April 21, 2018. Big brother Harrison is thrilled with his

WO R T HINGTON MORSE ’94)

little sister! DEVON GRAHAM HAMMONDS ’95, KATIE SCOTT OLD ’95, AND MARIA LINGNAU VON SCHACK ’95 and Pingry classmate Kelly Sheridan Florentino and their children got together this past spring. DO U G SKI NNER ’ 95 and his wife Carla welcomed a daughter on June 23, 2018. Josephine Julia “Josie” joins big brother Teddy.

DE V O N GRAH AM H AMMONDS ’9 5 , K ATIE SCOTT OLD ’95, A N D M ARIA LINGNAU VON SCH ACK ‘9 5

EL I SE MCL EA N KL A RBERG ’ 97 sent in a photo of herself and her daughter Whitney, born Sept. 18, 2017.

Peck News

| 47

2000’s LIN D SA Y EI CHL E R G O R D O N ’ 00 celebrated her baby shower in May 2018 with her Peck friends C H RI STI E TH EBA UL T M A G U IR E ’ 03 and E M IL Y S IM ON C RY ST A L ’0 3 in attendance. JA HL I SA B R A T H W A ITE ‘ 02 was recently offered a position as the Digital Marketing Manager of all Home Appliance Products at Samsung Electronics. She says she is very excited about the opportunity to learn and grow as a part of this world-class company.

DOU G SKIN N ER ‘95

C O UR T N EY GI L L IS B R IL L O N ’ 02 welcomed a second child, Peter Lee Brillon III, who was born on August 12, 2018. Big sister Cayleigh Dawes Brillon (born June 10, 2016) is excited to have a baby brother in the house! C H R I ST I E T HEB A U L T M A G U IR E ’ 03 and her husband Frank have their hands full! In addition to their two-year-old son, Bodie, they now have added two more children to their family. Twins Cooper Thomas and Lucy Alexandra were born on June 20, 2018. TA Y L O R WOR TH IN G TO N W IL L IA M S ’ 03 married

CHRISTIE THEBAU LT MAGU IRE ’03, LIN DSAY EIC HLE R GORDON ’00, AN D EMILY SIMON CRYSTAL ‘03

Tyler Williams on June 2, 2018 at her parents’ home in New Vernon. A large contingent of Peck alumni helped to celebrate the occasion! LIZZ I E Z I EB A R T H ‘ 06 reports that she recently left a job on the very remote island of South Andros, in the Bahamas, working as the manager of a flyfishing lodge called Bair’s. She moved to NYC in June and started a new job at The Late Show with Stephen Colbert, as their House Band Assistant, working directly with Jon Batiste and Stay Human. STA R K K I R B Y ‘0 9 is producing Cleopatra, a unique, OffBroadway immersive musical experience at Chelsea Music

PETER AN D CAYLEIGH BRILLON (COU RTN EY GILLIS BRILLON ’02)

Hall that opened November 7. Cleopatra is “a high-octane fusion of music, dance, fashion, theater, and nightlife that welcomes audiences into a wholly interactive experience.” He encourages all of his Peck friends to attend!

EDITOR’S NOTE: Alumni—you are the eyes and ears of life after Peck! We love to share your stories, ensuring that the Class Notes section remains your go-to pages!

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TAYLOR WORTHIN GTON WILLIAMS ’03

Class of 1967 Reunites On a beautiful spring evening in April the Class of 1967 gathered once again in the front hall of Lindenwold to celebrate

IN MEMORIAM

their 50th reunion—albeit, a little overdue! After the initial

Peck extends its sympathies to the families

greetings of hugs and exclamations, the group began a tour of

and friends of the following members of

the familiar and not-so-familiar spaces on campus. Each space brought forth a comment or two such as, “Where are the folddown lunch tables in the old gym?” or “I remember that this was Mrs. Hobbie’s room (in the Lower School).” or “Where was the old science room?” One memory shared by several alums was when they would sled down the hill behind the Lower School on the lunch trays “borrowed” from the kitchen. The alumni were fascinated by the Lindenwold’s renovated basement, which houses the Idea & Design Lab as well as the steel pan band rehearsal room (the Class of 67’s former art room)! Following the tour, the alumni had time to reminisce with each other at a dinner held in the Lindenwold Library, and peruse old Peck newspapers, photo albums and yearbooks, and the popular

our community: RI CH A RD EDEL L , May 2, 2018; grandfather of Blake ‘22, Morgan ‘24, and Sadie ‘27, and husband of Dolores Edell. P ETER MA L L O Y , May 3, 2018; grandfather of Hope ’17, Pierce ’19, and Ginger ’24, and husband of Gertrude Malloy. P H Y L L I S R. SCH MU CKI , May 15, 2018; mother of Ross ’69 and Tina ’74 and a former member of the Board of Trustees during the 1960s.

compendium Because They Cared, Peck’s very own history book compiled and written during Peck’s centennial in 1993.

EMMA J O Y L I NEN DA NA , August 6, 2018; mother of Richard ’67, John ’69, Andrew ’73,

Thanksgiving Lunch with the Class of 2018

Gordon ’80, and grandmother of Tracy Dana ’99, Jay Dana ’02, and William ’07. Her husband, William D. Dana served as Board of Trustees President in the 1970s and her son John served as Board of Trustees President from 1998-2001. A RTH U R VERDESCA , August 11, 2018; father of Edith Verdesca Kaplan ’85, Julia Verdesca Lucivero ’82, and Stephen A. Verdesca ’77, and grandfather to Andrew Verdesca ’11 and Alison Verdesca ’14.

L T O R : ( F RONT) SOP H IE WILK INSON, ALE C WHIPPLE, A L E C B R O W N, MARIA VIE IRA, CAROLINE K EATIN G (B A C K ) B R UCE DUBE L, CH RISTIAN CARBE AU , RAYYAN AHMED, C H A RL IE F O LE Y , ALE X DOWNE Y , CH ASE MELCHION N I, S A V A N N A H LE ACH , AND CH ARLIE H Y NE S

L O I S GI L L RA ND, August 31, 2018; grandmother of Hadley ’20 and Kip ’20. A NN W I L KI NSO N, September 27, 2018; mother of Stewart Wilkinson, Upper School

On the Tuesday before Thanksgiving, we welcomed members

Math Teacher and Math Department Chair; and

of the Class of 2018 to join us for a casual reunion lunch, and to

grandmother of Sophie ’18 and Nicholas ’20.

spend time with our current eighth graders and their teachers. In addition, they joined in the annual all-school photo (that hangs in the foyer of Lindenwold), and attended the Thanksgiving Assembly—contributing their voices to the chorus of students, faculty, and parents singing the beloved Turkey Song! Peck News

| 49

Former Peck field hockey players came out to support our current Peck 7/8 Girls Field Hockey team at their county championship game against Harding Township. The game proved victorious for Peck with a solid 9-1 win for Coach Sue Sweeney’s 10th consecutive county championship! Peck alumni included CA RO L I NE RA MSEY ‘ 1 5, KEEL Y CO MI ZI O ‘ 17, J A NET P EA RCE ‘ 18, and KENDA L L H A NL O N ‘ 15, all of whom play for Oak Knoll K E E L Y C O M IZ I O ‘1 7 , K E NDALL H ANLON ‘1 5 , C A R O L I N E R A M SE Y ‘1 5

School of the Holy Child. (Oak Knoll finished their field hockey season ranked second in MAX Field Hockey’s National Top 25 High School Rankings.) A NJ EL I CA ‘ 11 A ND A RI EL CL A X TO N ‘ 13 were recently traveling in Los Angeles and happened to recognize a familiar face at the airport—it was none other than Maggie Doyne of the Kopila Valley Children’s Home and School! Maggie was traveling in the U.S. with her husband Jeremy and baby daughter Ruby. All send their warmest regards to the Peck Community. GREG GI L BERT ’ 14 returned to Peck’s Lower School Art Studio in May 2018 to assist teacher Karen Dispenziere for his senior project at Newark Academy. She says that,

AN J E L I C A ’1 1 A ND ARIE L CLAXTON ‘13

“while he was here, he assisted with lessons and lesson prep, helped out at recess and even took a lunch table. Warm, easygoing and lighthearted, Greg endeared himself to Peck’s youngest artists. His former teachers were thrilled to have him back on campus. Greg’s assistance in organizing and hanging artwork for Peck’s Art Expo in May was immeasurable.” To show their appreciation, Lower School students made Greg a one-of-a-kind t-shirt filled with their artwork and warm messages; he wore it on his last day on campus.

G R E G G I L B E R T ‘14

Are you receiving the Alumni Beacon? If we have your email address, than you are automatically on our email list for the Alumni Beacon monthly e-newsletter. (Try checking your spam folder if you don’t see it!) If you accidentally unsubscribed or aren’t getting the Alumni Beacon and would like to, please contact the Alumni Office at alumni@peckschool.org so we can keep you up-to-date on the latest news and announcements!

FACEBOOK: FACEBOOK.COM/PECKSCHOOLALUMNI

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FALL 20 18

INSTAGRAM: @DOWNYREDHEADS1893

A Morristown Happy Hour For Peck Alumni Just before Thanksgiving, Peck graduates gathered at End of Elm for our first-ever Morristown alumni happy hour. With creative cocktails and delicious bites on offer, guests settled in to catch up with old friends and connect with new ones at this vibrant gastropub on Morris Street. Alumni spanned from the Class of 1956 to the Class of 2011, but everyone remembered whether they were a Downy or a Redhead! Follow us on facebook (@peckschoolalumni) and Instagram (@downyredheads1893) to hear about future gatherings. Lorem ipsum dol

Peck News

| 51

L E A D E R S H I P

Peck News FALL 2018

The Pe c k S c h o o l 247 South Street Morristown, NJ 07960-7381 973.539.8660 peckschool.org Head of School ANDREW C. DELINSKY adelinsky@peckschool.org

ADMINISTRATION

BOARD OF TRUSTEES

Head of School

Edward James Foley IV ’85,

Andrew C. Delinsky

President

Director of Strategic Communications

Daniel Honeker, Vice President

Heather Burchfield

Janet S. Pearce, Vice President

Director of Athletics

Thomas J. Pryma, Treasurer

David Carlo

Holly P. Brown, Secretary

Director of Admissions and

Andrew Delinsky, Head of School*

Financial Aid

Carter Marsh Abbott ’89

Erin Ceder Director of Technology Kevin Grieshaber

EDITORIAL STAFF Director of Strategic Communications HEATHER BURCHFIELD hburchfield@peckschool.org Associate Director of Strategic Communications JEN CLEARY jcleary@peckschool.org Communications Specialist CHRIS STARR cstarr@peckschool.org Receptionist

2 0 1 8 - 2 0 1 9

Stefanie Bolton, PA President* Mark C. Bush Brian D. Crosby

Director of Advancement

Mahmoud Elassir

Joan Smith Myers

David Hepp

Head of the Upper School

Philip Kim ‘90

Daisy Savage

Carrie Kurtzman

Director of Finance and Operations

Marc M. Manahan

Andrew Schneider

JeanAnn Morgan-Liftin

Head of the Lower School

Souren G. Ouzounian

Nina Sharma

Jai G. Parekh

Director of Curriculum and Faculty

G. Michael Pendy

Development

Patrick C. Ramsey

Christopher Weaver

Subhadra Shah

JENNY HUNT

Elliston Hensler Siedem ’82

Director of Advancement and Alumni Relations

PARENTS ASSOCIATION

Charles Sorrentino

JOAN SMITH MYERS

EXECUTIVE COMMITTEE

Casey Wells

Campaign Director

Stefanie Bolton, President

David T. Welsh

LAUREN SPIRIG Advancement Associate SUSAN YUHAS

Melissa Bartoli, Vice President Susan Santomassimo, Secretary

* Ex Officio member

Carlene Pruitt, Treasurer

PHOTOGRAPHY: Jason Jones Photography, The Peck School, The Peck School Archives, Peck Faculty, Stacey Breaks, Peck Parents ARTICLE CONTRIBUTORS: Heather Burchfield, Jen Cleary, Andrew Delinsky, Jen Garvey, Kevin Grieshaber, Joan Myers, Virginia Savage, Lauren Spirig, Chris Starr, Sue Yuhas, The Peck Athletic Department PRINTING: J. S. McCarthy Printers ART DIRECTOR: Greta G. Chinnadurai

This publication was printed with 100% renewable Green-e certified wind power and on paper from responsible sources certified by the FSC

52 |

FALL 20 18

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.

100%

of Peck students

are positively impacted by the enhancements that are made possible by The Peck Fund

44%

more students

were offered financial aid in 2017-18, in comparison to 4 years ago

100%

of our graduating Kindergartners have become enthusiastic readers

160

Lower School students, 100% of them, mastered the art of public speaking by presenting at a school assembly

86%

of those who toured Peck, applied, and 81% of those who toured enrolled!

consecutive Field Hockey County Championships for our Peck team!

2,000+

pieces of art and woodwork were created by Peck students through Upper and Lower School Art, Woodworking, and Summer Camp classes!

100%

of our athletes learn character education and values on the playing field

All 45

Fifth graders programmed robots in the Robotics Lab to simulate Mars Rovers

Harkness tables have been added to campus spaces enriching the collaborative learning experience for students

100s

of hours of committed professional development by our academic and administrative faculty

90%

of our 8th grade students were accepted at their 1st choice secondary school

2,230+

pounds of collected food were donated to the Morristown Interfaith Food pantry. That doesnâ&#x20AC;&#x2122;t even include the 115 turkeys donated, too!

We are very proud to have you as a member of our community and thank you for your continued faith in our mission and belief in the transformative academic experience offered to each and every Peck student.

Peck News

| 53

Non-Profit Org. U.S. Postage

247 South Street | Morristown, NJ 07960-7381 peckschool.org

ALL-SCHOOL REUNION 2019:

PECK

SATURDAY, MARCH 2, 7 P.M. Enjoy an unforgettable ďŹ nal event in the Old Gym before our campus transformation is complete. Share your favorite memories, sign the backstage wall one last time, and celebrate with your fellow alumni from all graduating classes, as well as beloved former faculty! Let the Good Times Roll! For guests 21 and up

PAID

04330 Permit #121

Integrated and Inspirational Learning: A Journey Through Part I of Peck's Strategic Plan

Articles inside

Teacher Wins Award for Teaching Excellence

Turning Another Page in the Higgins Library

Her Shoes, Her story

An Invitation to Innovate

Explore. Exite. Engage. Engineer!

Essential Questions: Providing a Compass for Learning