Reports 2015

REPORTS

VOLUME XXVIII SUMMER 2015

FOR FAR BROOK ALUMNI & FAMILIES NEAR & FAR

THE MAKER MOVEMENT At our roots, we are a community of creators and learners.

THE POWER OF SELF-DISCOVERY Children identify their unique strengths.

REPORTS

VOLUME XXVIII SUMMER 2015

16 Graduates / 22 Events / 25 Development / 29 Alumni News / 35 Faculty News / 37 We Remember

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CONTENTS

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THE MAKER MOVEMENT A recent trend, always at the roots of Far Brook

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STEPPING INTO THE CLASSROOMS

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THE POWER OF SELF-DISCOVERY

A photo tour of dance, sports, library, and French

Head of School Amy Ziebarth’s Education Night Remarks

Editors Jennifer Barba Helen Kaplus Editorial Assistants Joan Burr Peggy Fawcett

Principal Photographers Nino Badridze Peter Chollick Todd Goodman Emi Ithen Helen Kaplus Rachel Pasternak Penny Sokolowski Will Winburn

A MESSAGE TO FAR BROOK ALUMNI AND FAMILIES IT HAS BEEN A YEAR OF GROWTH AT FAR BROOK IN MANY WAYS. The construction of the new Music & Arts Building and the Science & Environmental Center has provided exciting possibilities for the students to observe, measure, design, and imagine right outside our classroom windows. We look forward to celebrating the opening of these buildings with the entire Far Brook community and to the students and faculty beginning to use these incredible new facilities, all later this fall.

In this issue of our magazine, we provide a glimpse into the application of design thinking for our community of ‘makers,’ and how hands-on learning, curiosity, and exploration take place.

We also step in to the classroom and take an in-depth look at our Dance, Sports, Library, and French programs. I hope that once you read these articles you will agree - the joy of learning and of childhood is found everywhere on campus.

Our newest alumni, the Class of 2015, are off to exciting adventures at a wide range of day and boarding schools, including Kent Place, Newark Academy, Pingry, Deerfield Academy, Delbarton, Millburn High School, Columbia High School, and more. While we miss them already, we know their curiosity, love for learning, confidence, connections, and friendships they have established here at Far Brook will continue to nourish them as they explore the opportunities ahead. You can see the full list of schools toward the back of the magazine in addition to the list of colleges and universities that the Class of 2011 will be attending as freshmen in September. Please also take a minute to catch up on our outstanding alumni, faculty, and administration.

As always, I hope that you enjoy the news of Far Brook within these pages, and I welcome your feedback and your updates. Please come back for a visit.

WARMLY,

AMY ZIEBARTH Head of School

HEAD OF SCHOOL LETTER / 3

THE MAKER MOVEMENT AT FAR BROOK’S ROOTS

by Educational Technology Specialist Deborah Wraight Parents entered Moore Hall on Transition Night in February expecting to find the typical seating configuration, rows of chairs facing a podium, but instead they found the Hall primed for creativity and collaboration.

Tables piled high with Legos, scissors, tape, clay, and cardboard filled the space. Chairs encircled the tables in preparation for meaningful and productive conversations.

This cold evening was going to be quite different from the Transition Nights of the past; parents were to design collaborative classroom spaces for our new buildings.

Rather than being consumers of information, parents were asked to become creators, and participate in the same “human-centered, design-based”¹ approach to problem solving that their children experience throughout their time at Far Brook.

Being a maker is among the latest educational trends.

Many educators, corporate leaders, and political figures have begun to embrace the grassroots renaissance known as the Maker Movement, claiming it will revolutionize the field of education. Teachers are encouraged to provide authentic learning opportunities that capitalize on the basic human desire to create and problem-solve. Through these relevant experiences, students become active participants in their learning and develop the confidence to take risks and try out new ideas. The Maker Movement recognizes the importance of learning with one’s mind, as well as with one’s hands to produce a purposeful product.

This movement has gained so much momentum that

in June of 2014 the White House celebrated its first ever “Week of Making.” President Obama urged everyone to try out tinkering and to tackle the pressing issues of our time with innovative solutions and tools. Well-known federal agencies and companies participated in the White House Maker Faire, offering their services and support to

At our roots, we are a community of creators and learners. everyday Americans who have the passion for creating.

Collaboration is at the heart of the Maker Movement – the sharing of resources and tools fuels the Movement and allows ideas to come to fruition.

Although the Maker Movement is a relatively new conversation in the world of education, the concept is at the roots of the Far Brook experience. Our mission statement embodies the spirit of creativity and selfexpression. Our teachers “use and … adapt the principles of progressive education and its philosophy of pragmatism for a changing world, and … instill a creative response to learning with great art, drama, music, and literature as models.” Throughout the School’s history, our students have been makers of projects as complex as building

¹ IDEO.com website

THE MAKER MOVEMENT / 5

LEFT: Seventh Graders make circuits with electronic building blocks called LittleBits.

the Old Library2, or as simple as putting together a box in Woodshop. From our beginning, we have recognized the importance of immersing students in meaningful experiences that empower them to take ownership of their learning and help them discover the joys of problem-solving and creating.

On any given day, as you stroll through Far Brook’s campus you will find children exploring, building, and experimenting. You will see Nursery students making their very own “brass” instruments with recycled materials; Kindergartners building elaborate mazes with blocks; Second Graders sewing beautiful needlepoint images of the planets; Fourth Graders grappling with the simple mechanics of the Egyptian shaduf, whose purpose is to draw water from a river; and Eighth Graders carefully designing their own diploma frames. Far Brook has been, and always will be, a community of focused and determined makers. We discovered the importance of giving children the opportunity to explore their curiosities and interests well before the Maker Movement became a trend.

Far Brook School is constantly buzzing with creative energy and ingenuity, and as the times and needs of our students change, so does our curriculum. We strongly believe children should be given the right tools to develop unwavering confidence to approach challenges. With the advent of affordable and accessible 3D printers and micro-

controllers, the definition of what it means to be a maker has broadened and has become even more empowering.

These technologies will continue to enrich the makerspaces in our new classrooms and are changing how and what we can create. Students can think of a product, digitally design it on a computer, and have it in their hands within the hour. The possibilities are endless.

Class projects that we love at Far Brook can be taken in directions once thought unimaginable by integrating science, technology, engineering, and mathematics in innovative ways. Imagine adding conductive thread to the needlework of the Second Grade project depicting the planets. Students would continue developing the fine motor skills involved in sewing and would also be introduced to electronics and circuitry. Second Graders would come to understand that in order for the LED light to glow, they need a closed circuit and the thread or connectors need to be conductive. As they create unique pieces of artwork, they would also be seeking the answers to: How do circuits work? What makes something conductive? How can circuits help me make something that serves a purpose?

This year, the Fourth Graders not only built the traditional shaduf, which relies on the basic mechanics of a lever to draw water, but they also had the opportunity to experiment with building their shadufs using simple

Far Brook encourages our students to design and create with purpose. electronics, known as LittleBits. The Fourth Graders were able to experience first-hand the advantages electronics provide when creating a functional machine. They were also able to determine whether using electronics was the most effective approach to building a shaduf or if the modest lever actually worked best for its functionality. The awareness that making something highly complex does not necessarily make it a better product is an important design concept for students to grasp. They have an endless continued on page 9

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The “Old Library” was built in 1934 by students when the School was called Buxton Country Day School

EMPATHIZE: connect with the user and the user’s experience. Only after the designer understands the problem and whom it is impacting can she design a product that will successfully resolve the issue and address the user’s needs.

TEST: evaluate the product through observations and feedback.

The designer may find that the product needs improvements or a complete redesign, and will go back to the drawing board or in this case, the Design Thinking Method.

DEFINE: clearly identify the problem and what is needed. The designer asks herself, what exactly is the problem?

What does my product need to accomplish?

DESIGN THINKING METHOD PROTOTYPE: bring the

IDEATE: generate many varied solutions. At this stage, the designer uses divergent thinking to come up with as many solutions as possible.

No idea at this stage is too impossible or absurd.

ideas into reality. Having a physical form to test, manipulate, and experience allows the designer to have a deeper appreciation and understanding for the problem and user.

THE MAKER MOVEMENT / 7

3D Design Thinking in Woodshop

In this year’s Seventh Grade Woodshop Mini classes, the students worked in a mock design firm setting. Teacher Chris Murphy asked them to create new, comfortable handles for the rasps used by Nursery through Eighth Graders in the woodshop. The rasp, a common tool used for coarsely shaping wood, is a long steel bar with teeth, and is uncomfortable for the students to hold. All Far Brook children are keenly aware of the tediousness of precision rasping and filing. They would have better control of the tool with a custom-made handle, which could be manufactured by the 3D printer. The Seventh Grade designers met with their “clients” (Second and Third Graders) to determine what they wanted in a handle.

The desired size, shape, and color of the handles were just some of the options presented to the Second and Third Grade focus groups. After learning to navigate the

Tinkercad 3D program, the Seventh Graders designed new shapes for the handles and began manufacturing and testing them using the 3D printers. With prototypes in hand, the students presented their first try to their clients. They then gathered feedback in order to improve their designs. Then it was back to the drawing board!

The students gained valuable experience with the design cycle: identify the problem, gather information, build a prototype, test it, identify new problems, improve the model, and perhaps, back to the drawing board again!

TOP TO BOTTOM: Seventh Graders Designed Handles for the Rasps used in Woodshop; A New Handle in Action

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continued from page 6

number of tools and resources available to them, making it critical that they know how to evaluate and decide which tool or resource will actually serve their objectives most fully.

As President Obama encouraged Americans to be a Nation of Makers who create tools that improve our lives and resolve everyday challenges, Far Brook encourages our students to design and create with purpose. We ask ourselves: How can we inspire our children to be makers?

What can we do to help them generate novel ideas? How can we motivate our children to pursue their ideas and make them a reality?

We have adopted the Design Thinking Method taught at the d.school: Institute of Design at Stanford; a systematic, yet fundamentally social process that stimulates creativity and problem solving. The Design Thinking Method is cyclical and deeply entrenched in the human experience. (see diagram, page 7).

This quick-paced design process requires our students to be aware of negative mindsets that hinder innovation.

Finding the most effective solution to a problem can be time-consuming and often frustrating. When going through multiple iterations of the same product, the appeal and excitement of creating and problem-solving can quickly be lost. The K12 Lab at the d.school encourages educators and students to have “a bias towards action, see constraints as opportunity, and take on more than one point of view.”3 Maintaining a positive frame of mind during the design process can empower the maker to rise above challenges, interpreting them as catalysts to continue problem-solving, iterating, and designing.

Through the Design Thinking approach, students develop self-efficacy and the stamina to stay with a problem until a solution is found. In addition, they learn and practice the important life skills of communicating clearly and empathizing with others – through the strengthening of social skills, valuable solutions are

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discovered and real change is made. Our core curriculum at Far Brook has always underscored the importance of being able to relate to and understand others. Our children “examine the patterns and the ever-changing nature of the universe, the cycles and rhythms of the natural world, and explore other cultures, both past and present.” As they do this “they develop – along with essential academic skills – intellectual awareness, rational wonder, and empathy for the human experience.”4 Our Third Graders have re-imagined the Woodshop and addressed its space limitations; our Seventh Graders have created functional turbines with the 3D printer to determine which blade design produces the most wind energy; our faculty has thought about re-designing the

CLOCKWISE: Creating the Prototype for Sixth Grade Kinetic Sculpture; The Next Step in the Design Process; The Finished Product of an Automata Sculpture

k12lab.org website Far Brook website

THE MAKER MOVEMENT / 9

Students develop self-efficacy and the stamina to stay with a problem until a solution is formed.

ABOVE and BELOW: Fourth Graders design shadufs to move water from the “river” built in the sandbox with Nursery children.

Segal Family Library to better accommodate the needs of all students. It was only a matter of time that our current parents were given the opportunity to be immersed in an authentic and relevant design experience. On Transition Night, they were asked to become makers, to let go of their inhibitions, and to approach the challenge of designing classroom furniture for the new buildings with a positive mindset. Parents thought about the needs their children have when learning in a science classroom. Many of the furniture pieces resolved the sizing problem that

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students encounter when the chairs or tables are too big or too small for them. Other pieces were designed with children’s curiosities and imaginations in mind – indoor tree houses and cozy nooks for children to read a book or simply ponder about the world. Seeing the excitement, creativity, and innovation of the parents further confirmed our views on the importance of being a maker.

At our roots, we are a community of creators and learners. We have long known the importance of progressive principles and the undeniable power of awareness, wonder, and empathy. This groundwork helps our children grow into innovative problem-solvers who design with purpose and intention, bringing forward change to our world.

Fifth Grade Makers Redesign Classrooms

We all know that an amphitheater has sophisticated acoustics, right?

Fifth Graders learned why. By combining their yearlong core study of Ancient Greece with their scientific knowledge of the human body, technology specialist Deborah Wraight created an in-depth acoustic design project for her students.

The Fifth Grade students learned about the huge Greek theater in Epidaurus, built of limestone in the fourth century BC and known for its acoustics. An actor can stand on the stage and be heard from every seat. The students had learned about sound and the human ear in science class, so when Deborah introduced the acoustics project, they were ready to tackle more sophisticated terms.

The students studied the concepts of sound waves, amplification, frequency, and absorption that the Greeks applied when building their theaters. Sound travels in circles, making the amphitheater the perfect shape. The natural corrugations in the limestone seats absorb low frequency sounds, removing some of the background noise and allowing the actors’ voices, which were of a higher frequency, to be heard.They also watched Julian Treasure’s TED Talk about invisible architecture and the importance of designing with one’s ears as well as one’s eyes. The students were split into groups and their challenge was to redesign a classroom to improve its acoustics. Some students chose the gym, adding acoustic foam paneling to the walls and ceiling to reduce the reverberation time; others reinvented Moore Hall to mimic the Epidaurus Theater in semi-circular shape with limestone seats; and one group redesigned the Fifth Grade classroom to become

two separate rooms dependent on the activity – for more lecture-style lessons, the room looked like an amphitheater, and for group activities the room had padded walls and special flooring to absorb lower frequencies and lessen the noise.

In the final step of the project, they presented their designs to the class and teachers who were chosen as a “panel of experts.” These Fifth Grade makers demonstrated their newfound knowledge of the history of Ancient Greece, science, and architecture. Through collaborative efforts, they solved practical problems in their surroundings.

TOP TO BOTTOM: Building a prototype ampitheater; One Fifth Grade team’s proposal of new classroom acoustics.

THE MAKER MOVEMENT / 11

Dance, Sports, Library,

and

French

STEPPING INTO THE CLASSROOMS

by Helen Kaplus with Faculty Input

LEFT TO RIGHT: Eighth Graders performed during Harmonia; Second Graders create a star explosion; First Grade’s focus on Patterns extends to dance; Sixth Grade Choreography.

Dance!

The dance program at Far Brook is flourishing.

Children in every grade experience dance in one form or another with Matthew Westerby and Uton Onyejekwe of Matthew’s eponymous dance company, exploring different techniques, choreography, improvisation, and creativity. Dance builds essential skills for our young people; collaborating, negotiating with others, presenting creative ideas and listening to each other, as well as building confidence and self-esteem through performance of original dance work. Dance is tied to the classroom curriculum for each grade when possible. This past year, our young dancers choreographed and shared their work of diverse inspirations. In the Lower School, Nursery children danced like birds and Kindergartners like insects, and First Graders worked with branching and spiraling patterns. Stellar constellations inspired the Second Grade, and Third Graders created contemporary versions of the dances of Native Americans. In special workshops with

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CHILDREN INSPIRE EACH OTHER AND DEEPEN THEIR LEARNING ALL AT ONCE the upper grades, the Fourth and Fifth Grade classes developed dances based on Ancient Greek and Egyptian art and architecture and the Sixth Graders worked on the traditional medieval dance. Seventh Graders learned the Laban Effort Actions and Movement theories, while Eighth Graders choreographed a creative dance performed as part of December’s Harmonia celebration. To round out the year, Matthew Westerby Company also brought its professional program to all the children at Morning Meeting in May, performing a selection of its contemporary repertory. As the children bring their understanding of a variety of topics from the classroom into dance, they inspire each other and deepen their learning all at once. n

Sports The most important goal set for Far Brook’s Physical Education program is for every child to graduate with an excellent sense of self that comes from their participation in interscholastic sports. Nancy Muniz, Athletics Coach and Director of Athletics, and Greg Bartiromo, Athletics Coach, believe that the physical and emotional growth that stems from being a member of a team is key to that development, especially in adolescence. Since so much of life requires cooperation at some level, it is often our ability to work as a team that becomes the measure of our success.

In Nursery and Kindergarten, when the young children are developing gross motor skills, they learn to dribble balls around the gym and practice hopping, skipping, and galloping. They also learn to play simple games that encourage cooperation. In First through Fourth Grades, the children participate in team-building activities and learn the rules and skills of games like kickball, soccer, and basketball. In Fourth Grade, the girls are also introduced to field hockey. Rather than repetitive drills, teaching encourages the students to pursue activities creatively, reflective of Far Brook’s overall mission. Children are prepared to do their very best in every game, and in the process, learn about themselves and their classmates by working side-by-side toward common goals. In Fifth

through Eighth Grade, girls play interscholastic field hockey and lacrosse and boys play soccer and baseball. Practice is assisted by coaches Jen Semioli and Cathi Harris. On game days, the boys and girls wear their uniforms to school, and game results are proudly announced during Friday’s Morning Meeting. Every student is on the team and gets a chance to shine. Some children excel in drama, some in music, some in science, and some find their

WE DON’T MEASURE OUR SUCCESS BY WINNING greatest successes on the sports field. And as in all things Far Brook, the children are supportive of each other’s accomplishments. “Winning is a real desire, but we don’t measure our success by winning,” says Greg. “We can have a great season when the team comes together with cooperation.” Because the children grow to know one another so well – in some cases they’ve been together for 10 years – they have a deep appreciation for what it means to be true teammates. Striving together as a team and supporting each other on and off the field are the keys to their success now and in the future. n

STEPPING INTO THE CLASSROOMS / 13

iN THE LIBRARY Librarian Kate Hewitt believes that a thoughtfully curated, easily accessible library collection is central to Far Brook’s mission of instilling the love of learning. She has transformed the library to increase students’ usage for both pleasure reading and for research, and has increased circulation by 25% to 7800 books. The most significant innovation has been a cutting-edge new categorization system called Metis. Shifting to Metis organizes Far Brook’s library in a flexible, child-centered way, empowering students to navigate the shelves with greater independence and success. Kate says, “It’s wonderful to see that even the youngest students are now able to follow the logic of the library’s organization and use the visual cues on the new spine labels to understand a book’s content and genre.”

Students participate in mock book award contests.

Lower School students analyze the artwork in some of the year’s most critically lauded picture books and choose the “Far Brook Caldecott Medal” winner for best illustrations.

Upper School students read noteworthy chapter books representing a variety of genres before voting on the winner of the “Far Brook Newbery Medal” for the best contribution to American literature for children. Of course, immersion in outstanding literature is a hallmark of the library curriculum throughout the year, as Kate reads to Nursery through Third Grade students during weekly library classes. Books portraying a diverse range of perspectives and cultures introduce students to a variety of genres.

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Literacy skills such as predicting, questioning, connecting, and inferring are reinforced here. The curriculum grows in complexity: Nursery students focus on imagination versus information as they investigate the difference between fiction and non-fiction. Third Graders learn how to use non-fiction features such as captions, headings, glossary, and index, and how to recognize text structures such as problem/solution, cause/effect, and compare/contrast. The library continues to be an essential resource for Upper School students, who trust Kate to help them find the perfect book. Kate also assists in Upper School social studies and history classrooms, teaching research skills such as formulating search queries, locating and evaluating online and print resources, and synthesizing information from multiple sources.

The revitalized library, in its spacious, light-filled building at the heart of the campus, is a hub of the Far Brook community. The library program inspires students to love reading and to enjoy the detective work of diving into research, and equips them with the skills they need to be successful readers and researchers. n

LITERACY SKILLS SUCH AS PREDICTING, QUESTIONING, CONNECTING, AND INFERRING ARE REINFORCED HERE

French In Eighth Grade French class this year, students have been learning about the francophone country of Haiti with teacher Rosemarie Alagia. One exciting part of the curriculum is working with F.E.E.D., a grassroots organization in Paulette, Haiti. F.E.E.D. stands for La Fondation pour l’Epanouissement des Enfants Demunis (the Foundation for the Development of Underprivileged Children). The goal is to meet the nutritional and educational needs of the children of Paulette, many of whom are orphans. In the fall, the Eighth Graders exchanged letters with those children and learned of their

FÊTONS LA CULTURE HAÏTIENNE! love of soccer. Having a personal connection with the Haitian students inspired the Eighth Grade class to raise funds for F.E.E.D. They set up a table at Fall Family Day to let the community know that they were learning about Haiti and about F.E.E.D. They decided that the $132 they collected should go towards purchasing soccer balls for their Haitian pen pals. In February, the students celebrated a special day entitled “Fêtons la culture haïtienne!” (Let’s

celebrate Haiti’s culture!) They sampled traditional Haitian cuisine, listened to Haitian music, and heard from Haitian members of our community. Far Brook parents April Bell-Martha (also a French teacher at Far Brook), Roselie McNair, Marie Alexandre, and Sybil Elias and her father, Marc Elias, shared their memories, anecdotes, and love for their beautiful country. Science teacher Mike Chodroff spoke to them about Haitian ecology.

During a Morning Meeting in March, the class took the stage and shared, in French and English, what they had learned about Haiti. Eighth Graders held another, larger fundraiser to further support the educational needs of the children of Haiti. They challenged the Seventh Graders to a charity soccer game in April and won! Participants and fans donated to the cause, and $944 was collected for the children of Paulette. In addition to cheering on their friends playing in the game, the spectators also created pages of French vocabulary books for the nursery school in Paulette.

In this collaborative way, the Eighth Grade French students helped raise awareness in the Far Brook community and enhanced their own knowledge of the French language and francophone people in the Caribbean. n

STEPPING INTO THE CLASSROOMS / 15

CLASS

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2015

We present the 23 members of the Class of 2015 in costume for The Tempest, their graduation play. The majority of these students began at Far Brook in Nursery or Kindergarten, while others were fortunate to enter the School in later years. When asked what they will miss most, the students overwhelmingly answered that it’s the sense of community and feeling like a member of one big family with their friends and teachers. We wish them good luck and know they will hold Far Brook in their hearts as they continue on their life journeys.

5 OUR NEWEST ALUMNI- THE CLASS OF 2015, PHOTOGRAPHED JUST BEFORE PERFORMING THE TEMPEST, THEIR GRADUATION GIFT TO THE SCHOOL.

LEFT TO RIGHT BACK ROW: Grace Goodman, Leah Miller, Gerardson Alexandre, Matthew Schwind, Richard Saber

LEFT TO RIGHT THIRD ROW: Alessia Zanobini, Lucas Sim, Madeline McEvoy, Jackson Lubke LEFT TO RIGHT SECOND ROW: William Broder, Sarah Sadlock, Liana Tizzio, Hailey Bernstein, Ailie Jack, Julian Barba, Annie Leithead, Nathaniel Waldor LEFT TO RIGHT FRONT ROW: Nava Levene Harvell, Alex Rebhun, Gabe Schiffer, Alexis McNair, Katie Rebhun, Sophia Fanelle

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GERARDSON ALEXANDRE joined the class in Sixth Grade and is a sports lover. He will miss the “kids yelling ‘goal’ and the crack of [his] baseball bat sending the ball over the outfielder’s head.” Gerardson played Prospero in The Tempest and is heading off to Deerfield Academy in Massachusetts.

JULIAN BARBA says he will miss the varieties of activities available to him ranging from woodshop to choir. During his four years on the soccer team, he earned a leadership role as captain. Julian was the Boatswain in The Tempest and will be attending Delbarton School in the fall.

HAILEY BERNSTEIN has loved seeing everyone each morning at Meeting for 10 years and feeling comfortable talking “to anyone about anything at any age.” Hailey was cast as one of the 10 Ariels in the play and will be a Newark Academy freshman.

LEAH MILLER began Far Brook in the Sixth Grade and will miss her second family. Leah cherishes the moments spent with friends at “Pok-O” and the trips to Canada, like giant sleepover parties. She shared the role of Ariel and is going to Kent Place School.

ALEXANDER REBHUN, this year’s Ferdinand, enjoyed sharing many jokes on the steps to the parking lot, a spot that is little appreciated but holds many fond memories for him. Alex is off to Morristown-Beard School.

KATHARINE REBHUN can look into any classroom and find a memory there. She knows the campus as well as her own house. Katie remembers when Misty and Ginger escaped from their corral and grazed on the playground. Katie was another Ariel and is now a Kent Place freshman.

WILLIAM BRODER, this year’s Caliban, remembers trudging around the playground in Nursery dressed in snow gear with snow up to his hips! He says he will miss his group of friends and his teachers when he is at Watchung Hills Regional High School.

RICHARD SABER, one of 10 Ariels in the ensemble, enjoyed the fact that in such a small school he became close with everyone and knew everyone’s name. Fall Family Day was a favorite event to share with his parents and friends. Richard will attend Columbia High School in the fall.

SOPHIA FANELLE will miss Far Brook’s Traditions, especially singing during Morning Meeting, and considers her classmates practically her siblings. She loves having lunch outside with her friends and singing then, too! Sophia had the role of Stephano in The Tempest and is off to Kent Place School.

SARAH SADLOCK will miss “the little things” – the old library’s chimney and walking the little ones to their classrooms. In Fifth Grade, Sarah hoped to get a part in The Masque and she did! She was so surprised and happy! Sarah played Alonso and will also be at Kent Place School for the next four years.

GRACE GOODMAN will miss the people of “this magical place.”

One of her favorite memories, from the Pok-O-MacCready trip, is climbing to the top of Bare Mountain in the dark and lying down, looking up at the stars, and enjoying each other’s company. Grace shared the role of Ariel in the play and will attend Morristown-Beard School in September.

GABE SCHIFFER singles out the trips to Montréal and Québec as special to him and remembers his first Medieval Feast as a Kindergartner and the “novel experience” of connecting with a Sixth Grader. Gabe played Sebastian in The Tempest and will enter Newark Academy in September.

NAVA LEVENE HARVELL joined the class in Sixth Grade and will miss knowing everyone, even in other grades! She remembers looking down from the top of Pok-O-MacCready’s Cascade Mountain, feeling like she conquered the world. Nava was Miranda in the play and will be at The Pingry School in the fall.

AILIE JACK entered Far Brook in Third Grade. Her bittersweet memory is of the first day of Eighth Grade when she was excited to be with her friends, and the fact that they all would be leaving became real to her. Ailie was part of the Ariel ensemble and continues her education at Newark Academy.

ANNIE LEITHEAD loves the spring at Far Brook when everything comes alive and holds the memory of sipping hot cocoa and watching the sun rise on the top of Rattlesnake Mountain at Pok-O-MacCready Camp with her classmates. Annie played Trinculo in June and will be found at The Pingry School in September.

JACKSON LUBKE also played Ariel in The Tempest and will miss watching or performing in the class plays all year. He likes to sing and to act, and his favorite memory is of the first December Harmonia celebration. Jackson will be entering The Pingry School with four of his classmates.

MADELINE MCEVOY entered Far Brook in Sixth Grade. Her favorite memory is also of “Pok-O” and the hike up Cascade Mountain in the rain and watching “raisins take flight” in the strong winds. Maddie was Adrian in the play and will attend Newark Academy.

MATTHEW SCHWIND joined the class in Seventh Grade and remembers his first day of school and the 22 faces that greeted him.

He will miss the environment that creates the feeling of one big family.

Matthew was cast as one of the Ariels and is now part of the freshman class at Millburn High School.

LUCAS SIM began in Fourth Grade and enjoys talking to his school friends at night and playing video games with the STEAM crew. He also remembers the stunning sunrise on Rattlesnake Mountain shared with friends. Lucas was part of the Ariel ensemble and will be at Morristown-Beard School next.

LIANA TIZZIO also feels that Far Brook is like one big family and enjoys when the younger children call her by name. She remembers all the plays her class has performed and the trips to “Pok-O” and to Canada. Liana also shared the role of Ariel and will join classmates Alex, Grace, and Lucas at Morristown-Beard School.

NATHANIEL WALDOR will miss the silence of lining up for Morning Meeting while hearing the birds chirping. He remembers being so hungry one day that he ate two bags of Doritos and two packs of Oreos! Nathaniel had the role of Gonzalo and is starting at Montclair Kimberley Academy.

ALESSIA ZANOBINI, this year’s Antonio, loves seeing plays, and hearing poetry and singing during Morning Meeting. Her favorite memory is this past Thanksgiving Processional, guiding her young partner and singing all the descant parts in the songs. Alessia is another member of the The Pingry School freshman class.

ALEXIS MCNAIR will miss starting the day with Morning Meeting and walking around the beautiful campus, including the wetlands.

One of her favorite memories is dressing up for Halloween Morning Meeting. Alexis was cast as Francisco and will be at Kent Place School shortly.

CLASS OF 2015 / 17

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A Speech Given by Head of School Amy Ziebarth on Education Night 2014

the power of

self-discovery Over the past few years at Education Night and at our Transition evenings in the winter, the faculty and I have highlighted Far Brook’s philosophy of education through our reading and writing process, science, math, technology, and drama and the importance of each in our teaching and learning.

Tonight, I would like to talk about our belief in the importance and power of self-discovery and self-reflection.

How do I approach the world? What is my impact? What footprint will I leave and what kind of a contribution can I make on this campus and in the greater community? These questions – and their answers – deserve our attention and our evaluation on a regular basis. They are an essential piece of becoming a successful student, a young person prepared to go on to higher education and on to one’s chosen career and field of discovery.

How DO you begin to discover your strengths and challenges while interacting with and giving back to any community? Children learn from a very young age that they are intrinsically important to themselves and to their families. The next step is for them to figure out what they can bring to those around them in their classes and within the school.

As I travel from class to class – my favorite part of my job – and sit and learn alongside your children, I witness the self-discovery, actualization, and interpretation on a daily basis. Just as your children in the Kindergarten are organizing and classifying, they are also stepping outside

of themselves, however briefly, to note that they are part of their class as well as part of the larger, greater community. Kindergartners create self-portraits using their “just-right” skin tone markers and learning the language of how we are all alike and yet also different.

“ How do I approach the world?

What is my impact?”

Just as they are developing within, they are also learning how they are part of something greater than themselves.

Every Kindergartner has a job – it could be attendance, the calendar, the milk runs – and each has a role, a concept that is organically reinforced in everything we do here on campus.

In the Second Grade, with the Child and Universe curriculum, the children begin by focusing on the self, their family, on Far Brook, and ultimately on the planets and the stars. What better grounding could we imagine for a child to realize the order and magic of the Universe than by moving from self-reflection to the study of the stars?

This deliberate process is reinforced throughout the School, through the order of the seasons and how we recognize and celebrate them; and through our Traditions,

THE POWER OF SELF-DISCOVERY / 19

from Morning Meeting to the Thanksgiving Processional to Shakespeare and graduation at year’s end. This evolution is reflected in the development of our curriculum from one grade to the next, unfolding in ever more sophisticated ways.

we are small and therefore we must co-exist and find common ground The way empathy and interest is fostered between older and younger students was brought home when I heard the story of an Eighth Grader who found a caterpillar and ran to the Kindergarten to show the class. As she stepped through the doorway, she was transported back to when she was five years old and started listing all the things she remembered and then shifted effortlessly to her older self with enthusiasm and care as she showed the students the ‘critter.’ What we all know is that experience is reciprocal at Far Brook.

In Art, First Graders create their “Inside/Outside Selves.”

And in the Eighth Grade, just weeks before graduation, the students create their “Introspective Boxes.” Both projects show one’s individual perception of the world around them, the development of confidence, and a sense that their own inner core is immutable.

When we read the personal narratives from our Fourth Graders, we might hear of a singular victory, like scoring a

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first soccer goal or getting a solo in the dance recital. This is totally appropriate. As the Seventh Graders sit down to write their versions of a narrative, they work to make sense of their own experiences and find meaning for themselves.

They cull through their many notebook entries to try and find the stories that will make up their memoirs. Some students learn that the most powerful stories they have don’t involve winning a championship game or getting the highest grade on the science test, but rather they are the moments when they uncover their abilities to give their precious time to someone else, or to express gratitude and love, or to say thank you. And stories have a way of influencing who it is we may become, as in the last line of Mary Oliver’s poem, “The Summer Day,” “Tell me, what is it you plan to do with your one wild and precious life?”

I have watched this process continue when the new Seventh and Eighth Graders head out in September for five days to Pok-O-MacCready Camp in the Adirondacks to begin to experience being part of the Junior High together.

The ropes course, hiking (especially at night!), bunking and canoeing together, eating, singing, and fishing together – all of these experiences – build relationships between students and teachers, supporting the bonds while fostering growth.

Adults model and show the students that in order to enjoy the benefits and rewards of being part of a community, one must also give back.

No doubt you have read one of the many articles talking about how we are preparing our children to get through “the eye of the needle.” Children are over-scheduled and often pushed from one activity to the next. And they are

texting and spending way too much time on social media.

Young people rely on abbreviated and perfunctory text language that doesn’t work when being interviewed to get into secondary school or college or landing a first job.

At Far Brook, we emphasize making eye contact, shaking hands like you mean it, and conversing in a way that reveals your authentic self.

Applications these days look more like resume building and check lists for service activities than a self-portrait. I have heard my admission colleagues chuckle about yet another applicant who has just gotten back from building a house in Guatemala. Now, my children were all born in Guatemala, so I certainly appreciate and understand that there is great need in Central America for volunteers. What I want to know is how does the experience of building houses change the builder? Our students live and breathe as vibrant members of a community. It is not something they do to fulfill any future requirements.

Colleges and universities and employment recruiters are looking for the so-called “soft skills.” (Not what we consider them, by the way.) In the interview, they want to know how you communicate. How well do you get along with others? Employers are looking for credibility and character as much as competence and someone who can field an idea and push back for something better. They want to know if your child can be a reliable and trusted member of a team. Very simply, can they depend on them?

Here at Far Brook, sports teachers Nancy Muniz and Greg Bartiromo want their players to be responsible to the group and not just to themselves. The team is only successful when they play as a group – the score doesn’t matter. You can have a winning game but if every child is out for himself, out for his goal, her singular victory – then that win rings hollow and doesn’t serve our children well for their futures.

There are a number of similarities between sports and the performing arts. Interestingly enough, that same ingredient – the individual bringing his or her best to a group activity – is found in the Arts. Each actor in a play is responsible to the needs and requirements of his or her classmates on that same stage. They are part of a theater ensemble, a member of the hand-bell choir, or a singer in a choral ensemble. Being successful as part of such

an integrated team requires even higher level and more complex skills than performing on one’s own.

Each person is responsible for accomplishing his own role: spoken lines and stage movements, notes and musical phrases. (Not so easy, I might add.) BUT it is the text or the score that will ultimately bring the ensemble together.

Each member must necessarily be conscious of others to create a meaningful and moving performance of the whole. Choral singing is all about the whole choir and to accompany someone on the piano, you must listen.

Far Brook is an intimate community unlike any other.

From the first September day in Morning Meeting, each individual child looks around and sees 240 other students in an ensemble. As each day goes by, the younger students are looking ahead and seeing the older students and at the same time, the Eighth Graders are remembering the journey that brought them to this place. The advantage of our community is that we are small and therefore we must co-exist and find common ground. This is an extraordinary opportunity for our children in this increasingly fragmented world.

Self-discovery and actualization are pieces of the multi-layered and rich experience that are hallmarks of a Far Brook education. Our faculty see this clearly in our graduates, in their individual paths by the time they leave us, in the schools and colleges they choose, and finally in the diverse fields they embrace farther down the road.

As one alumni parent has said, “I knew they would get a good education at Far Brook. I was more interested in who they would become as human beings.”

THE POWER OF SELF-DISCOVERY / 21

ALUMNI GATHERING April 9 – Alumni Returned to Campus

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1 – Ann Pollack ’72 2 – Robert Johnson ’67 3 – Zach Filzer ’04 and Kate Hewitt 4 – Carol Sargent with Nancy Hannoch Berger ’71 5 – Valerie McEntee with Joe Baker ’62 6 – Phil Fryberger ’70, Noah Miller ’75, and Nick Prout ’65 7 – Robyn Mick Ryder ’78 with Elyse Post ’78 8 – Ed Solecki and Dan Pincus ’92

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9 – Emily Cherin ’81 and Charlie Miller ’81

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FAMILY PHOTO PROJECT

On April 22, we celebrated the rich diversity of our Far Brook community and explored what it means to be a family. A wine and cheese reception in Moore Hall, amidst a beautiful display of the family portraits taken by Kindergarten teacher Emi Ithen, featured Far Brook’s first short film highlighting families and relationships.

EVENTS / 23

GRAND FRIENDS MORNING April 24 – Grandparents and Special Friends Visited Far Brook

CONSTRUCTION UPDATE

24 / EVENTS

LEFT: Music & Arts Building BOTTOM: Science & Environmental Center

CONSTRUCTION PROGRESS

MUSIC & ARTS BUILDING AND SCIENCE & ENVIRONMENTAL CENTER Progress continues on the construction site of Far Brook’s two new additions to campus – the Music & Arts Building and the Science & Environmental Center, both to be named officially later this fall. Much headway has been made this spring and summer. Roofs are on, windows have been installed, mechanicals have been delivered, and inspections continue. It is an exciting time for the School!

A new Music & Arts Building will provide much-needed performing and fine arts spaces to support the high-level musical and arts learning experiences for which Far Brook is known.

Included in the Music & Arts Building will be: 4 Orchestra and choral ensemble room with tiered space for a full student orchestra 4 Four soundproofed practice rooms 4 Lower School music room with flexible space for movement and dance 4 Enlarged art studio for all students 4 Interactive technology throughout 4 Lobby area with gallery space for student art exhibitions A new Science & Environmental Center will provide: 4 Three dedicated classroom/laboratory spaces for all students from Nursery through Eighth Grade 4 A greatly expanded Woodshop with a separate room for power equipment to be used by the teacher to prepare materials for student projects 4 A Mud Room with storage space for Wellington boots, waders, butterfly nets, bug jars, and more, with direct access to the Wetlands Habitat 4 A Greenhouse to be used as a hands-on classroom These new spaces will foster enthusiastic scientific questioning and learning and will broaden the range of experiments that faculty can offer. They will create further teaching and learning opportunities between the classroom and the natural outdoor environment, allowing for seamless access to the Wetlands Habitat for observation and sampling.

In addition, this area of campus will be home to two rain gardens. A rain garden takes advantage of rainfall and storm water runoff in its design and plant selection. Usually, it is a small garden designed to withstand the extremes of moisture and concentrations of nutrients that are found in storm water runoff. Rain gardens serve to slow the water as it travels downhill, giving it more time to infiltrate and less opportunity to gain momentum and erosive power. These two gardens will provide hands-on learning opportunities for Far Brook students as they study how plants exist and thrive in varying conditions.

Fundraising has been successful and continues for these capital projects and for Far Brook’s Endowment. Generous commitments toward the goal of $8,000,000 have come from Alumni, Alumni Parents, Trustees, Current Parents, Faculty and Administration, Foundations, and Friends.

If you would like to make a gift, please contact Suzanne Glatt at 973-379-3442, or sglatt@farbrook.org.

DEVELOPMENT / 25

PARENT SOCIAL & AUCTION May 16 – Current parents gathered at an elegant gala in Moore Hall, bidding on creative and diverse items and experiences generously donated by our community. Over $37,000 was raised for improvements to Far Brook’s playground!

26 / DEVELOPMENT

FIASCO THEATER COMES TO FAR BROOK Far Brook students explored what it means to be an actor as they learned the “Process of Play” from four members of the critically acclaimed Fiasco Theater. This school-wide event was made possible by the Fredda S. Leff Special Projects Endowment.

In an entertaining Morning Meeting, the actors demonstrated how they use games and play to prepare for a performance. According to Ben Steinfeld, founding member of Fiasco, “a ‘play’ is ... play! It’s a game that we invent just like any other game. Actors rehearse more than they perform, and memorizing lines is only a part of the process.” Games help to bring the language of the play into the physical body and “...transform those little black marks on a white page into something that makes human sense and entertains.” The actors led each grade through their own “Process of Play.”

Fiasco Theater is a team of classically trained actors, musicians, and artists who choose to work in ensemble because they know that a group of artists can create something that is much more than the sum of its parts.

The power of ensemble is an idea that is very familiar to Far Brook students.

THANK YOU for bending over backwards to help support Far Brook’s 2014-15 Annual Fund

Gifts from current parents, alumni, alumni parents, trustees, faculty and administration totaled

$508,761!

A special thank you to all those who participated in the Trustee Challenge Match, which inspired the final $30,000 needed to meet our goal!

Your continued generosity ensures that Far Brook School remains a vibrant and distinctive learning community for our students.

DEVELOPMENT / 27

SIMPLE GIFTS

PLANNING FOR THE FUTURE Far Brook’s Simple Gifts Society for Planned Giving is a group of alumni, alumni parents, current parents, grandparents, and friends who have made charitable giving plans for the School through a will or trust. These planned future gifts are a versatile and flexible way to support Far Brook School, and ensure that the best of Far Brook endures for generations to come. The effort is chaired by Former Trustee and Alumni Parent, Mary Sue Fisher.

Planned gifts are much easier to make than you may think, and they can have a significant impact on Far Brook’s future. The easiest way to make a planned gift is by adding simple language to your will, specifying a gift amount or percentage from your estate. Carefully planned gifts can offer significant estate tax and income benefits, while at the same time allowing donors to make larger gifts to Far Brook than might otherwise be possible.

Brad Wiley ’54, Far Brook Trustee and Simple Gifts Society member, remarked, “What better opportunity to celebrate the legacy of a Far Brook education than with a gift to help endow its promising future.” As a member, you will contribute to the uncommon quality for which Far Brook is known and help to ensure our ability to meet the opportunities and challenges that lie ahead.

Please contact :Carol Sargent at csargent@farbrook.org for more information.

TRIBUTE GIFTS

MEANINGFUL AND SIGNIFICANT Tribute Gifts are a simple and significant way to express joy or sorrow for events in the lives of relatives and friends — in honor of a wedding, birthday, anniversary, other special occasion, or in memory of a loved one.

You may make your gift by mail, at www.farbrook.org, or by calling the Development Office at 973-379-3442 for more information. Please advise the Office of the type of gift and the name and address where you would like the acknowledgment to be sent. We will mail a card to the person(s) indicated with a message of your choice. The amount will not be disclosed.

Tribute funds, unless directed otherwise, are added to Far Brook’s endowment.

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ALUMNI NEWS SHARE YOUR ALUMNI NEWS! Graduation, wedding, birth, promotion, anniversary, award, or retirement?

Submit news of your major life events via email at alumni@farbrook.org.

Friend us on facebook.com/farbrookalumni

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1970

ARTHUR GILLETTE Attended: The Putney School ’57; Harvard University ’61; University of Massachusetts ’76 Arthur writes for the on-line quarterly www.franceonyourown. com; creates historical mini-visits of Paris on www.f.fr/Histoirede-Paris/Tous-les-cours-envideo,21,0,aspxnetpro; guides seventeen walking tours of Paris called “Paris Through The Ages” in four languages; and is now studying Japanese! If you are in Paris, contact Arthur at pouchkine38@gmail.com.

SUSAN POLLACK

Joe Baker ‘62

Elizabeth Garner Conti ’68

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1968

JOE BAKER Attended: Morristown-Beard School ’65; Drew University ’69 Joe, a former Far Brook trustee and active alumnus, was honored

by Morristown-Beard School in June during an alumni reunion dinner with a Distinguished Alumni Award. Members of the Far Brook community were pleased to be included in this lovely celebration to see Joe receive his award.

Alice Doherty Shaber ’56

1956

ALICE DOHERTY SHABER

ELIZABETH GARNER CONTI Attended: Clark University; University of Texas, Austin Elizabeth recently contacted Far Brook and joined her alumni group on Facebook and would love to hear from her classmates.

She remembers Director Mrs. Moore; “the wonderful music teacher,” Director of Music Emeritus Eddie Finckel; and her Fourth Grade teacher, Joseph Christopher. Elizabeth is an artist and became an art teacher after working as an architect for 20 years. She has three grown children and lives in Austin, Texas, with her husband, Rob, and her dogs.

Attended: Smith College; Eastern Virginia Medical School ’84 Susan is a University of Kentucky College of Public Health assistant professor in the department of preventative medicine and environmental health. She was honored as the 2015 Public Health Hero by the Lexington-Fayette County Health Department in April. She is the director of the Pediatric and Adolescent Prevention Program at the Kentucky Injury and Prevention Center and was awarded for her dedication to improving the health of community citizens. Susan also received the Spirit of Lexington Award from the city for her work.

Attended: Manhattanville College Alice has been dividing her time between creating pastels of animals and wildlife (especially endangered species), volunteering at an animal shelter, having fun with her grandchildren, and enjoying ballet, films, etc. in New York City where she lives.

ALUMNI NEWS / 29

ALUMNI NEWS CONTINUED

1971

Dialectical Behavior Therapy.

This treatment mixes problemsolving skills of the West with contemplative practices of the East. Visit www.dbt.solutions.

NANCY HANNOCH BERGER Attended: Livingston High School ’75; American University ’78; George Washington University ’80 Nancy works as an instructional assistant in a fourth grade class in the Princeton School District and lives in Branchburg, NJ, with her husband, Monte. Their daughter, Allyson, is in New York City.

Andrea Torrice ’70

ANDREA TORRICE Attended: Changes, Inc. High School; State University of New York; San Francisco State University Andrea is an award-winning documentary and public television filmmaker whose work spans a range of contemporary issues.

She is the owner of Torrice Media which specializes in high impact visual storytelling. Her recent national PBS production, The New Metropolis, explores the revitalization challenges and opportunities facing America’s older, first suburbs. Other PBS documentaries include Rising Waters, which examines the global warming debate, and Arab American Stories, profiling a Jordanian family from Ohio.

Andrea is also a frequent guest speaker on the issues related to her films. She currently lives in Cincinnati, Ohio, with her husband and son.

Visit her website at www.torricemedia.com.

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1978

JULIE BICK WEED Attended: Newark Academy ’82; Cornell University; University of Pennsylvania Julie is writing for The New York Times business section as a freelancer and volunteering with low-income college-bound high school students in Seattle, WA. She still listens to “Far Brook music” and is thrilled when her teenage children perform Shakespeare in school.

1981

EMILY CHERIN Attended: Montclair High School ’84; San Francisco State University ’96; Boston University ’05 Emily created the live weekly radio show, All Things Gay, for Portsmouth Community Radio and taught classroom and online undergraduate courses for Women’s Studies at the University of New Hampshire. Emily recently moved back to NJ.

1991

EMILY LEONARD

Matthew Mandelbaum ’90 and Son, Levi

1990

MATTHEW MANDELBAUM Attended: The Pingry School ’94; University of Pennsylvania ’98; New York University ’03; Bank Street College ’07; Fordham University ’13 Matthew lives in New York City with his wife, Jamie, and their two children, Ella, 6, and Levi, 3.

He is the director of outreach at Robert Louis Stevenson School and is in his eighth semester teaching on the university level. A licensed psychologist, Matthew is an Adjunct Assistant Professor at Fordham in the Division of Psychological and Educational Services. He has taught over 135 teachers about educational psychology and child and adolescent learning and development. He has also developed an elementary school through college level integrated reading comprehension and character development program, acemyacademics.com. Matthew’s New York City psychology practice focuses on helping executives, business professionals, emerging adults, university students, and educators through

Attended: The Pingry School ’95; Emory University ’99; Columbia University Congratulations to Emily who married Brett Sheridan on May 17, 2014, in Napa, CA. Brett is a cardiac surgeon at UNC Hospital and Emily works for a hedge fund. They live in Chapel Hill, NC. And, Emily and Brett welcomed baby girl Paige on May 5!

1992

ALEXANDER BROUNSTEIN Attended: The Pingry School ’96; Emory University Alex recently opened the New Jersey style Hi-Five Diner in midtown Atlanta on Peachtree Street and will be opening another Grindhouse Killer Burgers in the airport, and one in Decatur in the fall, adding to the three already in operation. He is currently renovating his new house in Atlanta’s Old Fourth Ward.

RIGHT: Rose Koven ’06 and Ariel Seeley ’98 Making Angel Wings

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Attended: Madison High School ’97; Smith College; Rutgers School of Law Liz practices family law and subcontracts with the public defender’s office in their office of parental representation. She argued her first case before a state appellate panel in April and credits Far Brook for teaching her how to speak publicly from a young age. Her children attend Far Brook: Alexander ’21, Eleanor ’24, and Maximilian who is joining the new mixed-age Nursery this September.

Attended: Millburn High School ’98; Skidmore College ’02 Betsy lives in Ridgefield, CT, with her husband, Jared, and their two-year-old son, Sam. She is the director of alumni relations at King Low Heywood Thomas School in Stamford, an independent school that reminds her fondly of her time at Far Brook. Betsy served as maid of honor in classmate Rachel Haynes’ April wedding.

ELIZABETH BURKE

BETSY SACKS GELL

Rachel Haynes ’94 married Jamiesan Provan in April Leila Kaplus Marcovici ’93 and Isaac

Attended: The Pingry School ’97; Georgetown University ’01; Boston University School of Law ’07 Leila, husband Bryan, and threeyear-old Vivienne, welcomed Isaac Oak into their family on January 21, 2015. After taking a few months off, Leila returned to patent prosecution work at Fitzpatrick Cella in New York.

The family is moving to Short Hills in September.

Gary Silverstrom ’96 with Allison and Baby Elle

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AMY BROUNSTEIN CAROTA

LEILA KAPLUS

MARCOVICI

Amy Brounstein Carota ’95 with Son, Berkeley

RACHEL HAYNES PROVAN Attended: The Pingry School ’98; NYU Tisch School of the Arts Cheers to Rachel and Jamieson Provan! They were married on April 11, 2015, at Round Hill in Washingtonville, NY. Classmate Betsy Gell served as Rachel’s maid of honor. Jamieson is a field service engineer for Subaru and Rachel works in the financial print business at RR Donnelley. They live in Brooklyn and, to add to the festivities, had their first child in July – a boy.

Attended: The Pingry School ’99; University of Pennsylvania ’03 Congratulations to Amy and Nate on the birth of Berkeley Arlen on August 29, 2014. He tipped the scales at 7 lb, 5 oz.

The family lives in Millburn. Amy has returned to work in New York City at Currenex as an integration specialist helping clients get set up so they can trade foreign exchange electronically through her company.

GARY SILVERSTROM Attended: The Pingry School ’00; New York University ’04; NYU School of Dentistry Gary and his wife, Allison, welcomed Elle Jordan to their family on October 3, 2014, weighing in at 7 lbs 5 oz! Gary continues to work with his father, David, at the Silverstrom Group, a dental practice in Livingston.

Gary was voted Best Dentist in Essex County by Suburban Essex magazine for the third time in a row, and one of the Favorite Kids’ Docs by New Jersey Family magazine! He also continues to provide professional sports mouth guards to his “favorite alma mater,” Far Brook School. Gary and his family live in Maplewood.

ALUMNI NEWS / 31

ALUMNI NEWS CONTINUED RIGHT: Joe Sokolowski ‘12, Ben Barba ‘13, Marc Lincer ‘12 and Lauren Burr ‘12 at the Processional Luncheon.

2000

BRANDON URANOWITZ Attended: Montclair Kimberley Academy ’04; NYU Tisch School of the Arts Brandon was nominated for a 2015 Tony Award for Best Performance by a Featured Actor in a Musical for his role as Adam in An American in Paris.

Abby Angelo Martin ’97 and Timothy with Son, Brody

1997

ABIGAIL ANGELO MARTIN Attended: Livingston High School ’01; Caldwell College ’07; Fairleigh Dickinson University ’09 Our best wishes go to Abby and Timothy on the addition to their family. Brody Joseph was born on October 21, 2014. The trio lives in Montville, NJ. Our wishes also go to grandma, retiring Far Brook First Grade teacher Joan Angelo.

Belle Koven ’98 with Husband, Richard “Rico” Walker

Christina Capatides ’01 and Mooch

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Attended: Montclair Kimberley Academy ’02; Harvard University ’06; University of Southern California ’12 Congratulations to Belle and Richard Walker, known by all as Rico, who eloped at the San Francisco courthouse this summer! Belle continues to work for HERE Maps, a Nokia company, in Berkeley, CA, managing a team that processes a wide variety of data.

Attended: Newark Academy ’05; Georgetown University ’09; NYU Tisch School of the Arts ’14 Christina has recently had her first children’s book published.

Rusty the Rescue: a Book about Rescue Dogs and Us introduces early readers to the plight of shelter animals and to the beauty of adoption. While earning her MFA at NYU, Christina wrote two full-length musicals and is now completing work on a song cycle, called “Shelter,” which is performed entirely from the prospective of dogs on death row. She currently works as the content and editorial manager for the Mutti-i-grees Curriculum, a program founded by the Yale University School of the 21st Century that uses stories and activities about shelter dogs to teach kids important social and emotional skills, like compassion and resiliency. Christina and her husband, Doug Vollmayer, live in New York City.

BELLE KOVEN

AMANDA RICHARDSON Attended: The Pingry School ’02; Amherst College ’06; Columbia Law School ’10 Amanda left her job with Landesa to co-found the Center for Gender and Resource Equity, a nonprofit organization focused on improving international women’s rights to land and resources. Belated congratulations to Amanda and her husband, Matt Eckman, who were wed on September 7, 2013. The wedding was attended by classmates Belle Koven, Abby Zackin, and Ariel Seeley. The couple returned from a delayed honeymoon to Fiji in January and are now living in the New York City area.

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CHRISTINA CAPATIDES

Kristin Van Heertum ’00 and Husband, Tyler Morris

KRISTIN VAN HEERTUM Attended: Newark Academy ’04; Columbia University ’08; Drexel University College of Medicine ’12 Congratulations to Kristin and her husband, Tyler Morris, who were wed on May 9, 2015, in Philadelphia at The Franklin Institute. Far Brook classmate Pardis Dabashi served as her maid of honor. The newlyweds went on safari in South Africa for their honeymoon. Kristin has started her fourth and final year of residency training in obstetrics and gynecology at Abington Memorial Hospital.

Alumni, please include Far Brook School in your bios and LinkedIn profile.

RIGHT: Erik ’06 and Haley Douds ’02 in Lalibela, Ethiopia

ROBERT KOVEN Attended: University of Arizona, Tucson ’12 Robert is currently a graduate student in the Electrical and Computer Engineering Department at Texas Tech University in Lubbock, where he is doing research involving piezoelectric materials in MEMS (Microelectromechanical Systems).

WILLIAM RICHARDSON Attended: Newark Academy ’05; University of Richmond ’09 William continues to live in Manhattan and works for Vibrant Media, a leader in the digital marketing industry, as a senior business analyst. Will plays the electric guitar and keyboard with Lightbox, a band he started with his colleagues.

DANIELLE KANE SMITH Attended: Kent Place School ’05; Rensselaer Polytechnic Institute ’09 Our best wishes to Danielle and her husband, Aaron Smith, who were wed on July 11, 2015 at Church of St. Francis Xavier in New York City. Their reception was held at The Liberty Warehouse in Red Hook, Brooklyn. Danielle’s mom, Former Trustee Janine Kane, asked guests attending Danielle’s shower to purchase books for the Segal Family Library. More than 70 books were purchased from the library’s Amazon wish list and donated to Far Brook!

2002

HALEY DOUDS Attended: Newark Academy ’06; Amherst College ’10 Haley moved to San Francisco and is working for Capital One doing commercial real estate banking.

She coincidently lives on the same street as classmate Morgan Furst!

Haley traveled around Ethiopia with her brother, Erik ’06, last fall while he was living and working there.

MORGAN FURST Attended: Kent Place School’06, Trinity College; University of California at Santa Barbara Morgan will wed Dan Certner in August at the Bedford Post Inn in Bedford, NY. Far Brook Processional songs will accompany the ceremony.

Morgan works for The Gap in San Francisco. Congratulations to Morgan, Dan, and their families!!

2004

WILLIAM KOVEN

water samples globally. He plans to work in New York City.

ROSE KOVEN Attended: Montclair Kimberley Academy ’10; Drexel University ’15 Rose graduated with honors and a BS in general studies from Drexel University with minors in math; theater; and science, technology, and human affairs; and a certificate in philosophy of science and technology. During her senior year, she volunteered at Robert and Penny Fox Historic Costume Collection at Drexel helping with a variety of tasks, including processing incoming donations, researching collection objects, and contributing to their weekly blog.

with federally mandated city and state wellness policies to address health disparities and diet-related illness.

RACHEL TERRY Attended: Kent Place School ’10; University of Michigan ’14 Rachel’s interest in nutrition and the intersection of science and public health has led her to one year of service with FoodCorps at Philip’s Academy Charter School in Newark. Her stint working with the school’s EcoSPACES program, incorporating food education and growing practices into the school curriculum, will end this August.

Attended: Phillips Academy ’08; Harvey Mudd College ’12 Will is working for Intel Corporation in Santa Clara, CA, as a digital design engineer.

2006

ERIK DOUDS Attended: Seton Hall Prep ’10; Colby College ’14 During the fall of 2014, Erik lived in the small Ethiopian town of Gambela and worked for an Ethiopian government network called HoA-REC&N (Horn of Africa-Resource Environmental Centre and Network). The work included mapping human and wildlife interactions within Gambela National Park. The park borders Sudan and features the second largest land migration in sub-Saharan Africa. Erik is also involved in NASA research, collaborating with the head oceanographer to publish a method that uses NASA’s satellite imagery, geospatial data analysis, and Excel to analyze

Alex Winkler ’06

ALEXANDER WINKLER Rachel Manning ’06

RACHEL MANNING Attended: Oberlin College ’14 Rachel is serving as a Community HealthCorps member at Bronx Health REACH, a program of the Institute for Family Health in New York City. She supports public schools in the Bronx with their health and wellness programs, including the expansion of nutrition education and physical activity opportunities for students.

She also helps the schools comply

Attended: Columbia High School ’10; Rhode Island School of Design ’14 While in college, Alex majored in illustration and explored painting, drawing, printmaking, and sculpture. His plan is to pursue a career in the fine arts realm.

This past year, Alex had been substitute teaching at Far Brook and says it has been a pleasure being part of the Far Brook community again. We welcome Alex to the Faculty in September as Associate Teacher in the Fifth Grade.

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ALUMNI NEWS CONTINUED ABOVE: Maeve Price ’12 and Sophie Ricciardi ’13 returned for Processional.

RIGHT: 2013 Alumnae Lily Mynott and Amanda Celli with Their Field Hockey Medals

Self Portrait of John Gilman ’08

Louis Bartholomew ’10

AJ Bernstein ’13 in Zermatt

Matthew Melillo ’13

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2013

MATTHEW MELILLO

Attended: Wardlaw-Hartridge School ’12 John has completed his junior year at Ringling College of Art and Design in Sarasota, FL, majoring in photography.

He works as a professional photographer shooting surfers in Bali, Costa Rica, and Puerto Rico as well as extensively in New Jersey, California, and Florida. His website is www.gilmansurfphoto. com, where you can view his work.

Attended: Sidwell Friends School ’14 Louis attends New York University and is planning to double major in international relations and economics. He is a member of the Men’s Glee Club, the NYU Libertarians, and NYU Republicans. During winter break, Louis did an intensive two-week internship on Capitol Hill, working as an intern for Representative Barbara Comstock, where he answered calls from constituents, helped staff organize briefs, attended committee hearings and saw much of the legislative process firsthand. This summer he is working for Louisiana GOP senator David Vitters’ gubernatorial campaign.

AJ is currently attending The Pingry School and spent the fall 2014 semester abroad in Zermatt, Switzerland, carrying a rigorous academic course load and still finding time for hiking, skiing, rock climbing, and travelling though France and Italy.

JOHN GILMAN

LOUIS BARTHOLOMEW

AJ BERNSTEIN

AMANDA CELLI and LILY MYNOTT Amanda and Lily continue to play together on the New Heights Field Hockey Club team although Amanda goes to The Pingry School and Lily to Millburn High School. Their team won gold medals in two national tournaments, the 2014 National Field Hockey Festival in Palm Springs, CA, and the Disney Field Hockey Showcase in Orlando, FL. The club is ranked 7th in the nation for its age group.

LEFT: 2014 Alumnae Magda Kligerman, Sydney Giordano, Hallie Schwartzstein, and Audra Wagner-Carlberg at Fall Family Day

34 / ALUMNI NEWS

Matthew is at Newark Academy where he plays in the orchestra.

This accomplished musician played Khachaturian’s Toccata, a solo piano piece, at Weill Recital Hall in June after winning the Gold level in competition for the third year in a row. Matthew also played the bassoon and contrabassoon with the New Jersey Youth Symphony at Stern Auditorium, the main stage at Carnegie Hall. Matthew spends his summers at Interlochen Arts Camp playing bassoon and was accepted into the Saturday pre-college program at The Juilliard School.

FACULTY AND ADMINISTRATION NEWS

First Grade’s

Joan Angelo

Retires from the “Place Just Right”

Jon and Liz Colleran with Sean and Landon

Kerry Jones with Fiancé Jeff Lancey

Math teacher Liz Colleran and husband, Jon, announce the birth of their third son, Aidan Drew, on July 16. Sean is five and Landon is two. The family of five lives in New Providence.

Fourth Grade teacher Kerry Jones is engaged to Jeff Lancey. On Thursday, May 14, Jeff proposed at the spot of one of their first dates in the Watchung Reservation. They plan to marry in April 2016.

Emi Ithen and Jordan Leff

Jordan Leff proposed marriage to Kindergarten’s Emi Ithen in the gorge at the bottom of Niagara Falls last August. The couple will be married on September 19, 2015, in a field in Harding Township, NJ, under a tent. Far Brook librarian Kate Hewitt will serve as bridesmaid and her husband, Ben, will officiate. The festivities will include folk music, dancing, and lawn games. Congratulations to Emi on her new role as Far Brook’s Associate Director of Admissions and Financial Aid.

Megan Martin and her husband, Kojak

Congratulations to Third Grade teacher

Megan Martin and her husband, Kojak, on the birth of Stella, on July 27. Megan will be on maternity leave until the beginning of January.

Joan Angelo started at Far Brook in 1989 when Second Grade teacher Marian Davis was recovering from surgery. She would only be needed to assist Mary Webster for two months as Joan Angelo a Second Grade co-teacher. Joan loved Far Brook from the start and remembers wishing that she could stay for the first snowfall and being pleasantly surprised when former director Mary Wiener asked her to stay until June. The following September, Joan began co-teaching Second Grade with Sue Levenson and later moved into the First Grade as a single teacher when Judy Fabian retired. She and Emily Otner taught the two First Grade classes for years. Far Brook is a “living, breathing place,” she says, and Joan is happy to see it evolving while retaining its essence. She thinks the new teachers are as amazing as the ones she has known through the years and that Far Brook attracts the best. Now Joan is babysitting for the new love of her life, her grandson, Brody, who will be one-year old in October, and looks forward to other opportunities as well. She continues to take part in Duke Farms’ volunteer programs, especially those focused on the eagles that live there. Joan has also received a grant to work for the Albert Payson Terhune Foundation to help the children of Wayne learn more about Sunnybank and its collies. Far Brook will always be in Joan’s heart and she can’t imagine life without Processional, Stabat Mater, Morning Meeting, and Shakespeare, so she plans to return often. She wistfully mentions three things that made a difference in her life: meeting Joe, her husband, who passed away in 1998; giving birth to her daughter, Abby ’97; and coming to Far Brook.

FACULTY NEWS / 35

FACULTY AND ADMINISTRATION NEWS CONTINUED

Nancy McIntyre

Art teacher Nancy McIntyre has been writing poetry regularly and is on a knitting spree. She finished knitting one queensized blanket comprised of a series of large and small octagons. The soft wool is from Corriedale sheep sold by a company in Uruguay. Another queen-sized cabled blanket is a wedding gift for her daughter, Devon ’02, and her fiancé, Patrick Corrigan, who will be married in September.

Carol Sargent William Menard and Haruka Mori with Dreyfus

Fifth Grade’s Haruka Mori and her husband, William Menard, welcomed their son Kellen on July 27. They wrote about their hopes and promises in a short letter to their first child as part of the school-wide Family Photo Project in April. Another Ranger fan is born! Best wishes to the trio and to Dreyfus, their dog.

Carol Sargent, our senior philanthropic advisor and a soprano, sings with Schola Cantorum on Hudson, a dynamic choral and educational organization that performs regularly in New Jersey and New York, and has toured overseas. This year, Schola celebrated its 20th anniversary season with concerts in May, and with a Gala at SOPAC (South Orange Performing Arts Center). Carol is a founding member and has also sung with its Schola Repertory Singers and Schola Sings Solo groups and served for many years on its Board of Directors.

Educational technology specialist

Deborah Wraight and Rafael Costa

Mr. & Mrs. Costa

36 / FACULTY NEWS

were married on July 21, 2015, in La Cattedrale dell’Assunta in Pienza, Italy. Friends and family from England, Italy, Brazil, and the USA attended the wedding. Deborah’s family is from Italy and England, and Rafael’s family is from Brazil. The couple honeymooned in Portugal and Paris. Congratulazioni!

WE REMEMBER

KENNETH BEAN August 4, 2014 Alumni Parent Kenneth Bean was a graduate of the University of Pennsylvania and received his MBA from the Wharton School. During World War II, he served in the Navy as a lieutenant aboard the Destroyer Escort USS Holt in the Atlantic and Pacific. He was co-founder and, for many years, president of Tollner & Bean, Inc., dealers in municipal bonds. Unknown to many, Kenneth was also a published poet who considered poetry an important part of his life. Kenneth is survived by his wife, Anne; his sons, Thomas ’70 and Douglas ’76; and three grandchildren.

WILLIAM SABINE III ’69 August 8, 2014 Bill Sabine joined a group of high-school-age students after graduating from Far Brook and founded their own high school, Changes, Inc. in East Orange.

Music of all kinds was his passion. He loved rock and roll, classical, and jazz. He first played trumpet under the direction of “Pops Finckel,” Far Brook’s Director of Music Emeritus Edwin Finckel, and later, the bass guitar. He followed the jazz scene in the 70s from Boston to San Francisco to Atlanta. Bill was also a talented actor who worked with stage director Robert Wilson and composer/ director Meredith Monk in New York City. In Atlanta, where Bill lived for 30 years, he worked as a “greens man” at Atlanta Film Studios when he wasn’t making music and became part of a Buddhist fellowship there.

Bill described his struggle with

cancer as a gift that helped him realize the richness and beauty of each moment of life, and he embraced meditation. Bill finally settled in Massachusetts to become a working member of the Insight Meditation Society and volunteered his time at the Barre Center for Buddhist Studies. Bill leaves several cousins; nieces and nephews; aunts and uncles; and countless friends.

ROLAND WILLIAM JOHNSON August 9, 2014 Alumni Parent Roland Johnson joined the Coast Guard upon his graduation from New York University and was sent overseas where he commanded a landing craft at Iwo Jima and took part in the Battle of Okinawa where the fleet accepted the Japanese surrender in 1945. His ship, LST 792, and Roland received the Asia-Pacific Theater Ribbon and the Philippines Liberation Ribbon. Roland moved to Chatham, NJ, with his wife, Dr. Catherine Spears who passed away in 1994. In later years, he married Nancy Vroom. Roland is survived by his wife, Nancy; his son. Col. Laird Johnson ’62; his daughter Dr. Debra Johnson; two step-daughters, Jennifer Braun and Amanda Vogler; and 4 grandchildren.

RONALD LEE MCKOY October 8, 2014 Current Parent Ronald McKoy of Laurinburg, NC, and Short Hills, NJ, was known as “Bit” by friends and family. His gentle spirit, warm smile and volunteer contributions to Far Brook will

be missed. Ron is survived by daughter Ashley McKoy ’18; her mother, Jasmin Vazquez; daughter Shawnette Dixon; sons Ronald and Christopher; niece Sonya McLeod; and four grandchildren.

CRAIG SCHIFFER December 23, 2014 Current Parent Craig Schiffer grew up in Denver and graduated from University of California, Santa Cruz, with a BA in history. He was an expert in credit and a strong strategic thinker, working at Lehman Brothers in various executive positions over almost 20 years. In 1997, he moved to the debt division of Japanbased Nomura Holdings, Inc., then to Dresdner Kleinwort.

In 2009, Craig opened Sevara Partners, an adviser to investors and companies, and in 2013 began as a managing director at Cowen Group. In 1996, Craig married Amy, with whom he raised their three children, while retaining his love for his children, Zach and Jessica. Craig was an avid skier, hiker, biker, and lover of the outdoors, and relished fine food and good friends.

Craig was a dedicated father and active volunteer at Far Brook’s Fall Family Day, where he helped lead the annual rocket launch.

Craig is survived by his parents, Charles Schiffer and Carol Polinsky; his wife, Amy; and five children, Zach, Jessica, Zoe, Annie, and Gabe ’15.

CHARLES THEODORE FRYBERGER II February 16, 2015 Alumni Parent Born in Philadelphia, PA, Charles Fryberger served in the Army and graduated from Lehigh University with a degree in industrial engineering. A creator by nature, he earned five patents for connection-related products he invented during his distinguished career with Thomas & Betts Corporation. Charles “Ted” was also a master storyteller and loved history, vegetable gardening, and photography.

Living by The Golden Rule was of utmost importance to him.

He was predeceased by his wife, Nancy, former Far Brook Board of Trustees vice president and president. Ted is survived by his children, Philip ’70, Susan ’73, Sarah Fryberger Braley ’75, and Peter ’77; nine grandchildren; and one great-grandchild.

WE REMEMBER / 37

WE REMEMBER CONTINUED

JAMES KILIK ’65

ISAAC GIELCHINSKY

February 20, 2015 James Kilik graduated from the New School of Music in Philadelphia where he studied clarinet and saxophone with Ronald Reuben of the Philadelphia Orchestra. He also worked with clarinetists Loren Kitt and Kalmen Opperman.

During his more than 25-year career as a freelance musician in the Philadelphia area, Jim played many different styles of music.

He performed with the Delaware Symphony, of which he was a member for 22 years, the Pennsylvania Ballet Orchestra, Peter Nero and the Philly Pops, Network for New Music, Relache, and the Playhouse at the Hotel Dupont in Wilmington, DE. After being diagnosed with hand focal dystonia, Jim was forced to end his active performing career in the spring of 2001. Since then, he had devoted his time to teaching.

In addition to his position at Settlement Music School, he was also a faculty member at Widener University in Chester, PA. James is survived by his father, Eugene; and by his wife, Carolyn Davidson.

February 23, 2015 Alumni Parent Dr. Isaac Gielchinsky was born in Bogota, Columbia, and attended the Nacional Universidad de Columbia and the University of Pennsylvania School of Medicine. After serving in the Army in Vietnam and receiving the Bronze Star Medal, Isaac began his practice at Newark Beth Israel Medical Center where he became director and chief of cardiac surgery. He was also an active member of the medical community and enjoyed teaching and lecturing. Dr. Gielchinsky will be remembered for the countless lives he saved and hearts he “touched.” Isaac is survived by his wife, Janet; and children Robert, Karen, and David ’88; and eight grandchildren.

38 / WE REMEMBER

RUTH TANTLEFF KRAMER March 7, 2015 Alumni Parent Ruth Kramer was raised in Brooklyn and graduated from Rutgers University. She is predeceased by her daughter, Joan ’63, in whose memory the “swamp” was given to Far Brook by family friends in 1973. This land is currently the Wetlands Habitat. Ruth is survived by her husband, Julian; her children, Sari ’63 and Orin ’59; and three grandchildren.

ELAINE D. PIERSON April 21, 2015 Far Brook School Transportation Coordinator 1985-2003 Elaine Pierson was born and raised in Short Hills, NJ, and moved to Chatham, NJ, when she married James Pierson in 1954. Elaine was a constant presence at Far Brook as Transportation Coordinator and driver back when Far Brook had its own adorable little yellow buses. She liked to refer to herself as “Custodial Engineer.”

She and her husband, Jim, and her son, Jimmy, cleaned the entire school every night for many years. Elaine is remembered for her kindness, her humor, and her love of animals and of Far Brook and its people. Elaine also worked for the Daily Record as a supervisor of paper carriers and was a devoted fan of the New Jersey Devils. She loved photography, bird-watching, fishing, and boating. Elaine was predeceased by her husband, Jim, and daughter, Carol Atchison. She is survived by her daughter, Pamela Iberer; her son, Jimmy; four grandchildren; and four greatgrandchildren.

FRANKLIN HANNOCH JR. May 24, 2015 Alumni Parent, Former Trustee 1964-68 and Secretary 1966-67 Frank Hannoch, Jr. joined the Navy after graduating from high school and was a Phi Beta Kappa graduate of Rutgers University where he met his wife, Anita. He was a real estate counselor and served as national chairman of the American Society of Real Estate Counselors in 1994 and was a founding member of the NJ chapter.

Frank was also a member of the American Institute of Real Estate Appraisers and served as president of its New Jersey chapter. He was involved with numerous community, social, religious, and philanthropic organizations, including the Family Service and Child Guidance Center of the Oranges and Maplewood. Frank is survived by his wife, Anita; his children, Jim ’69, and Nancy Hannoch Berger ’71; and three grandchildren.

CONGRATULATIONS

TO THE CLASS OF 2011, WHO WILL BE ATTENDING

BOARD OF TRUSTEES

Middlebury College

Chris Burns Carmine Fanelle Kate Hewitt Greg Hoffman Anne-Marie Kim Leah Kronthal Marybeth Leithead Krissy Mannello Elyse Post ’78 Marc Schwartz David Srere Christine Susko Bradford Wiley, II ’54

Northeastern University

ADMINISTRATION

THE FOLLOWING COLLEGES THIS FALL: American University Bard College Carnegie Mellon University Dartmouth College Georgetown University Georgia Institute of Technology

NYU, Tisch School of the Arts Parsons School of Design at the New School Reed College Rutgers University Syracuse University University of Texas, Austin University of New Haven Washington & Lee University

CONGRATULATIONS

2015-2016

Tommaso Zanobini, Chair Tony Stovall, Vice Chair Robert Kelly, Treasurer Michelle Swittenberg, Secretary Amy M. Ziebarth, Head of School

2015-2016

Amy M. Ziebarth, Head of School Marcela Figueroa, Executive Assistant/Placement Coordinator Paula Levin, Director of Lower School Nicole Engelke ’88, Director of Upper Schools Admissions Mikki Murphy, Director of Admissions, Placement, and Diversity Emi Ithen, Associate Director of Admissions and Financial Aid Kathy Ike, Admissions Assistant Business Office Donna Chahalis, Director of Business and Finance Janice O’Shea, Accounting Manager Development Suzanne Glatt, Director of Development Caroline L. Sargent, Senior Philanthropic Advisor Jennifer Barba, Director of Communications and Volunteers Stacey Layton, Development Coordinator Peggy Fawcett, Development Associate Joan Burr, Communications Coordinator

TO THE CLASS OF 2015,

Front Office Alisha Roig, Office Coordinator Jerilyn Campbell, School Nurse

THE FOLLOWING HIGH SCHOOLS THIS FALL:

After-School Program Greg Bartiromo, After-School Program Director Mona Boewe, After-School Program Coordinator

WHO WILL BE ATTENDING Columbia High School Deerfield Academy

Facilities Melissa Stampoulis, Kitchen Coordinator Arthur Gannon, Plant Supervisor

Delbarton School Kent Place School Millburn High School Montclair Kimberley Academy Morristown-Beard School Newark Academy The Pingry School Watchung Hills Regional High School

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FAR BROOK SCHOOL

ABOVE: Far Brook’s New Music & Arts Building Under Construction

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