Reports 2019

FAR BROOK

REPORTS 2019

A PUBLICATION FOR FAR BROOK ALUMNI & FAMILIES NEAR & FAR

Childhood happens once.

26183_mag.indd 1

8/19/19 12:58 PM

VOLUME XXXII

REPORTS

SUMMER 2019

20 Class of 2019 / 24 Lower School Woodshop / 26 Philanthropy / 30 Alumni News / 36 Faculty News / 38 We Remember

4

17

12

CONTENTS

Gratitude to an Outstanding Editor Far Brook School extends our deepest gratitude to Reports Editor HELEN KAPLUS, Alumni Parent of Leila ’93 and Jarett ’95, for 35 years of creative and consistent reporting, storytelling, and editing. Helen served as Editor of our parent-written publication, the Far Brook Bulletin, from 1984–1995, and Reports Magazine since 1993. Her descriptive “Tour” of campus, chronicling life and learning in and out of classrooms, was a beloved feature. She has kept in touch with many Far Brook Alumni, sharing their news and milestones with the Far Brook community. Helen has also been an active volunteer supporter of the School over the years.

Cheers and thank you, Helen, for many jobs well done!

26183_mag.indd 2

4

THE ART OF MATH LEARNING AT FAR BROOK

12

THE IMPORTANCE OF STRUGGLE

17

PAULA LEVIN’S 47-YEAR LEGACY

SPECIAL INSERT

A Speech Given by Head of School Amy Ziebarth

BULLETIN A Collection of Voices from our Parent Community

Editor Jennifer Barba Editorial Assistants Joan Burr Peggy Fawcett Principal Photographers Koonam Aurora Ben Esner Peter Chollick Kristine Foley Melani Wilson Smith Far Brook Staff

Contributors Greg Bartiromo Liz Colleran Nicole Engelke ’88 Suzanne Glatt Megan Gottlieb Helen Kaplus Paula Levin Haruka Mori Mikki Murphy Rob Olazagasti Nina Sze

8/19/19 12:58 PM

A MESSAGE TO FAR BROOK ALUMNI AND FAMILIES AS I BEGIN MY 10TH YEAR AT FAR BROOK, I AM INCREDIBLY GRATEFUL TO THIS COMMUNITY – the students who amaze me every day and the faculty and administrators who have devoted themselves to enriching the lives of our children. This school community continues to be a place of inspiration and joy for all of us. As we like to say, childhood happens once.

In this issue of Reports, we provide a glimpse into our math program where learning is challenging, engaging, collaborative, and fun. See our students grow from curious three-year-olds learning to count and measure into accomplished Eighth Graders understanding and communicating the sophisticated language of math – mastering complex algebraic formulas, analyzing data, and even learning basic encryption and code breaking!

Take time to read about our accomplished Alumni – the Class of 2019, who are headed off to a variety of high schools this fall and Far Brook’s Class of 2015 who are now college freshmen. They will continue their education at an impressive assortment of colleges and universities across the country and internationally.

I hope you also enjoy our parent voices collected in the enclosed Far Brook Bulletin.

Please stay connected, share your news with us, and visit campus when you can.

Warmly,

AMY ZIEBARTH Head of School

26183_mag.indd 3

8/19/19 12:58 PM

4 / MATH FEATURE

26183_mag.indd 4

8/19/19 12:58 PM

The Art of Math Learning at Far Brook At Far Brook, we approach math with a creative lens, valuing the beauty of its patterns as well as its abstract nature. Renowned mathematician and teacher Paul Lockhart has explored the way math is traditionally taught in schools. In his famous article, “A Mathematician’s Lament,” Lockhart says that “[Math] is every bit as mindblowing as cosmology or physics, and allows more freedom of expression than poetry, art, or music. Mathematics is the purest of the arts.” (1) We are constantly evolving as we strive for a balance between teaching students to understand the language of math, to communicate and justify their thought process, and to value the self-discovery and journey to arrive at their solutions. The Far Brook curriculum is experiential, integrated with other disciplines, and follows the standards of the National Council of Teachers of Mathematics (NCTM). Each student is seen as a unique learner and our math curriculum and teaching are tailored to meet individual needs. As students consider their own learning style and the context of the problem, they explore solutions so that each journey is unique. One may use a graph or diagram to attack a problem; another may use manipulatives or prefer to explain a story in words; and yet another student may use algebraic representation to communicate patterns. We encourage students to use varying arguments and reach different conclusions to open-ended problems, witnessing the interconnectedness of math ideas. Far Brook’s curriculum allows every student to recognize, appreciate, and understand the intricacies and beauty of mathematics.

Research has found that struggle is critical for meaningful learning. According to Professor of Mathematics Education at Stanford University, Jo Boaler, “A crucial finding from neuroscience is the importance of students struggling and making mistakes – these are the times when brains grow the most.” (2) However, it is important to present challenging activities without creating math anxiety. When students feel stressed, “the working

memory is restricted,” impeding the ability to access areas of the brain that hold math facts. Small class size and dedication to getting to know each student’s learning style allows Far Brook teachers to engage and appropriately challenge their students.

A successful math project empowers students to recognize and appreciate how math applies to all aspects of problem-solving in life, allowing for better retention of concepts and joyful learning. As teachers prepare experiences for the classroom, they select ageappropriate, realistic examples so that students can relate to the math and build important connections in their brains. Boaler’s research into math learning has found that the brain compresses acquired knowledge, creating a sort of filing cabinet from which to retrieve information. (2) If students can visualize a concept and connect it to their lives, it is easier for them to then retrieve and use that knowledge.

THE ART OF MATH LEARNING / 5

26183_mag.indd 5

8/19/19 1:49 PM

To prepare students to thrive in the ever-changing landscape, math learning must focus on building essential skills. Real-life applications are used so that students see the relevance of what they learn. As technology replaces human computers in the workforce, there will be less emphasis on the skills of fast computation and a larger need for people who can analyze data, think critically, and collaborate to find creative solutions. (3) Students at Far Brook engage in a meaningful process of solving mathematical problems in which the journey of deriving a solution or proof matters as much as arriving at the correct answer. Students work together in teams to build the important skills of collaboration and the ability to communicate their ideas and thought process to others.

Far Brook’s talented math faculty regularly integrate experiential learning opportunities to create engaging project-based challenges that deepen students’ learning and application of geometry, algebra, and other math concepts.

Snapshots from the Classrooms Step into the classrooms in the pages that follow to see how Far Brook students build these skills as they experience math in creative, real-world situations, constructing their own understanding of mathematical concepts through investigation and persistence while communicating their strategies to others.

LOWER SCHOOL MATH In the Lower School, Nursery through Third Grade, math is taught through hands-on experiences, where students explore, question and reason, construct meaning, and problem-solve. Mathematical curiosity is encouraged as children explore the world around them. Through purposeful play, teacher-designed materials, and text resources, careful attention is given to the investigation of mathematical concepts and how they can be applied. Students learn that math is all around them, and teachers help them find ways to organize and understand it through real-world situations, while developing number sense, fostering connections, and interpreting data.

These experiences support a deeper understanding of higher-order thinking, which moves our Nursery through Third Grade students from the concrete to the abstract.

NURSERY How many things can I count?

Three- and four-year-olds are curious about everything.

They learn to see math as an exciting and essential part of their world as they are introduced to the concepts of shapes, numbers, and patterns through tactile experiences.

As Nursery students learn about seasons in their math and core curriculum by following animal behavior patterns, they patiently count down to the first day of spring for their handmade teddy bears to come out of hibernation.

The new season is welcomed with a picnic including an assortment of berries which they count, sort, and create patterns with. They investigate concepts such as volume, size, and shape using blocks, manipulative toys, sand, and water. These young students are encouraged to carefully observe the world around them both inside the classroom and in the outdoor environment.

6 / THE ART OF MATH LEARNING

26183_mag.indd 6

8/19/19 1:50 PM

KINDERGARTEN How do you measure a penguin?

Five-year-olds focus on what they can see. Tactile and visual learning is incorporated by having students add and remove items as a way of introducing operation. In the Kindergarten, you’ll find students engrossed and inspired at various work areas around their classrooms, focusing on manipulatives integrated with their unit of study which foster understanding of mathematical concepts such as size, shape, length, and volume. Kindergartners measure classroom objects such as penguins using colorful links to begin to understand size relationships as an introduction to learning the formal units of measurement.

FIRST GRADE Why do we use a number line?

In First Grade, industrious six-year-olds begin to show a shift in reasoning, and to understand cause and effect.

They gain an understanding of concepts such as number sense and operations. Exploring addition and subtraction, First Graders place and move paper numbers on a number line (a simple string) to understand ordered numbers and continuum, a visual way to learn increasing and decreasing values and to begin to discuss formal equations using symbols “+” and “-”.

Would you prefer 1/8 or 1/6 of a pepperoni pizza?

Fractions are understood through students’ own pizza creations to explore part-to-whole relationships and representation of portions. First Grade mathematicians learn how to show their solutions using mathematical models and to explain their strategies and thinking to their peers.

What can we create within a shape?

Geometry is introduced as kindergartners fit large wooden blocks into two-dimensional (2D) outlines, creating imaginative three-dimensional (3D) architectural masterpieces, balancing large and small pieces, working together to envision the layout and details using trial and error.

What is the “Bundle Boogie”?

To celebrate the 100th Day of School, students count all the way up to 100, learning to group by tens or “skip count.” Putting numbers into motion, they celebrate each bundle with the “Bundle Boogie” dance!

THE ART OF MATH LEARNING / 7

26183_mag.indd 7

8/19/19 1:50 PM

SECOND GRADE How can we compare scale and proportion in space?

Seven-year-olds are conscientious and reflective. Their increasing ability to infer, predict, and estimate allows them better access to mathematical concepts. (4) Second Graders begin to understand big numbers and their place value as they consider the distance from the sun of each planet in the Solar System. They learn a sense of scale and proportion in space by comparing planet size to fruits: if Mars is a blueberry, Jupiter is a watermelon!

How can our small gifts impact many people?

Second Grade students take great pride and responsibility for counting the UNICEF (the United Nations International Children’s Emergency Fund) donations collected by all students in the School. They collaboratively create a counting system to sort and organize various bills and thousands of coins. Exploring addition and subtraction of large numbers reinforces the concept of regrouping.

THIRD GRADE How much inventory is needed to run a store?

For the past few years, the Third Grade has created a store where students have found concrete opportunities to practice multiplication and division, use prediction skills, and understand the concepts of deposits, withdrawals, making change, and balancing budgets. Students advanced their learning of geometry by examining polygons and concepts such as symmetry and fractions as they made and sold bookmarks in which they wove original patterns of the Southwest Tribes. They donated the proceeds of their store to the Oglala Sioux Tribe of the Pine Ridge Reservation in South Dakota, tying into their yearlong study of Native American culture.

UPPER SCHOOL MATH How does math apply in real life?

As students enter the Upper School, Grades 4-8, math instruction emphasizes the teaching of habits of mind to develop their thinking to be successful lifelong math learners. As part of the process of mastering sophisticated math concepts, our students learn to: • Communicate their understanding • Ask questions and seek help to be self-advocates • Persevere through challenges • Take study notes to be used for review • Document their methods and strategies in logical steps using appropriate math language • Take reasonable risks, especially while encountering new content or challenging material

8 / THE ART OF MATH LEARNING

26183_mag.indd 8

8/19/19 1:50 PM

MIDDLE SCHOOL MATH In Middle School, Grades 4-6, studies of geometry and probability become increasingly sophisticated as the students’ abstract thinking skills grow. Handson activities and math games deepen and enrich student understanding and application. Oral and written communication of mathematical ideas as well as analysis of problems become more important as students transition into more abstract concepts of early algebra. The formal concepts of algebra, ratio and proportion, percents, integers, graphs, and variables are introduced.

FOURTH GRADE What math skills do you need to design a product?

Technology is used to extend math learning and build fluency with the skills needed to excel in an ever-adapting world. At this stage, nine- and ten-year-olds are evolving their problem-solving skills. While accurate computation is reinforced, students’ ability to show and explain work is emphasized and encouraged. This year, Fourth Graders designed bookmarks in math using Tinkercad on Chromebooks, while learning about metric system measurements, scaling, area, and perimeter. Their finished designs were produced on the laser cutter in Far Brook’s woodshop, a hands-on and memorable way to deepen understanding of skills needed for designing and creating.

FIFTH GRADE How is wealth distributed in our country and in countries around the world?

This year, Fifth Grade students addressed this important question in math with hands-on exercises, exploring percentages and fractions as part of the World Wealth Project. Fifth Graders thrive when participating in group projects and exploring questions of fairness and other social issues. Together, they calculated the number of students to be randomly assigned to each region of the world in proportion to the percent of that region’s population. Then they calculated the fraction of wealth (demonstrated in cookies!) distributed to each region based on the Gross Domestic Product (GDP).

What shape creates the largest volume?

Fifth Grade students were also challenged to construct a popcorn container with the largest volume possible out of a 30 x 30 cm sheet of aluminum foil. They predicted what base shape – circle, triangle, rectangle, or square – would yield the largest volume and whether it is more important to have a wide base and short height, narrow base and tall height, or to compromise at both a medium-size base and height. Solving this problem helps students understand the properties of prisms and cylinders, including their similarities and differences, as they calculate volumes using metric measurements.

THE ART OF MATH LEARNING / 9

26183_mag.indd 9

8/19/19 1:50 PM

On Pi Day (3/14), Sixth Graders demonstrated the beginning of this famous irrational number and celebrated by singing “Mathematical Pi” and calculating how to divide cherry pies equally so that everyone in the class could enjoy a slice.

SIXTH GRADE What house can you afford based on your job and income?

Real-world problems help Sixth Graders solidify their understanding of income and money management in the real world, particularly in the recent project Game of Life: Design Your House. When asked what property can you buy and what house can you build based on your job and income, students brainstormed important jobs and careers to sustain a small town, and were randomly assigned a career/job. Based on their income (and joint income with a partner), the town they choose to live in, the number of years they plan to pay a mortgage, they calculated their budget for their property and house in the town. Students then designed their property and house to fit their budget, double-checking their spending by verifying that the area of separate rooms and total area fits within their budgeted area. Some students created their house design on floorplanner.com. This exercise builds pre-algebra skills using proportions, percentages, and scale.

How would you budget your money making minimum wage?

In the Minimum Wage Project, students investigated how they would live for one month while earning New Jersey’s minimum wage. After calculating their total earnings for the month, they calculated their expenses for the month (tax, housing, food, clothing, transportation, etc.) to see how much they would have left for emergencies or extra spending. Now, what would happen if you broke your arm and did not have health care, or if your job requires employees to dress in professional clothes every day?

Students figured out how they would pay for these added expenses while keeping within their monthly earnings budget. They applied their percent skills, organized their findings in a chart, analyzed data, and made inferences based on the data.

JUNIOR HIGH MATH Skills developed throughout the earlier Grades at Far Brook are combined with more advanced creative analysis and sequential thinking in Seventh and Eighth Grade math courses. Algebra is a focus and is the context for fostering the reasoning skills necessary for success in higher level mathematics.

Junior High math students often engage with projectbased challenges to deepen their understanding and application of geometry, algebra, and other math concepts.

Children reach cognitive landmarks at different times throughout their adolescent years. Allowing for their individual differences, ongoing consideration is given to ensure that each student is challenged appropriately. This continuum of rich experiences and carefully selected resources provides Far Brook students with the deep understanding, knowledge, and skills to meet the challenges of high school math programs.

Far Brook graduates are well prepared for an advanced secondary school math program, including courses such as AP Calculus and AP Statistics. Typically in Ninth Grade, students transition into Geometry, or Algebra 2 with Trigonometry.

10 / THE ART OF MATH LEARNING

26183_mag.indd 10

8/19/19 1:50 PM

SEVENTH & EIGHTH GRADES How do you break sophisticated code?

Eighth Graders also learn basic encryption and codebreaking methods using shift codes, simple linear functions. Students kick-off this math challenge by viewing a scene from the movie The Imitation Game, about brilliant mathematicians breaking the German Enigma Code which has been credited with saving countless lives and shortening World War II. They learn a brief history of Alan Turing, an inventive English mathematician who was very influential in computer science, before focusing on the math. This encryption experience offers students a tangible and memorable challenge, as well as a connection to a former Far Brook teacher, parent, and Trustee, Anne Seeley, who was a “code girl” deciphering secret German and Japanese messages during WWII.

How much weight can a bridge support?

Seventh Graders test the strength of bridges constructed of spaghetti to simulate how many elephants (represented by pennies) the pasta bridges can safely hold. What amount of weight can a specific bridge support? Graphing how the number of pennies held is related to the number of strands of spaghetti, they write a linear equation to extrapolate how much support (how many spaghetti strands) is needed for the circus to transport 100 elephants across the bridge.

Sources: 1. Paul Lockhart, “A Mathematician’s Lament” https://www.maa.org/external_archive/ devlin/LockhartsLament.pdf 2. Mindset Mathematics: Visualizing and Investigating Big Ideas, Grade 5, Boaler, Munson, & Williams. Jossey-Bass. 2018. Pages 2 & 14. US. 3. Forbes Magazine, August 6, 2018, “The Skills You Need To Succeed In 2020” https://www.forbes.com/sites/ellevate/2018/08/06/the-skills-you-need-to-succeed-in2020/#36fd328f288a.

4. Yardsticks: Children in the Classroom Ages 4-14 by Chip Wood 3rd edition. 2007.

Page 90

How do you calculate average initial velocity?

Our Junior High students calculate the answer through active outdoor experimentation. After learning how to graph quadratic functions using the axis of symmetry of parabolas, the vertex, a table of values, and the roots (x-intercepts), Seventh and Eighth Grade students apply this new knowledge to stomp-rocket motion. Bright yellow and red rockets are launched by teams of students with stopwatches to determine the average time that the rockets are airborne. This information is then used to find the average initial velocity of their rocket launch. Students determine the function and graph that model the height and time relationship of their launch. Quadratic functions and graphs help students estimate the maximum height of their team’s rocket launch.

How do force and gravity work?

Junior High students participate in a Marble Slides Project, which explores physics concepts (magnetism, motion, force, gravity) as they relate to linear functions.

Eighth Graders further develop their understanding of linear functions, domain, and range by designing, iterating, and building a one-of-a-kind marble run. Students are responsible for creating a three-dimensional obstacle course of at least three “challenges” using positive, negative, zero, and undefined slopes with restricted domains and ranges as a track for a rolling marble. The students are assessed on their originality, the overall design, building/execution, and presentation.

Contributions from Nicole Engelke ’88, Haruka Mori, Paula Levin, Megan Gottlieb, and Far Brook Math Faculty Liz Colleran, Rob Olazagasti, Nina Sze

THE ART OF MATH LEARNING / 11

26183_mag.indd 11

8/19/19 1:50 PM

THE IMPORTANCE OF STRUGGLE

A speech given on Education Night 2018 by Head of School Amy Ziebarth Returning from my sixth Adirondack Trip with our Junior High students, I continue to be amazed at what happens at Pok-O-MacCready, the camp where we spend five days together. It always reminds me of what is unique about Far Brook. The Seventh and Eighth Grade students stretch their limits and, for many, spend time well beyond their comfort zone. In a beautiful natural setting they hike some of the Adirondack 46 peaks, rock climb, canoe, study pond ecology and outdoor survival, fish, journal, and read.

This trip occurs early in the year as it is a wonderful way for the Junior High to build community. You can actually see students forming tighter bonds with old friends and building relationships with new ones. The experience is wonderful and at the same time very challenging, depending upon the child. For some it is the distance away from family. For others it is the heavy physical demands of climbing, hiking, and canoeing for long stretches of the day. For a quiet child, it is simply the challenge of being in the constant company of one’s peers. But I venture to say that every child and adult who goes on the Pok-O trip experiences some kind of challenge. Some of the hikes were hard for me; though I thought I was in fairly good shape, apparently I am not. I was annoyed and cranky because my son was running up to the top – then I did the

Experiences that give children the chance to challenge themselves.. to struggle surrounded by supportive and understanding adults.. are central to an education that prepares our children for the future.

math on one hike – so I am 56 and they are 13 – that is 43 years, no wonder it is hard. I was completely out of my comfort zone and it was not pretty.

Yet, we come home feeling accomplished, confident, ready to tackle the year. Experiences that give children the chance to challenge themselves, to struggle, but to struggle surrounded by supportive and understanding adults, are one of the things that we do so well here, and are central to an education that prepares our children for the future.

Why is struggle positive?

A lot has been written recently about a crisis in parenting, and the need to raise resilient children. When I read these articles, I often ask myself, “At Far Brook, do we measure up?” In this area, I give us high marks. There are many ways that a small school with an emphasis on community is uniquely able to help children become resilient.

What are the keys to building resiliency? To be resilient, children need to face struggle, make mistakes, even fail, but they come out on the other side knowing that they survived these setbacks, learned from them, and grew.

Julie Lythcott-Haims, the former dean of freshmen at Stanford University, in her book How to Raise an Adult drew national attention to a crisis she perceived in college-age students who were unable to cope with the daily stresses involved in becoming emerging adults. She attributes this crisis to the well-intentioned impulse of loving parents who want to help their children at every turn and to keep them from discomfort. I know that I have been guilty of that. The term “lawnmower parent” has replaced “helicopter parent” as we try to constantly clear the path for our kids. The problem with this, she notes, is that students don’t learn important coping skills. Experiencing struggle, it turns out, is important to nurturing resilience.

12 / THE IMPORTANCE OF STRUGGLE

26183_mag.indd 12

8/19/19 12:59 PM

John Dewey, the educational reformer, wrote about the importance of struggle as early as 1910. He described learning as beginning with a dilemma; it begins when one is uncertain how to proceed. Struggling to work through this uncertainty and ambiguity to discover a solution is essential to meaningful learning. Dewey believed that this struggle or persistence is a way to prepare students “to actually hear” something important.

Jessica Lahey, a teacher and author of The Gift of Failure, has also written convincingly about the importance of struggle. She believes the ability to tolerate frustration, to struggle, distinguishes (and I love this) intellectually brave students from those who are paralyzed by the fear of making a mistake. Ultimately, Lahey found that those students were the ones who took the greatest joy in the process of learning.

Struggle, however, is a tricky thing. We don’t want our children to never experience struggle. Nor do we want them overwhelmed by it. There is a measurable and appropriate amount of struggle when you are learning; the zone of proximal development, ZPD, as it is called by psychologist Lev Vygotsky. This zone is the place where a child is actually susceptible to learning and is ready to move forward in an area. It will require some coaching, and some frustration, but ultimately, an increased proficiency in an area of potential growth. A good teacher can identify

To be resilient, children need to face struggle, make mistakes, even fail, but they come out on the other side knowing that they survived these setbacks, learned from them, and grew. where this “sweet spot of learning” is and what a child is ready to do with a little bit of coaching, and a little bit of struggle. This requires expert teaching – expertise in the discipline one is teaching, and expertise in the child one is teaching. There are a million judgment calls in deciding when to push for more, and when to be satisfied with baby steps, for the ability to tolerate frustration and to struggle is built over time. It does not happen overnight.

That is why Far Brook is the ideal place for this kind of growth. Our teachers know their disciplines in depth, as well as their students.

Now it might not be the best sales pitch to say come to Far Brook so your child can struggle. But maybe it would be honest to say come to Far Brook so your child

Fourth Grade students presented The Blue Faience Hippopotamus, A legend of Ancient Egypt by Joan Grant.

THE IMPORTANCE OF STRUGGLE / 13

26183_mag.indd 13

8/19/19 12:59 PM

BELOW: Fifth Grade presents Helen by Euripides RIGHT: Eigth Grade students perform Shakespeare’s The Tempest as a part of their Graduation evening.

can have a calculated amount of struggle. Why do I say this? First and foremost, we know our students. We are a small community with teachers who have watched our students grow up. Our teachers know our students very, very well. They know them in the classroom, on the stage, in the music room, and on the sports field. Some specials teachers have known our children for 10 years.

The simple fact that our students perform in all those venues automatically sets the stage for them to challenge themselves, and, yes, to sometimes fail. Because at Far Brook, you don’t get to just do the things that you are good at.

Our students have to try everything. The perfectionist child must revise a paper. The scholar may have to struggle up one of the 46 Adirondack peaks. The avid reader may have to pick up a field hockey stick for the very first time.

The athletes have to sing. The singers have to paint. The extroverts have to work quietly. The introverts have to work in collaborative groups. All children are asked to work outside of their comfort zone, but they do this in the company of classmates who have done the same thing, and among teachers who have coached children through these sometimes uncomfortable experiences hundreds of times. It is never, ever fun watching your child struggle with something that is hard for him – a floundering

friendship, a failed math exam, a smaller part in the play than hoped for, or a missed opportunity on the playing field – but when I have found myself watching one of my children in one of those situations – sitting on the lacrosse bench, excluded from the friend group, disappointed with a low grade, I have always drawn comfort in the fact that these small setbacks are important learning opportunities.

These are setbacks my kids experienced amidst a devoted and loving faculty who has helped hundreds of children learn from their mistakes and build resilience.

Far Brook is unique.

It is our ability to tailor the struggle that makes us unique.

We create curriculum that allows for students to be challenged at whatever level is their zone of proximal development. Our reading and writing teachers are trained in the progression of skills not only at the Grade they teach, but also several years ahead. When coaching a reader or writer, they are able to quickly assess what skill that child is ready to learn. If a Sixth Grade reader understands a theme at a level we expect of a Seventh Grader, our teachers don’t rest at “good enough,” “standard met;” our teachers know how to help that child push toward her potential, even when it surpasses grade-level expectations.

14 / THE IMPORTANCE OF STRUGGLE

26183_mag.indd 14

8/19/19 12:59 PM

In math, this same kind of struggle is evident – especially in our advanced classes. The pace is fast and the content is difficult. This can be a watershed moment for some students who, up until this point, have excelled with little time spent on studying or note-taking. Until now, they have had the ability to just memorize and succeed. They may have the answers but now they need to know the why.

This is where the learning happens. The work becomes more challenging, problem-solving takes more focus and time, and students find themselves struggling. To get traction, students need persistence. This is the moment when they need to test and fail, and test and fail. We tell them that giving up is not an option. Our goal for our students is to attack problems head on, take risks, and not overly concern themselves with the end result.

We are unique because we can provide a highly differentiated program. We can provide personalized struggle. But what makes Far Brook so magical is that this highly individualized program comes amidst a strong sense of community. Teachers know and honor individuals.

Classmates know and honor individuals. This ability to work closely with a group of peers over many years teaches children collaborative skills that will serve them well throughout their lives.

These important qualities that we nurture in our students are not only recognized by employers, but increasingly by colleges as well. Colleges are trying to figure out ways to measure these skills in their admission offices. Trinity College recently revamped their admission process with this in mind. While reading applications, the staff now looks for 13 characteristics – including curiosity, empathy, openness to change, and the ability to overcome adversity – as predictors of success. They see both the value and the growth found in “struggle.”

Admission Directors love Far Brook students and, year after year, our graduates matriculate to many area high schools and boarding schools, which recently include: Delbarton, Kent Place, Morristown-Beard, Newark Academy, Pingry, St. Peter’s Prep, Montclair Kimberley, Andover, Deerfield, Fieldston, and Columbia and Millburn High Schools. Far Brook students dive right in and get involved. They know themselves as leaders, they understand and value community, they are interested and engaged, and they are active contributors in their new environments.

Our Alumni currently attend a wide range of small liberal arts colleges and larger universities including New York University, Middlebury, University of Chicago, Claremont McKenna, Barnard, Washington University in St. Louis,

Wesleyan, Carnegie Mellon, Dartmouth, Georgetown, Morehouse, Northwestern, Vassar, and University of Michigan. They pursue music, write code, run investment clubs, play college sports, act in theater troupes, and sing in a cappella groups. The pride we feel in all of our Alumni is immeasurable. Among many stories that we hear about their accomplishments as they venture out into the world are these recent examples: Gerry, a member of Far Brook’s Class of 2015 and a senior at Deerfield Academy, was elected by the entire school to serve as student body president for this year.

Jonathan, Class of 2000, who graduated from Princeton University, is currently a graduate student in Egyptology at the University of Chicago.

Maia, a 2010 alum, graduated from the University of Pennsylvania with a BA in cell and molecular biology and a minor in fine arts. She is working at the prestigious UC-San Francisco Lim Lab, spending her days delving into immunotherapy cancer research.

Daniel, Class of 2005, is a PhD candidate in financial engineering at MIT. Katherine, Class of 2011, as a senior at the University of Texas at Austin, School of Architecture, was awarded a prestigious Senior Scholarship in interior design. She donated half of her $30,000 prize back to design students in need of financial aid. What innate thoughtfulness and generosity of spirit for a 21-year-old.

Sixth Grade students perform Shakespeare’s The Tragedy of Julius Caesar, Part 1, The Death of Caesar.

THE IMPORTANCE OF STRUGGLE / 15

26183_mag.indd 15

8/19/19 12:59 PM

BELOW: Eighth Grade in The Tempest by William Shakespeare RIGHT: Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston was presented by Eighth Grade students.

ABOVE: Seventh Grade presents The Red Tape Mystery, translated

by Robert Van Gulik.

I would like to share a letter I recently received from Far Brook alum Mike Chernoff, Class of 1995, General Manager of baseball’s Cleveland Indians. Mike went on to attend Pingry and received a degree in economics from Princeton. Unsolicited, his words hit home.

“Far Brook provided the foundation for my lifelong love of learning.

I have tried to instill the tenets of progressive education into the Indians organization. We think deeply about helping players and staff build intrinsic motivation towards their goals, gain a deep understanding of content from a holistic perspective, and have growth mindsets towards taking on challenges and handling failure. We have almost entirely shifted from an evaluative culture where coaches present and deliver content and then judge players on their performance to one where they set up learning environments and then provide nonjudgmental,

descriptive feedback, mostly through guided discovery.

While I didn’t necessarily realize it at the time, Far Brook provided an educational experience and model that most other people in the world do not get to have.

Thank you for continuing Far Brook’s tradition as a progressive school…”

What a wonderful letter to receive and what validation it gives to the values, pedagogy, teaching, and learning that has happened here for many years and continues.

Thank you for trusting us with the education of your children.

16 / THE IMPORTANCE OF STRUGGLE

26183_mag.indd 16

8/19/19 12:59 PM

PAULA LEVIN’S 47-YEAR LEGACY “I couldn’t believe a place like this existed!” Paula’s often repeated, whimsical reflection of her first days at Far Brook School, sums up a life’s work and legacy.

In the 47 years since she first stepped foot on campus, Paula has, with love and with leadership, shaped the excellence and distinctiveness that make Far Brook a “dream come true” for so many.

Paula was delighted when she discovered the wooded and wild-flowered Far Brook campus in the fall of 1971.

The magic of the setting immediately drew her in. She found the simple red buildings, light streaming through oversized windows, spacious welcoming classrooms, abundant trees and plants, and a menagerie of animals to be an idyllic setting in which young children could play and learn. “Play” being the operative word.

Paula’s first role at Far Brook was as a substitute teacher in the Fourth Grade classroom. To her delight, she obtained a permanent position the following year as assistant Kindergarten teacher with the little ones for whom she had such affinity, a role she enjoyed for two years before becoming a Kindergarten through First Grade lead teacher and later the Nursery/Kindergarten Coordinator, eventually settling into a legendary collaboration and partnership with Bill Deltz in the Nursery.

A natural motivator and supporter, Paula became a leader in the Far Brook community, championing and embodying the progressive Far Brook values of process over product, social-emotional development, the integration of the arts and sciences, and the importance of play in a child’s development. She was instrumental in shaping and sustaining the School as it evolved from a best-kept secret for families “in the know,” to a resounding choice of discerning parents who sought an inspired education for their children.

In collaboration with Bill and Donna Deltz, Mini Camp at Far Brook was born. It mirrored the School’s thematic approach, engaging Far Brook students and campers for six joyful weeks of summer songs, science, and sun, allowing Paula to relish her time at Far Brook 11 full months each year.

Paula’s skill as an educator led to her assuming the role of Director of Lower School in 2007. She was regarded

“I couldn’t believe a place like this existed!”

PAULA LEVIN RETIRES / 17

26183_mag.indd 17

8/19/19 12:59 PM

Paula’s Family

With a discerning eye and a wide-open heart, Paula built a community of Lower School educators who change lives.

by the teachers as an advocate and a champion. Indeed, if you were to ask anyone what Paula brought to the Far Brook community, a word-cloud of happy adjectives would quickly come to mind: kind, compassionate, inspiring, supportive, loving, enthusiastic, and generous would be in boldest print.

Even the youngest at Far Brook could recount that when Paula entered a room, you noticed. A smile, a hug, a lively greeting, or all three were dispensed daily, over and over, as she traversed campus to lend a hand, stoop to greet a child eye-to-eye, read a story, buckle a seat belt, or bake cornbread. All children, with their natural curiosity and keen “friend-or-foe” sensors, gravitated to Paula and she met them with open arms, calling each one by name.

For parents, Paula was a wise and compassionate listener who embraced their children and demonstrated a depth of knowledge about each child that made her a trusted advisor and confidant. She was accessible for any who would seek a dose of her gentle guidance, preferring calls to emails and meetings to calls where she would talk through any challenge, answer any question, calm anxieties, and, of course, enthusiastically celebrate students’ progress and triumphs. She generously shared her wisdom and empathy and her firm belief that childhood is a time for growing and learning, for successes and do-overs, and always, always, for joy.

Her boundless passion for people and social justice led to a natural passion for diversity and inclusion which manifested in all areas of her influence from admissions to curriculum to hiring. And she hired the best – talented educators who demonstrated a love of learning, and a genuine love for young children. With a discerning eye

18 / PAULA LEVIN RETIRES

26183_mag.indd 18

8/19/19 12:59 PM

and a wide-open heart, Paula built a community of Lower School educators who change lives.

More than a career, Paula’s Far Brook journey has been life’s endeavor, a tour de force shared with her children, Noah ’93 and Bess ’98, and of course, her dear husband Alan, aka, “Mr. Science.” Her Far Brook story is one that is not likely to be repeated, an epic tale of 47 years of love and service distinguished by its rarity, purpose, and impact.

Paula’s time at Far Brook comes to an end this year, and while we will miss her physical presence on the campus she so loved, we are comforted that her story lives on in the legacy she leaves behind as a role model, a change-maker, a champion, and a friend.

All Lower School students collaborated to create a natural gift for retiring Director of Lower School Paula Levin – a giant earthwork peace symbol on the hillside constructed of stones, wood, and shells. Retired Second Grade teacher Joan Rabinowitz presented the earthwork, explaining that the peace symbol exemplifies five things that Paula embodied in her years of teaching and mentoring: 1. Love of the environment and kids exploring and observing the natural world outside; 2. The making of art; 3. The connection of art and science and the different ways of expressing learning; 4. The benefits of sharing ideas and working as a community; and 5. A strong commitment to social justice and communality among people while recognizing differences.

Contributed by Mikki Murphy and Donna Deltz

LEFT: Teachers Joan Rabinowitz, Donna Deltz, Ed Solecki and Paula in earlier days and this summer.

PAULA LEVIN RETIRES / 19

26183_mag.indd 19

8/19/19 1:00 PM

Class O F 2019

Our newest Alumni, the Class of 2019, have completed their Far Brook journey and are ready to step into the high school chapter of their lives. This talented group carries into the world poise, confidence, empathy, and collaborative spirit. We wish them well and look forward to their return visits.

5 OUR NEWEST ALUMNI IN COSTUME FOR THEIR GRADUATION PERFORMANCE OF SHAKESPEARE’S THE TEMPEST FRONT ROW: Lily Valverde, Marlena Gapp, Nicolas Lorenzo, Lilly Fanelle, Jimena Montenegro, William Kao SECOND ROW: Cameron Brown, Becket Evans Foster, Lily b. Miller, Sophie Kessler, Akasha Baranello, Abhi Varadarajan THIRD ROW: Lukas Selassie, Elliott Ziebarth, Colin Cummings, Will Engelke, Anna Jack BACK ROW: Noe Nalavala, Alejandro Lorenzo, Emmet Price, Samiyah Abdur-Rahim, Breanna Cherkis, Ashley McKoy, Maya Valverde

20 / CLASS OF 2019

26183_mag.indd 20

8/19/19 1:00 PM

Samiyah Abdur-Rahim

Samiyah joined Far Brook in the Sixth Grade. She remembers a favorite project, Survival Cities in science, where she enjoyed building her model. She was one of the Ariels in The Tempest and heads to Montclair Kimberley Academy in September.

Akasha Baranello

Akasha also came to Far Brook in Sixth Grade. Her favorite memories are the trips to Montréal and Québec, where she made new friends out of the classroom – and out of the country! Akasha was Miranda in the Graduation play and will be joining Samiyah at Montclair Kimberley Academy.

Cameron Brown

Cameron was Gonzalo in The Tempest. He will miss most the strong class that the students have built over the years, specifically that each time a new student has joined, they were able to build a bond and a feeling of trust. Cameron will go to The Pingry School next.

Breanna Cherkis

Breanna, one of the cast of Ariels, will miss the traditions, which she sees as the things that make Far Brook special, like Fall Family Day, Sports Day, and many more. Her favorite memory is the first time she sang in Processional after years of watching the older kids stand on the risers; it was a great feeling to be part of it. She will also miss her friends who have been supportive through the years as she moves on to the Peddie School.

Colin Cummings

Colin, aka Ferdinand in this year’s Tempest, has been a part of the Far Brook class since Seventh Grade. He has loved experiencing the culture on the trips to Canada, and will miss the crazy dodgeball games as well as the friendships he has made. His high school years begin at West Essex High School.

Will Engelke

Will, who has been at Far Brook since Nursery, will miss the small school environment. He portrayed Antonio in his Graduation play. The Thanksgiving Processional from his Eighth Grade year is a special memory that he takes with him to Gill St. Bernard’s School.

Lilly Fanelle

Among Lilly’s many favorite memories of Far Brook are the High Tea in Third Grade, when her entertainment performance was a puppet show, as well as performing some of the scenes from “A Child’s Christmas in Wales,” and writing their own versions. She portrayed Trinculo at Graduation, and takes happy memories and friendships with her to Kent Place School.

Becket Evans Foster

Stephano, as Becket was known on Graduation evening, remembers being a Third Grader new to Far Brook, and the special feeling of being in Moore Hall learning Processional songs that he now knows by heart. Beckett will miss the teachers who have raised him through the years and were always there to support him and help him gain knowledge.

His family is moving to Florida, where he will attend Shorecrest Preparatory School.

Marlena Gapp

Marlena, Sebastian in The Tempest, came to Far Brook in Second Grade and loved the small community and the outside environment where she has walked to her classes. She remembers how the trips to Pok-O-MacCready helped her get ready to go to sleep-away camp for a full week. She moves on to a larger environment at Westfield High School.

Anna Jack

Anna is grateful for the love of music and art that she has developed in her years at Far Brook, as well as friends of different ages. A favorite memory is from the Medieval Feast in both Kindergarten and Sixth Grade where, as a small child, she was excited to meet her partner. She will miss the strong community. Anna portrayed Prospero in her Graduation play and moves on to Newark Academy.

William Kao

William, who has been at Far Brook since Fifth Grade, also played Prospero in The Tempest on the evening of his Eighth Grade Graduation. He will miss his friends and the trips they have been on together as he moves on to The Hudson School.

CLASS OF 2019 / 21

26183_mag.indd 21

8/19/19 1:00 PM

Lily b. Miller

Lily b. was Prospero in the play. She remembers writing songs in science in Fifth Grade, and the trips to Pok-O-MacCready, and will miss her current classmates and teachers. Lily b. moves on to Kent Place School.

Jimena Montenegro Sophie Kessler

Sophie was also a part of the Prospero ensemble in The Tempest. She enjoyed Junior High trips to Canada and bonding with new people, and will miss the connections with her friends and faculty. She will attend Columbia High School.

Alejandro Lorenzo

Ale, a part of the Ariel ensemble in the play, will always remember singing “Marriage Blessing” on Graduation night, and is aware that the daily group singing has created powerful and special bonds. He will miss the opportunities for leadership that the faculty provides Eighth Graders, as well as the bonds with younger children. Ale moves to Newark Academy.

Nicolas Lorenzo

Nick was given the opportunity to play Alonzo in The Tempest.

He appreciates the inclusive nature of the School and strong relationships he has built with almost everyone in his Grade. He has fond memories of Field Day, competing against his friends on a warm spring day, being led by Eighth Graders through obstacles, then enjoying ice cream in the courtyard. Nick moves on to The Pingry School.

Ashley McKoy

A part of the Ariel ensemble at Graduation, Ashley appreciates her teachers who make lessons fun, engaging, and unpredictable, who always make her laugh and smile, and have prepared her for the years ahead from high school into college and even into the real world. They have helped her through tough days and finding new ways to approach a problem when the first method isn’t working. She has happy memories of laughing with Amy (Ziebarth) in the sandbox. Ashley will attend Morristown-Beard School next.

Part of the Ariel ensemble in The Tempest, Jimena values the strong connections that everyone has with each other. She loves having friends in other Grades, and describes the faculty as “my second family.” A favorite memory is going to Montréal, an incredible bonding experience for Junior High students and teachers as well as a leadership opportunity with Fifth and Sixth Graders. Jimena will walk the halls of Westfield High School.

Noe Nalavala

Noe, one of the Ariel ensemble, appreciates the opportunity to make new friends and try new things. She will miss class trips, Far Brook’s campus, and team sports. She heads off to Kent Place School.

Emmet Price

Emmet, also of Ariel fame, remembers the opportunity to explore nature with friends at Pok-O-MacCready, especially hiking and night fishing. He will miss his friends, as he has created close bonds with many classmates, which he fully expects to last. Emmet moves on to Delbarton School.

Lukas Selassie

Lukas played Adrian in the Shakespeare play. He loves the freedom of walking around the campus, traditions, classes, and trips. He feels that the different learning approach is fascinating and can be very helpful to people. One of his most enjoyable experiences at Far Brook is Sports Day. Lukas moves to Montclair Kimberley Academy.

Lily Valverde

Lily, who came to Far Brook in Fourth Grade, played Francisco in the play. She loved the Sixth Grade class trip, Mission to Mars, and will miss the variety of different classes including woodshop, drama, and art, as well as hanging out with friends.

Lily is heading to Kent Place School.

C 22 / CLASS OF 2019

26183_mag.indd 22

8/19/19 1:00 PM

Maya Valverde

Maya’s part in the Graduation play was Ariel. Her favorite memories, like several classmates, are the trips to Montréal, Québec, and the Adirondacks. She will miss seeing her friends every day and being in a small environment where she knows everyone in class. Maya joins her sister at Kent Place School.

Abhi Varadarajan

Abhi was both the boatswain and in the Ariel ensemble in The Tempest. The Second Grade International Feast and its variety of different foods from all over the world impressed him. He, also, will miss being in a community where everyone knows everyone else. He begins high school at Newark Academy.

Elliott Ziebarth

Caliban, the monster of The Tempest, has been at Far Brook since Nursery, and appreciates the good bonds and daily conversations with his teachers, as well as fishing trips with his baseball coach. Elliott’s favorite memory is the Eighth Grade trip to Pok-O-MacCready, when he really felt like a leader. Elliott is on his way to The Pingry School.

FAR BROOK’S CLASS OF 2019 WILL BE ATTENDING THESE

HIGH SCHOOLS Columbia High School Delbarton School Gill St. Bernard’s School Hudson School Kent Place School Montclair Kimberley Academy Morristown-Beard School Newark Academy Peddie School Pingry School Shorecrest Preparatory School (FL) West Essex High School Westfield High School

FAR BROOK’S CLASS OF 2015 WILL BE ATTENDING THESE

COLLEGES AND UNIVERSITIES

Class of 2015 Reunion on campus in May. FRONT ROW L TO R: Sophia Fanelle, Nava Harvell, Ailie Jack, Katy Rebhun, Gabe Schiffer, Julian Barba BACK ROW L TO R: Sarah Sadlock, Annie Leithead, Maddie McEvoy, Richard Saber, Alex Rebhun

CONGRATULATIONS ALUMNI!

Amherst College Barnard College Bucknell University Claremont McKenna College Colorado College Cornell University Haverford College Hobart and William Smith Colleges Middlebury College Pennsylvania State University Providence College Smith College Spelman College Tufts University University of Colorado/Boulder University of St. Andrews (Scotland) Wesleyan University Westminster Choir College

CLASS OF 2019 / 23

26183_mag.indd 23

8/19/19 1:00 PM

Gaining Skills In WOODSHOP

LOWER SCHOOL students love to design and work with their hands.

Right: Nursery student learns to use the rasp.

Below: Kindergartners create people like themselves.

Even NURSERY students have Woodshop class, where they are introduced to the woodworking process. They delight in taking a piece of wood and shaping it into something new. These three-and four-year olds become familiar with the Woodshop space and learn the basics of rasping, sanding, drilling, and hammering.

KINDERGARTNERS explore and learn to maneuver the tools. They begin using saws – now they can build new shapes and structures. Connecting to their core curriculum, the Kindergarten creates small figurines representing themselves. They then create furniture for their characters, using non-standard units of measurement to find the right size for their people.

First Grade animals

FIRST GRADE students are introduced to new tools, including the power drill, the square, and the hand saw.

These young students work on projects with depth, joining layers of wood to give their work more life. To connect with their study of the Mexican and Central American rainforests, First Graders create animals that are native to that area.

The design process is slowly introduced during SECOND GRADE. While creating beautiful trees from a block of wood, students have to consider what type of tree it is, where it lives, and what features might be on the ground nearby. If it is a city tree, are there sidewalks and cars? If their tree is on an alien planet, what might its fruit look like? These questions ultimately help students think deeply about the choices they make in their designs.

THIRD GRADE is the culmination of the design process in the Lower School Woodshop. Students are tasked with designing their own chairs from scratch. They are given few constraints; only that the chair must hold their body weight and be comfortable. Students build their own chairs, but rely on the help of their classmates to construct such a large product.

Above and Right: Second Graders create trees from wood.

Left: Third Grade students build a chair.

24 / LOWER SCHOOL WOODSHOP

26183_mag.indd 24

8/19/19 1:00 PM

WIDENING THE LENS DIVERSITY CONFERENCE 2019 BUILDING INCLUSIVE SCHOOLS On Saturday, November 9, 2019 we will welcome New Jersey independent schools to our fourth annual Widening the Lens: The Far Brook School Diversity Conference. Preparations are underway for another day of inspiration, dialogue, collaboration, and action planning.

The unique format of the conference is designed to honor all voices and brings together representatives from independent school constituent groups – administrators, faculty, parents, trustees, students, alumni, and diversity practitioners. Participants value this rare opportunity to work together with a cross-section of community members, crafting actionable initiatives that are vital to the health and wellbeing of their students and the sustainability of their schools Our 2019 conference title, “Class in the Classroom: Exploring Socio-Economic Diversity in our Schools” expresses our commitment to equity and a true sense of belonging for every student and family. The benefits of an economically diverse independent school community cannot be overstated. This year we will consider ways to create school environments that value and reflect the contributions of all community members.

A look back at prior conference topics chronicles the journey we began in 2016 to lead an ongoing dialogue and to spark initiatives that promote greater diversity and inclusion in our communities: 2016: “Race: Creating a Generation of Inclusive Thinkers and Community Leaders” 2017: “LGBTQ+: Illuminating the Spectrum and Cultivating Pride” 2018: “From Attending to Belonging: Re-Imagining Independent Schools for our Intersectional Communities”

HIGHLIGHTS FROM THE 2018 CONFERENCE “From Attending to Belonging: Re-Imagining Independent Schools for our Intersectional Communities” with Keynote Speaker and Presidential Inaugural Poet, Richard Blanco.

DIVERSITY CONFERENCE / 25

26183_mag.indd 25

8/19/19 1:00 PM

PHILANTHROPY AT FAR BROOK

THE IMPORTANCE OF FAR BROOK’S ENDOWMENT Endowment is a vital element in the stability and longevity of any institution. Here at Far Brook, since its initial funding in the mid-1970’s, building the Endowment has been a priority.

In the early years, gifts were made by individuals close to the School in honor of their family and friends.

Since then, through the generosity of current parents, alumni, alumni families, grandparents, and faculty, the Endowment’s principal has increased dramatically and the number of restricted funds has grown to 24, supporting the Arts, Buildings, Faculty, and Scholarship.

DESIGNATED ENDOWMENT FUNDS Arts Endowment Funds Kramer Art Fund Fredda S. Leff Special Projects Endowment Polly S. Niebling Drama Fund

Building Endowment Funds Milton H. Stern Endowment Fund The Ruth and Max Segal Family Library Endowment Fund

Faculty Endowment Funds The Elliott Averett Family Fund for Teacher Benefits Faculty Endowment Fund Endowment for Teacher Benefits Moore Faculty Benefit Fund The Faculty Opportunity Fund

“Inclusivity has been at the core of The Far Brook experience from the School’s founding in 1948. Only endowment assures that Far Brook can maintain that view for its students far into the future.”

-James E. Hughes ’56

Scholarship Endowment Funds Mary Adams Scholarship for Mathematics and Science Edwin A. Finckel Scholarship for the Arts The Founding Families Scholarship Endowment Fund The George Bartol Scholarship The Hite Scholarship The James E. and Elizabeth Hughes Scholarship Endowment Fund William R. Johnson Scholarship for the Arts Barbara Jordan Endowment Scholarship The Koven Family Scholarship The Paula Levin Lower School Scholarship Fund Marks Student Scholarships The Opportunity Scholarship Fund for Excellence The Caroline Pfohl and Damien Ho Scholarship Carol Silver Endowment for Student Scholarships Far Brook’s Endowment helps to sustain the School’s vision and commitment to make a Far Brook education available to the most qualified students without having the cost of tuition be a barrier. It supports the ongoing learning and work we do to create an inclusive and equitable community, and in the day-to-day it enhances the School’s educational programs, faculty salaries and benefits, professional development, facilities, technology, and more.

The Board of Trustees’ commitment to the Endowment’s growth was evident in all three of the School’s historic capital campaigns – including the most recent, Imagine The Possibilities.

Author and renowned authority on philanthropy

26 / PHILANTHROPY

26183_mag.indd 26

8/19/19 1:00 PM

Far Brook’s Endowment — History $6,738,468 $7,148,273

$7,000,000

$6,022,688

$6,000,000 $5,000,000

$4,317,936 $4,000,000 $3,000,000

$1,806,699

$2,000,000 $1,000,000 $0

$12,726 1980

$202,722 1990

2000

2010

2017

Faculty Endowment Fund Supporting faculty interests and professional development.

One of the early gifts to Far Brook’s Endowment was made by an anonymous donor to create the Faculty Endowment Fund in 1983. Income generated from this Fund enables the Faculty Endowment Committee to award grants to faculty for specially approved curricular and other projects. For more than 35 years, a number of interesting and creative proposals have been funded for new curricular projects, travel/study opportunities, and unusual and creative workshops. Recent projects have included the updated scope and sequence of the Upper School Science curriculum, the creation of the Junior High Advisory Program, and the development of an advanced Math curriculum. This summer, funds have supported the development of an Upper School Literacy Workshop for faculty, a Word Study curriculum, and Math support and enrichment, both in the Lower School.

2018

2019 (as of June 30)

In December, Far Brook hosted a first-time, two-day, “writer and illustrator in residence” through the generosity of the Leff family and the Fredda S. Leff Special Projects Endowment. New York Times best-selling author Andrea Davis Pinkney and Caldecott award-winning author and illustrator Brian Pinkney worked with students at every Grade level. Since 2006, this fund has provided our students with unique and unusual learning experiences that fall outside regularly planned curricular activities. Each one has been a wonderful hands-on experience and we could not be more grateful for these opportunities.

The Hite Scholarship Endowment Funds create impact and opportunity.

The Hite Scholarship, named in honor of Samantha ‘94 and Tessa ‘97 Hite, was created to be used by families for the necessities that fall outside the normal range of tuition assistance. Music lessons, instrument rental, after-school programming, sports equipment, and so much more, are all integral to a Far Brook student’s life.

The Paula Levin Lower School Scholarship Fund This important scholarship endowment fund was created in honor of Paula Levin on the eve of her retirement and will allow us to continue to broaden and enrich Far Brook’s deep commitment to tuition assistance for current and future students in Nursery through Third Grade. What a meaninguful way to honor Paula’s legacy and all that she was passionate about.

The Fredda S. Leff Special Projects Endowment Creating unique educational experiences.

Author and illustrator Brian Pinkney engaging students to build a story through illustration.

PHILANTHROPY / 27

26183_mag.indd 27

8/19/19 1:00 PM

SIMPLE GIFTS: A WINTER CELEBRATION AT FAR BROOK December 20, 2018 Families celebrated holidays together, as children created cards and wrapped gifts of books and pajamas for Interfaith Hospitality Network of Essex County and Apostles’ House in Newark.

CELEBRATING FAR BROOK FAMILIES February 1, 2019 Amidst the fun and frenzy of a crisp Fall Family Day, we re-launched a favorite initiative to highlight the families of Far Brook School. Through our Family Photo Project, 2019 Edition, the beautiful diversity among and within Far Brook families was made visible. During the fall months, photographer Peter Chollick captured the range of backgrounds and family configurations that make up our community, reinforcing our deeply held conviction that families are made of people who love and care for one another; families are made of love.

Parents and faculty gathered in Moore Hall on February 1 to view the gallery thoughtfully installed

by Kindergarten teacher, Donna Deltz, celebrating the rich mosaic that is our community. A pot-luck soiree featuring entertainment by Broadway veterans and Far Brook parents Janeece Freeman Clark and Dwayne Clark, filled hearts and minds with hope. Diversity is excellence. Community matters. Love is love is love.

28 / EVENTS

26183_mag.indd 28

8/19/19 1:00 PM

GRAND FRIENDS MORNING April 26, 2019 We welcomed over 160 Grandparents and Special Friends to campus to enjoy a morning of art, music, classroom experiences, and breakfast with students.

EVENTS / 29

26183_mag.indd 29

8/19/19 1:01 PM

ALUMNI NEWS 1948

Major General ALAN B. SALISBURY Attended: Buxton School, Columbia High School ’54, West Point, Stanford University Alan’s lifelong involvement in music and service began at Far Brook’s predecessor, the Buxton School. At West Point, he participated in the Cadet Glee Club, then earned an MS and PhD from Stanford University and went on to a 30-year career in the US Army, becoming a Major General, and retiring as the Commanding General of the US Army Information Systems Engineering Command. General Salisbury spent 12 years in senior research and development roles with Contel Corporation, served as EVP and COO of the Microelectronics and Computer Technology Corporation (MCC), then was Chairman and President of US operations for Learning Tree International. General Salisbury continued his commitment to service on numerous corporate boards and many professional associations, and founded The Code of Support Foundation, which provides critical one-onone assistance to struggling service members, veterans and their families. His Glee Club

experience stayed with him, and in 2007 he co-founded the West Point Alumni Glee Club, where he is still active and performed with the group at Carnegie Hall in 2017. Alan combined his passions in producing and co-writing a musical, “Johnny Vet: Freedom Isn’t Free” in 2017, writing several songs for the show and even a rap number. He enjoyed a visit to Far Brook which triggered memories of catching salamanders and frogs in the wetlands (formerly known as “the swamp”).

1955

CHRISTOPHER MATHEWSON Attended: Case Institute of Technology ’63; University of Arizona ’65 and ’71 Christopher, a Regents Professor Emeritus at Texas A&M University, has been awarded The National Association of Boards of Geology’s 2019 James Hutton Lifetime Service Award at their recent Council of Examiners workshop in New Hampshire. Dr. Mathewson was specifically recognized for his efforts to merge science and people through his service, but more importantly, through his mentoring of many students

who continue to carry the geologic message to the public.

Christopher remembers Far Brook’s teacher Anna Rose Perrott Wright who taught him to read.

Her book Whirligig House is the first book he ever finished in 1954.

1977

RENUKA BERY Attended: Millburn High School ’80; Wesleyan University ’85 Renu is a global public health professional and team leader at Save the Children US, where she exercises her passion for addressing challenges that can improve people’s lives. In March, she visited the Far Brook campus with her parents, former Far Brook Nursery teacher Marjorie Bery and former Board of Trustees Chair, Rajendra (Raj) Bery. They were thrilled to see the updates and familiar spaces.

Travis and Wyatt Babington

1992

HEATHER CHAFFIN Attended: Phillips Academy Andover ’96; Brandeis University; College of St. Elizabeth ’06 Heather, husband Marshall Babington, and big brother Wyatt welcomed baby Travis Reid to their family June 6. “I love babies!” Wyatt was heard to say.

1993

BRIAN CHERNOFF ATTENDED: Livingston High School ’95, Phillips Academy Andover ’97, Harvard University ’01 Brian and his wife, Stephanie, are proud to announce the birth of their second daughter, Alexandra Jean, on January 7, 2019, making Mia a big sister! Congratulations to the growing family.

Paula Levin with Renu Bery ’77 and her parents

Major General Alan Salisbury ’48

Christopher Mathewson ’55

Brian Chernoff ’93 and family

30 / ALUMNI NEWS

26183_mag.indd 30

8/19/19 1:01 PM

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

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

Friend us on facebook.com/farbrookalumni

to what a student can achieve when given the guidance and tools to succeed. Undoubtedly, my time at Far Brook was an integral part of the journey that has led me to where I am today.”

1998

BELLE KOVEN WALKER

Betsy Sacks Gell ’94 and family

1994

BETSY SACKS GELL Attended: Millburn High School ’98; Skidmore College ’02 Betsy lives in Ridgefield, CT, with her husband Jared, son Sam (age 6), and daughter Nora (almost 3). She works at Sandy Hook Promise, a gun violence prevention organization, where she is Director of Major Giving.

1995

EHIMARE AKHABUE Attended: Montclair Kimberley Academy ’99, Harvard University, University of Pennsylvania Perelman School of Medicine Ehimare is a cardiologist in NJ and an assistant professor at Rutgers RWJ Medical School.

In true Far Brook fashion, as a college student Ehimare sang in an a capella group, did theater, played intramural sports, and volunteered with service organizations. He spent a year after college in AmeriCorps, a transformative experience that lead to his interest in medicine – and public health. Dr. Akhabue shared, “Although several years have passed since I sat in Far Brook School’s classrooms, I will always remember my teachers’ clear belief that there are no limits

Attended: Montclair Kimberley Academy ’02; University of Southern California ’02; Harvard University ’06 Belle is a software engineer, management consultant, the founder of Belleview Consulting and the former Engineering Director of Quality, Efficiency and Data Accuracy at HERE Technologies. In May, she visited campus to speak to Far Brook Middle School students about the use of mapping and location data in the automotive industry. She discussed ways to measure quality and led students in a real-world activity to compare the quality of two products, introducing them to evaluation rubrics and testing methodologies. Thank you, Belle!

1999

HEATHER PODVEY ASIP Attended: Newark Academy ’03, Muhlenberg College ’07, New York University ’08 We were pleased to see Heather when she stopped by the Far Brook table at the North Jersey Pride Festival in Maplewood in June, with her husband Daniel Asip and son.

Laura Solecki Versfelt ’99 with Eva and Will

LAURA SOLECKI VERSFELT

Heather Podvey ’99 and family

STEFAN BOZIK Attended: Madison High School ’03, Wake Forest University ’07, University of Virginia Darden School of Business ’14 Stefan and Nicole Scarzella were married March 2 at the beautiful Martoca Beach Garden in Puerto Vallarta, Mexico. Congratulations to the couple!

Attended: Montclair High School ’03; University of Bologna ’05, Wesleyan University ’07; Brooklyn Law School ’13 Laura lives in Brooklyn, NY, with her husband, Will Versfelt, and daughter, Eva, who was born on October 6, 2018. Laura is working as an appellate attorney at the Children’s Law Center in Brooklyn.

She participated in the Boston Marathon and plans to run the New York City Marathon in November. In February, the family traveled with Laura’s parents, Far Brook English and history teacher Ed Solecki and Linda McNish, to Madison, WI, to visit Laura’s sister, Emily ’04. Laura is looking forward to taking little Eva for a visit to Far Brook!

Belle Koven Walker ’98 visits Far Brook

Mr. and Mrs. Stefan Bozik ’99

ALUMNI NEWS / 31

26183_mag.indd 31

8/19/19 1:01 PM

ALUMNI NEWS (CONTINUED)

Tori Pagos ’00 and Adam Berkey

2000

VICTORIA PAGOS Attended: Lawrenceville School ’04, Carnegie Mellon University ’08, Yeshiva University Benjamin N. Cardoza School of Law ’13 Congratulations to Torrie and Adam Berkey who were married on May 4 at Maritime Parc in Jersey City, NJ.

BRANDON URANOWITZ Attended: Montclair Kimberley Academy ’04, New York University Tisch School of the Arts ’08 So proud of Tony-nominated Brandon, who is appearing in the Broadway revival of Burn This at the Hudson Theater, alongside Adam Driver, Keri Russell, and David Furr.

Brandon Uranowitz ’00

Bill ’01 and Ali Schultz

Tait Douds

2001

was recently announced as the new head of real estate asset management for the South, California, and Mid-Atlantic for Capital One. The couple has been enjoying Texas thus far.

WILLIAM SCHULTZ Attended: Pingry School ’05; Villanova University ’09; University of Delaware ’11 Bill and his new wife, Ali, have moved back to Cranford, NJ, after living in Denver, CO, for seven years. They loved living by the mountains, and spent time camping, fly fishing, and enjoying all that Colorado had to offer. The couple were married last October in the Finger Lakes of upstate NY. They are excited to be back east, spending time at the shore with family and preparing for Bill’s sister, Krissy ’03’s wedding in August.

2002

HALEY DOUDS HOLMBERG Attended: Newark Academy ’06, Amherst College ’10, University of California ’18 Congratulations to Haley and husband, Andrew, as they welcomed son Tait to the world April 3. Tait is a Swedish name, handed down from Grandmother Joanne Douds’s great-greatgrandfather. Haley and Andrew moved to Dallas, TX, from San Francisco, CA, earlier this year, and both were able to transfer their jobs as Commercial Real Estate Asset Managers. Haley

2003 CHARLES DYER Attended: Fountain Valley School of Colorado ’07, Pitzer College ’11, Copenhagen Business School ’15 After working with Thomson Reuters in New York City and Hong Kong, Chase left the corporate world in 2013 and returned to Telluride, CO, becoming the fourth generation Dyer to work for the family firm, BW Dyer & Co, LLC. He earned an MBA from the Copenhagen Business School and continues to evolve BW Dyer into an organically-driven one-stop-shop food broker, selling ingredients from all over the world. He enjoys crafting new product launches with disruptive brands.

Since Far Brook, Chase’s love of Shakespeare, singing, reading, and all things sports hasn’t wavered. He hopes to be back on campus for the Thanksgiving Processional, Stabat, or a even soccer game!

32 / ALUMNI NEWS

26183_mag.indd 32

8/19/19 1:01 PM

KEITH RUSH

Molly and Duncan Fisher ’04

Max Arnell ’05

2004

a more holistic and communityoriented framework from which to approach transportation planning.

DUNCAN FISHER Attended: Newark Academy ’08, Stanford University ’12 Duncan is Head of Product at NoRedInk, an online web-based language-learning platform that helps students in grades 4-12 improve their writing skills and ACT/SAT scores. Duncan makes sure that the Product team is always working on what’s most important to teachers and students, and thinks that “Dunkin’ vs. Duncan” should be added to the NoRedInk lesson on commonly confused words. Way to keep us smiling, Duncan. He and his wife Molly are expecting their first child in October.

2005

MAXWELL ARNELL Attended: Newark Academy ’09, Bates College ’13, Massachusetts Institute of Technology ’19 Max graduated from MIT with a master’s in City Planning in June, focusing his work at the intersection of the future of transportation, equity, and sustainability. Max hopes to combine his diverse experiences as a middle school teacher and housing activist, along with his interests in music, psychology, and collaborative narrative into

GRACE TOOLAN HARDIN see Grace’s update in Faculty News

ELIZABETH MAZZARISI Attended: West Orange High School ’09, Kean University ’12, Drexel University ’18 Liz lives in Beachwood, NJ, and works as a charge nurse in the emergency department at Community Medical Center in Toms River. She completed her master’s degree in nursing innovation and addiction therapy from Drexel University.

Liz announces her upcoming marriage to Rob Crowley on September 27, 2019, at the Crystal Ballroom in Freehold, NJ. Congratulations!

Attended: Millburn High School ’09, University of Pennsylvania ’13, University of Wisconsin ’16 Keith left the Milwaukee Brewers to join Google in Research and Machine Intelligence in Seattle, WA. He enjoys working on opensource language in the Federated Learning area, which enables machine learning applications without centralizing data. His team is building technologies to push the Pareto frontier, expressing a tradeoff between privacy and utility. Keith writes, “Although I am very happy at Google, I still consider Far Brook to be the best institution of which I have ever been a part.” We love you, too, Keith!

2006

ALEXANDER WINKLER See Alex’s update in Faculty News

Ted Macioce ’07

was first exposed to astrophysics at Far Brook while studying the Child and Universe theme in Second Grade. Since then, he has been cultivating his interest in the study of the cosmos and its origins into a full-time academic pursuit, which he feels would not be possible without the affinity for mathematical problem-solving and scientific curiosity that he developed at Far Brook.

2007

THEODORE MACIOCE Attended: Pingry School ’11, Columbia University ’15 Ted is a PhD candidate studying astrophysics at California Institute of Technology in Pasadena, CA. As a NASA Space Technology Research Fellow, he works on a project to design specialized lenses for telescopes in collaboration with NASA’s Goddard Space Flight Center in Greenbelt, MD. Recently, in the mountains of West Virginia, Ted drove the world’s largest fully steerable radio telescope, the Robert C. Byrd Green Bank Telescope (60% taller than the Statue of Liberty – locals call it “the Great Big Thing”!), looking for “bubbles” in the gas of a distant galaxy cluster. Ted says he

Liz Mazzarisi ’05

ALUMNI NEWS / 33

26183_mag.indd 33

8/19/19 1:01 PM

ALUMNI NEWS (CONTINUED) class experience towards the collective goal of preparing each of his students for college and job success.

2011

KATHERINE KLIGERMAN

Rachael Miller ’08

2008 RACHAEL MILLER Attended: Kent Place School ’12, Lehigh University ’16, Rutgers Law School ’19 Rachael graduated from Rutgers Law School in May and begins work as a Law Clerk for a Superior Court Judge in Union County, NJ.

2009

EDWARD SIMPSON Attended: Newark Academy ’13, Colby College ’17 Teddy is working as a Program Manager at Hurricane Island Center for Science and Leadership in Penobscot Bay off the coast of Maine.

2010

LOUIS BARTHOLOMEW Attended: Sidwell Friends ‘14, New York University ‘18 Louis enters his second year of teaching Algebra II as a 2018 Teach For America corps member at Jalen Rose Leadership Academy in Detroit, a public charter school serving mostly lowincome students. His passion for providing engaging, communitybased learning to his math scholars, shows as he integrates sustainable city design, community development, and financial literacy into classroom curriculum. He has learned to create a productive and valuable

Attended: Columbia High School ’15 Katherine is entering her final year at the University of Texas at Austin, School of Architecture, working towards a BS in interior design. In 2018, she was one of 12 students nationwide to win the coveted Angelo Donghia Senior Scholarship in Interior Design for her project “The Modern Thermae.” Katherine generously donated half of her $30,000 scholarship to architectural students in need of financial support. Katherine has spent her summers working in New York City for Page Ayres Cowley Architects, a fullservice firm specializing in the preservation, adaptive re-use, and restoration of historic structures.

She has worked on a number of well-known buildings and subway stations throughout New York City and has had special training to be certified to work on scaffolding and the NYC subway tracks.

Inset: Marc Lincer ’12 and Nick Fazio ’12, Marc with Lauren Burr ’12

Maeve Price ’12 with Deputy Thomas Byrne

2012

imagined.” She found it an especially interesting time to be in Ireland while Brexit was at the forefront of global news.

Maeve begins her junior year at Denison University, studying communication and education.

MARC LINCER Attended: Millburn High School ’16 The Class of 2012 has been traveling a lot! A student at Hamilton College, Marc studied abroad in Paris this past year, and met up with classmates Lauren Burr in Prague and Nick Fazio, who was studying in Lille, France.

BRIAN MILLER Attended: The Pingry School ’16 Brian, a rising senior at Lehigh University, spent last semester studying in Cork, Ireland. This summer he is interning as a Field Engineer for Turner Construction.

Roggi Chuquimarca

MAEVE PRICE Attended: Mount Saint Mary Academy ’16 Maeve spent her fall semester in Dublin interning in the Leinster House with Deputy Thomas Byrne (Fianna Fáil party), in Ireland’s House of Representatives (the Daíl). She studied at the Institute of Public Administration and interned with the Parliament.

Maeve’s strong Irish background gave her “a sense of home” while there and “the graciousness of the Irish people was beyond anything [she] could have

2013

ROGGI CHUQUIMARCA Attended: Delbarton School ’17 Roggi played the lead in Cabaret with the Livingston Theatre Company in November, among many other acting and singing roles. He will be entering his junior year at Rutgers University, and has performed in Into The Woods and Guys and Dolls on their stage. Other shows outside of school include In the Heights and Newsies at the Count Basie Center for the Arts.

34 / ALUMNI NEWS

26183_mag.indd 34

8/19/19 1:01 PM

2015 Alumni at Newark Academy Prom (Left) and Pingry Graduation (Right)

ALEXANDER REBHUN Attended: Morristown-Beard School ’19 Congratulations to Alex for winning three Morristown-Beard awards: the William H. McBride Prize, recognizing academic vigor, enthusiasm and curiosity; the Arthur Kates Instrumental Music Award; and the Phoebe Stiles King ’49 History award.

Julian Barba

WIlliam Broder in Indonesia

2015

in the school’s Select Ensembles Chorus, the Advanced Chorus, and the NJ All State Choir, he also

JULIAN BARBA Attended: Delbarton School ’19 Julian has been recruited to play lacrosse for Wesleyan University, DIII Men’s Lacrosse Champions 2018.

WILLIAM BRODER Attended: Watchung Regional High School ’19 William has performed lead and supporting roles in school musicals and plays throughout high school, portraying John Darling in Peter Pan, Arvide Abernathy in Guys and Dolls, and Reverend John Hale in The Crucible among others. Active

founded rock bands, serving as vocalist, drummer, and occasional bass guitarist. William worked as a ski instructor at Whiteface Mountain in Lake Placid, NY, and assisted an English teacher in a grade school in Sumba, Indonesia, where he lived last summer.

2017 Alumni from the Classes of 2017 and 2015 were all smiles on campus welcoming new students at an Admissions ice cream social last fall.

ALESSIA ZANOBINI Attended: The Pingry School ’19 Alessia performed in Rent at Pingry with classmate Jackson Lubke and Sydney Stovall ’17.

She worked at Far Brook’s STEAM camp this summer before heading west to attend Claremont McKenna College.

Nyatche Martha ’17, Ana Ziebarth ’17, and Aimee Sze ’17

GRACE GOODMAN Attended: Morristown-Beard School ’19 Grace received the Nancy Carolyn Hoyer Memorial Award during Morristown-Beard’s Commencement. Well done, Grace!

Gerry Alexandre ’15, Ryder Stine ’17, and Reese Swittenberg ’17

FAR BROOK THROUGH THE GENERATIONS

Family Legacies Continue What better testament to the power of the FBS experience than Alumni who enroll their children in the School. These families enjoy a legacy of cherished traditions, favorite songs and memories, and even a multi-generational connection to some teachers. Current students are pictured here with their Alumni parents.

Adam ’92 and Liz [Plotkin] Keil ’93 with Naomi (entering First Grade)

26183_mag.indd 35

Rebecca [Wildman] Repetti ’93 and Eliot and Nathan Repetti

Gary ’96 and Elle (entering Nursery) Silverstrom

(l to r) Mateo, Johnathan ’78, and Sofia Sandler, Brendan ’96 and Bryce Berger Will Engelke ’19 and Nicole [Fabian] Engelke ’88, Liz Burke ’93 with Alex, Eleanor, and Max Lacy, Amy Ruth [Barr] Finegold ’94 and Jake Finegold, Charlie ’81, Cole, and Quinn Miller, Jonathan ’90, Ayla, and Kai Wolfe, Greg ’86 and Michael Cass

8/19/19 1:01 PM

FACULTY AND ADMINISTRATION NEWS KATHERINE HEWITT Congratulations to Kate, Far Brook Librarian and Seventh Grade English teacher, on her appointment as Head of Lower School at Doane Academy in Burlington, NJ.

April Bell-Martha

Nicole Engelke

Jim Glossman

APRIL BELL-MARTHA

NICOLE FABIAN ENGELKE ‘88

JAMES GLOSSMAN

April taught French to children ages three through six at the Tessa International School this summer. She provides a warm welcome to new students with a week of advance preparation and bonding in French Camp before the start of School.

Will Christofferson

WILLIAM CHRISTOFFERSON Will spent his first Far Brook year as a Teaching Fellow in Fifth Grade. He has spent the summer teaching English at the Taft School in Connecticut and we look forward to welcoming him back to Far Brook in the fall to teach Fifth and Seventh Grade students.

Congratulations to Nicole, Associate Head of School and Director of the Upper School, on her recent acceptance into Fordham University’s Doctorate in Education Leadership, Administration, and Policy program which begins this fall.

In 2018, she completed her Certificate in Advanced Education Leadership through Harvard University’s Graduate School of Education. This program allowed Pre-K through 12thgrade educators world-wide to examine the possibilities and pathways for change in learning institutions. Nicole’s son Will Engelke ’19 graduated from Far Brook in June and played Antonio in The Tempest. Will’s graduation was attended by his parents, Nicole and Mark Engelke, his brother Alec, age 11, and his grandparents, Paul and Judy Fabian (Far Brook First Grade Teacher from 1980-1994 and former Trustee), and his aunt Melissa Fabian ‘90, her husband Michael and their children Jason, age 8 and Hannah, age 6 who live in Stamford, CT.

Our talented Director of Drama is always up to something interesting off campus; you might say drama follows him wherever he goes...This summer, Jim directs both the production of Memoirs of a Forgotten Man

by D.W. Gregory, making its New Jersey premier at the New Jersey Repertory Company in Long Branch, and the East Coast premier of Emmy award winner Jeff Daniel’s brilliant new play, Flint at Shadowland Stages in Ellenville, NY. Jim also continues to direct Shostakovich and the Black Monk, A Russian Fantasy, which has been performed around the world with the Grammy Award-winning Emerson String Quartet and an all-star cast that includes Far Brook Alumni Parent Linda Setzer and Oscarnominee David Straihairn, Tony winner Len Cariou, Emmy winner Richard Thomas, Drama Desk winners Jeffrey DeMunn and Jay O. Sanders and Sean Astin, legendary Lord of the Rings star.

Haruka Mori

HARUKA MORI Haruka Mori took on the role of Interim Director of the Lower School in July, bringing a multicultural perspective, interpersonal skills, a cheerful personality, and a collaborative spirit to the Administration team. She holds a BS from New York University’s Steinhardt School of Education and an MS in elementary education from Bank Street College. Haruka has built a deep understanding of developmental milestones in young children’s lives and the academic scope and sequence they need at each age. In the past 15 years, she has taught lower school grades, advised faculty and students, and led diversity efforts in multiple schools. Haruka was instrumental in the creation of Far Brook’s 2016 and 2017 annual Diversity Conference, Widening the Lens.

Haruka and her husband William have two children; Kellen, in Far Brook’s Nursery 4s program, and one-year-old Stokely.

36 / FACULTY NEWS

26183_mag.indd 36

8/19/19 1:01 PM

CHRIS MURPHY Woodshop teacher Chris has completed his fourth year of leading Far Brook’s handson STEAM camp, providing experiential learning and fun in the summer.

Brook her passion for fostering a community of creative, kind, critical thinkers and changemakers.

MARNIE STETSON Marnie shared her expertise and provided Professional Development by leading a Literacy Workshop for Upper School faculty, supported by the Faculty Endowment.

Erasmia Voukelatos

ERASMIA VOUKELATOS

Grace Toolan Hardin ’05

GRACE TOOLAN HARDIN ’05 We welcome Grace, alum and former Far Brook teacher, back to Far Brook to join the Kindergarten teaching team with Donna Deltz.

Grace graduated from Bucknell in 2013 with honors, receiving her BA in art history and psychology, then earned her MEd with a dual degree in early childhood special and general education from Bank Street College in 2017.

At the Summers-Knoll School in Michigan, Grace taught first and second grade and created and led all aspects of the academic curriculum. She was married in June to Mark Hardin and returns to New Jersey bringing to Far

Erasmia completed her first year as Interim Choral Director while continuing her role as Lower School music teacher. Outside of School, she presented a workshop entitled “New Delhi to the New World” to music educators attending the Organization of American Kodaly Educators national conference in Ohio. This cultural workshop was also given last year at the United Nations International School, featuring demonstrations by Far Brook students. This spring, Erasmia was invited to be a surprise guest at an event honoring her former piano student, Joe Trapanese, a successful young film composer and orchestrator of movies such as The Greatest Showman, Robin Hood, and Tron. She and Joe spoke to students at The Ethical Community Charter School in Jersey City about the value of persistence, skill acquisition, and passion towards achieving career dreams. Erasmia is grateful to her students and families from whom she is always learning.

ELLEN FLAMM

Lower School Learning Specialist Ellen Flamm has retired after 26 years at Far Brook.

We said good-bye to Ellen in June after 26 years at Far Brook.

Ellen was hired originally in 1992 as the part-time Learning Specialist by then-Director, Mary Wearn Wiener. As the School grew, so did Ellen’s role, as each year she continued to take on more responsibility.

As the beloved Learning Specialist and Resource Room teacher, situated in the School’s cozy Segal Library, Ellen worked tirelessly to support students and help them develop and grow in the areas of language arts, literacy, and math. Over the years, Ellen also worked with the teachers to provide more in-class support. She was a member of the School’s Learning Support Team. Her goal for her students in Grades K-3 was always simple and clear – to find the best way

to help each child learn. Ellen’s end-of- year Pizza Party is legendary and remembered by her students for years after they graduate.

Ellen is excited to spend more time with her sons, Alex and Michael, and their wives, her 94-year-old dad in Baltimore, and her partner, Mike. She is looking forward to reading, cooking, traveling, exploring New York City, time with friends, and anything and everything that this chapter may bring.

Ellen said recently, “I feel incredibly lucky to have spent the last 26 years at Far Brook. It is the best job I could have ever imagined. It has been a privilege to work with the incredibly talented faculty community and the amazing children and families I have met along the way.”

FACULTY NEWS / 37

26183_mag.indd 37

8/19/19 1:01 PM

FACULTY AND ADMINISTRATION NEWS (CONTINUED)

WE REMEMBER LORRAINE CLAIRE WARHAFTIG

ALEXANDER WINKLER ’06 Congratulations to Lower School teacher Alex and his high school sweetheart, Rebecca (Becca) Frankoski, who were married at the Ryland Inn in Whitehouse Station, NJ, on July 27. The happy couple and their dog live in Maplewood.

Alex Winkler ’06 and Becca

Alumni Parent July 11, 2018 Lorry Warhaftig was an artist who saw beauty in the world and added to it through her painting, but even more through her laughter, kindness, and joy.

She is survived by daughters Jeri Fabricant ‘70, Susan Lundgren ’74, and Linda Kaltschmid ’78; seven grandchildren; and two great-grandchildren.

DAVID JACK Current Parent November 10, 2018 Born in Edinburgh, Scotland, David Jack graduated from the University of Glasgow with a degree in Civil Engineering and went on to the University of Edinburgh to receive his Master’s degree. In 1997, David moved to the United States and worked in a number of different fields from robotics, to artificial intelligence, to designing trading systems. Most recently, David was the Chief Operating Officer of Squarepoint Capital, LLC in New York. David and his wife, Nino Badridze, were introduced 20 years ago by mutual friends, quickly became inseparable, and their family grew around them.

He was a loving, dedicated, proud husband and father, son, brother, uncle, and friend. David was curious and passionate, hard-working and fair, as quiet as he was funny and prone to fits of giggles. He loved music, cars, rugby and football, good food, and corny dad jokes. He is survived by his wife, Nino, and their children Ailie ’15, Anna ’19, and Ewan ’20; his mother, Aileen; and his brother, Fraser.

ISAAC JACOB POST Trustee, Alumni Parent March 9, 2019 Isaac Post was a graduate of Brooklyn Tech High School, Syracuse University, NYU School of Dentistry, and Northwestern School of Dentistry. He served in the Navy as a Lieutenant (dentist) for two years, stationed in the Bahamas and Newfoundland. Dr. Post maintained an orthodontic practice in Millburn, NJ, for over 40 years. Following retirement, he enjoyed teaching at Rutgers School of Dental Medicine (UMDNJ). He led an active life playing tennis, swimming, and gardening, and was an avid photographer and consistent reader of The New York Times.

Dr. Post is survived by his wife, Alice; daughters Cynthia ’74 and Elyse ’78; sister, Frances Jaffe; and five grandchildren including Georgia ’18 and Charlotte ’18 Post-Lipnick.

MICHAEL A. DIGIOVANNI Former Far Brook Employee January 11, 2019 Mike DiGiovanni served as Far Brook’s Technology Director from 2007-2011. He was a lighthearted and friendly face around campus. Mike leaves behind his wife, Camille, son Michael DiGiovanni, and granddaughter, Ava, who attended Far Brook’s Nursery.

38 / FACULTY NEWS - WE REMEMBER

26183_mag.indd 38

8/19/19 1:02 PM

LOUIS PAUL WIENER Trustee, Alumni Parent May 11, 2019 Beloved husband of dedicated Far Brook Head of School Mary Wearn Wiener, Louis was an international businessman and for many years President of the Standard Chlorine Chemical Company in Kearny, NJ, and Standard Chlorine of Delaware.

After graduating from the University of Michigan in 1959, he was recalled to the Army Reserves for duty from 19591961. Louis served on several Boards, including the Chemical Manufacturers Association, The Pingry School, and Far Brook School where he was on the Finance Committee. In his retirement, Louis volunteered at the Millburn Short Hills First Aid Squad and as a mediator in New Jersey municipal and superior courts before moving to Savannah, GA, with Mary, who retired from Far Brook in 2006 after 40 years. Louis remained an active volunteer in Savannah.

He will be remembered for his incisive mind, creative problemsolving skills, courage, wisdom, and generosity of spirit. He is survived by his wife Mary Wearn Wiener; his first wife Valerie Lewis; and their three children James ’77, Richard ’79, and Jennifer ’82; and six grandchildren.

SANDRA L. MILLER-CITRON Alumni Parent June 25, 2019 Sandy was a longtime member of Amnesty International, a seasoned yoga instructor, and a proficient assistant at the Kings Cooking Studio in Short Hills.

She was a strong proponent of Secular Jewish Humanism, and a fierce advocate of equal rights for all people. Sandy is survived by her husband Jonathan; son Guy ‘00 and family Hyejin and Buddy; her mother Phyllis Miller of Maplewood, NJ; and her sister Joan Kohlberg of Cambridge, MA.

MARIE PICKERING Trustee, Former Teacher July 2, 2019 Marie Pickering, a beloved member of the Far Brook faculty from 1982 to 2002, passed away on July 2. Marie was a longtime Fifth Grade teacher, and supported the Ancient Greece curriculum by establishing a significant rotating paperback book collection in her classroom for the students relating to the history and study of Ancient Greece. Marie also taught in the Nursery and Second Grade and served on Far Brook’s Board of Trustees. Her positive and energetic presence will be remembered by her colleagues.

She is survived by her son, Matt and his family, and daughters Ellen and Jane and their families.

BOARD OF TRUSTEES 2019-2020 Diane Bakst Chris Burns Carmine Fanelle Greg Hoffman Robert Kelly Leah Kronthal Krissy Mannello Tanya Nicholson Miller

Rob Olazagasti Elyse Post ‘78 Marc Schwartz Doak Sergent Harsh Sule Renee Sekino Wolfe Amy Yin Amy Ziebarth, Head of School

ADMINISTRATION 2019-2020

Amy Ziebarth, Head of School Nicole Engelke ’88, Associate Head of School & Director of Upper School Haruka Mori, Interim Director of Lower School Mikki Murphy, Director of Diversity, Equity, and Community & High School Placement Advisor Michael Chodroff, Associate Director of Upper School & Director of Sustainability Admissions Emi Ithen, Director of Enrollment Management Kathy Ike, Admissions Assistant Business Office Minelly Saladin, Director of Finance and Operations Janice O’Shea, Accounting Manager Technology Vinod Sahani, Director of Technology Development Suzanne Glatt, Director of Development Jennifer Barba, Director of Communications and Volunteers Greg Bartiromo, Associate Director of The Far Brook Fund & Alumni Relations Joan Burr, Communications Coordinator Peggy Fawcett, Development Coordinator Office Staff Anne Engelkraut, School Nurse Alisha Martinez, Executive Assistant & Placement Coordinator Gloria Monteiro, Office Coordinator After-School Programs Jennifer Martin, After-School Program Coordinator Chris Murphy, STEAM Camp Coordinator Facilities Melanie DuBois, Kitchen Coordinator Arthur Gannon, Facilities Manager

2018-19 FAR BROOK FUND

Your GIFT Your IMPACT Your SCHOOL

Thank you to our generous community!

93% Current Family Participation 100% New Family Participation 100% Faculty & Staff Participation

$412,046 raised!

26183_mag.indd 39

8/19/19 1:02 PM

52 GREAT HILLS ROAD SHORT HILLS, NJ 07078 ADDRESS SERVICE REQUESTED

FAR BROOK SCHOOL

STAY CONNECTED farbrook.org facebook.com/farbrookschool @farbrookschool Please share your news and contact updates at alumni@farbrook.org

26183_mag.indd 40

8/19/19 1:02 PM