The Winter Independent 2023

The Independent

WINTER 2023

Cardinal Chatter: Buddy Edition Each week, students meet with their assigned Buddies for community time and for lunch. Students shared what they do during this time and why they thought it was important to socialize with other grades.

“ We get time to make and learn about new types of crafts.”

“ I get to be part of a larger community of students and learn about what different grades do in the school.”

ASHA (GRADE 6)

“ My buddy makes a lot of great jokes that make me laugh. She makes me happy.”

REINA (GRADE 1)

ZOEY (PS)

“ If it wasn’t for Buddy time, I would not know a lot about Preschool and what younger students learn.”

“ I get to talk and have laughs with my buddy.”

SAM (PS)

ELLIE (K)

“ It dedicates time for younger and older students to interact.”

LUCY (GRADE 7)

“ We get to learn new things from older kids.”

LENNON, ATHENA (K)

“ We get to spend time with Preschool and play with blocks and cars with them.”

THEO, MASON (GRADE 3)

ATHENA (GRADE 3)

“ I get to talk about my day and practice telling my riddles.”

“ I get to meet students from all different grades in the school and spend time with them.”

JULIA (GRADE 4)

MILLIE, GRANT, JAYNI (K)

“ I get to eat lunch and talk about my favorite foods.”

Why is spending time with your Buddy special or meaningful to you?

“ I know my buddy and other older students in the building now.”

AVA (GRADE 2)

“ As a graduating Eighth Grader, I get to make an impact and model good behavior for younger students.”

LOLA (GRADE 8)

Heritage, History & Holiday Celebrations

A Look in the Library

Through the efforts and talents of our Equity Committee, SPS teachers have benefited from access to curated resources to help support the integration of Heritage, History and Holiday Celebrations into their classrooms this year. From book recommendations, art projects and suggested activities, to virtual museum programming and information about impactful individuals, these resources help our teachers and students recognize and honor these history and heritage focuses as well as holidays and celebrations through learning opportunities.

We are so grateful to have Kate Seltzer and Susan Moore back in the building as library volunteers again this school year. Both retired former faculty members have nearly five decades of experience combined working at SPS and have so much knowledge to offer to our current students!

Through the Lens of Equity & Inclusion

During Hispanic Heritage Month, we were honored to welcome Los Bomberos de la Calle to our School to perform traditional and contemporary styles of Bomba & Plena music, while helping to educate our students on the significance of this music and artistic expression within Puerto Rican culture.

With Volunteers Susan Moore and Kate Seltzer

Kate Seltzer (left) and Susan Moore (right)

Susan Moore began her career at SPS in 1995 and took on many roles throughout her tenure, primarily teaching as a Preschool or Prekindergarten teacher.

Susan’s two children graduated from SPS in ’97 and ’00 and still look back on their time at the school fondly. Since retirement, Susan has been enjoying time with her grandchildren. Kate Seltzer retired in 2021 after twenty years in her primary position as the Director of Early Childhood. Since her retirement, Kate has been spending time at her new home in the Poconos hiking, enjoying the beautiful mountain scenery, and watercolor painting.

What is your favorite part about volunteering in the library?

In celebration of Diwali, two of our Kindergarten families joined the classroom to share some of their traditions surrounding this joyous holiday. Students enjoyed book readings, ate delicious Indian sweets called gulab jamuns, and received henna hand designs.

During Native American History Month, our Kindergarteners learned about Maria Tallchief, the first Native American Prima Ballerina, and completed an activity in which they thought of character traits to describe her (courageous, loving, strong, kind, to name a few) and wrote them alongside the silhouette of a ballet dancer.

Susan: Reading to the children and helping them explore other worlds through imaginative books that they might not otherwise encounter.

Kate: Getting to teach some of SPS’ youngest learners responsibility and helping them develop a love of reading at a very early age. “Being with little ones absolutely enriches my soul. Young children can be sold short because they’re little, but they can give you so much if you are willing to listen.”

What makes the SPS experience so special?

Susan: SPS allows for older students to become leaders within the school and develop a strong sense of self that is unwavering to peer pressures that might deter them from exploring themselves throughout their teen years and beyond.

Kate: SPS’ strong sense of community, which allows for faculty and students to form strong bonds that last a lifetime. SPS is a safe place for students to explore themselves and simply be children.

Project Based Learning in the Upper Grades Through a Professional Development training focus that began last year and further research over summer months with PBLWorks of The Buck Institute for Education, the core subject teachers for our Sixth through Eighth Graders set out early this fall to formalize and launch an exciting new Project Based Learning (PBL) curriculum.

In PBL, students work on a project over an extended period of time – in the case of our Sixth through Eighth Graders, nearly 12 weeks – that engages them in solving a real-world problem or answering a complex question, then demonstrating their knowledge and skills by creating a presentation for the community. This approach leads to deeper understanding and greater retention of content knowledge, and ultimately students are better able to have a greater impact in the world by applying the skills they’ve learned to real-life situations.

Using the framework and guidance provided by PBLWorks to both design the projects and implement some of their teaching practices, Ms. Feldman, Mr. Prichard and Ms. Soriano led students through three unique PBL topics over the course of the fall term. The objectives for the students were to learn while solving real-world challenges; to encourage innovation, critical thinking, collaboration, and creativity; and to provide the opportunity to develop skills and reasoning and selfdirected learning.

There is also a community service learning aspect of PBL where our educators aim to empower their students to be global citizens. “This is a mindset that the Upper Grades core teaching team wants to instill to our students – that they would continue to develop and enhance themselves as responsible individuals in our society. This aligns with our School’s Mission to educate students to be generous and committed citizens of their communities and the world,” remarks Ms. Soriano.

By completing these PBL challenges, our students will have the opportunity to connect with others, deepen their understanding of the challenges around their society and help identify their personal strengths to help drive a positive change.

Sixth Grade Project Based Learning BIG IDEA Early technology in Ancient Greece and the Roman Republic not only helped advance their civilizations, but are still used today.

ESSENTIAL QUESTIONS 1. How does science and technology advance a society?

2. How did scientific and technological advancements in the ancient world affect us today?

THE CHALLENGE Create an exhibit that includes artifacts, art, and text to curate a story of science and technology in the ancient world that demonstrates to users how these ancient advancements are used today.

Seventh Grade Project Based Learning BIG IDEA Disease Outbreaks ESSENTIAL QUESTIONS 1. How do Americans respond to deadly disease outbreaks?

2. In the fight against disease outbreaks, what are the lessons that policy makers and all Americans can learn from the past?

THE CHALLENGE Based on their understanding of microbiology, geography, social sciences, statistical data and other relevant available data, students will: a. C reate a virus and simulate how it spreads through the body using a Human Body Tape Sculpture b. Model and describe how epidemiologists use maps to locate the source of an outbreak c. Map a hypothetical pathway of disease transmission for a particular disease

Eighth Grade Project Based Learning BIG IDEA The Columbian Exchange connected Afro-Eurasia to the Americas in a way that changed both continents forever, and created a truly global age and the beginning of the modern world.

ESSENTIAL QUESTIONS How did the exchange of people, plants and ideas across Afro-Eurasia and the Americas create the modern world?

THE CHALLENGE 1. Create a truly global restaurant menu that helps tell the story of how transoceanic connections changed the modern world.

2. Your restaurant will include at least an appetizer, an entrée, and a dessert, but may include more options.

Limitations: a. At least one of the menu items must be made from ONLY plants and animals available in the Americas b. At least one item must be made from ONLY plants and animals available in Afro-Eurasia c. Must include ingredients from BOTH world zones d. Your menu must also include an explanation of the ingredients chosen and the story behind each dish, including its origins and history e. You will also calculate the cost of cooking each meal, which includes valuing the labor and expertise needed, and price menu items accordingly

“I think this PBL experience for the students was very valuable. They don’t know how much they are learning and how much their thinking is changing until the process is finally over. One thing that stands out for me as an educator is the importance of asking good questions. Generally, most educators do not model good questioning skills and so students never learn this life skill. Some of the greatest things about PBL are that it forces students to think of and develop engaging questions, to muddle through a series of questions and answers, and continue to use critical thinking skills throughout the entire learning experience to analyze, synthesize, and evaluate their findings and outcomes.”

MS. FELDMAN

Preschool Pumpkin Project Based Learning As a launchpad to the Preschool’s Project Based Learning unit, the students and their teachers started with the idea of growth, and identified what things grow (like pumpkins!) and what things do not.

After some introductory discussions around pumpkins, Mrs. Bailey’s and Ms. Nelson’s classes each decided on the Essential Questions they would pose, to help guide their PBL for the ensuing weeks. “Giving students some agency in the direction of the project allows them to feel more ownership over the process and more connected to the end result,” notes Ms. Nelson of her students’ experience.

PBL is an organic way to approach cross-curricular learning, as it seamlessly weaves in different content areas – from math and language arts, to science and art, plus fine motor skill development - to create very intentional opportunities to expand and deepen one’s knowledge of certain topics.

Mrs. Bailey’s Friends Project Based Learning ESSENTIAL QUESTION What Different Sizes and Colors Do Pumpkins Come In? GUIDING ACTIVITIES • Enjoyed a visit from Farmer H who brought in a variety of pumpkins to explore

Ms. Nelson’s Friends Project Based Learning ESSENTIAL QUESTION What Foods Can You Make From Pumpkins?

GUIDING ACTIVITIES • Read From Pumpkin to Pies by Lisa Owings

• Scooped, sorted and counted pumpkin seeds to see how many were in the larger pumpkins vs the smaller pumpkins • The creation of the structure that would be at the center of the final paper mache pumpkin • Selecting and mixing the paint color to use CULMINATING PRESENTATION A wonderful array of paper mache pumpkins in different sizes and colors!

• Voted on which recipe they would like to bake – they chose pumpkin chocolate chip muffins!

• Brainstorming around what tools they would need to bake the muffins • Roasting and milling the pumpkin flesh • Mixing in the ingredients to the muffin batter CULMINATING PRESENTATION Delicious pumpkin chocolate chip mini-muffins baked in the School’s kitchen and enjoyed by all the PS friends!

“Throughout the project it’s really wonderful to see how students connect with their prior understanding of the topic, which then propels them further into the learning process,” remarked Mrs. Bailey. This enthusiasm which is cultivated through the PBL process also helps engender the persistence and patience required to complete the different stages of the multi-step process to arrive at the final project.

Our Preschoolers were so proud of the final results!

Joyful ABCs in Early Childhood Promoting Diversity and Positive Sense of Self

In conjunction with CharacterStrong, Prekindergarten classrooms are celebrating the richness of diversity and teaching children how to embrace their differences through activities featured in Joyful ABCs activity booklets. The series contains 26 booklets created by the National Museum of African American History and Culture Early Childhood Education Initiative and are inspired by the children’s book, A is for All The Things You Are: A Joyful ABC Book written

by Anna Forgerson Hindley and illustrated by Keturah A. Bobo.

Featured activities can include drawing unique self portraits, choosing and practicing affirmations, and reading books narrated with varying perspectives. Students have participated in activities such as expressing themselves through creative movement during a dance session with flowing scarves, created personal medals to celebrate taking safe risks and identifying shapes, and practiced their drawing skills to construct maps of their homes.

Each booklet (one for each letter of the alphabet) features activities Throughout the school year, students will continue to have the opportunity to ask questions and explore their curiosities while exploring ideas such as fairness, kindness, open-mindedness and being vocal. The program encourages cross-curricular learning in several core subjects by providing book suggestions, online resources, and exercises for supporting literacy and language skills.

Each day, our youngest learners grow stronger and more confident thanks to programming like Joyful ABCs.

Meet the Mascot Earlier this year, SPS became the proud new owner of a Cardinal Mascot suit, who was brought to life by various individuals in our community (who shall all remain nameless). After a schoolwide vote to find a name for the cardinal, the prevailing choice was revealed before the winter break:

Scout!

that build vocabulary and support language development in early learners while encouraging them to have a positive sense of self and to embrace the diversity within and around them.

Mini Courses. Big Impact.

Devoting Time to Topics that Enhance the Educational Experience This year, a very intentional approach was taken towards the development and implementation of the additional courses offered to our students in Grades 5-8 outside of their core subjects and specials. The goal was to better align these courses with the core program initiatives while also exposing students to new subject areas to better meet the needs of our middle school-aged students.

STUDY SKILLS WITH MS. MILLER Fifth Grade Students are introduced to the concepts of goal setting and executive functioning, learning organizational skills with regards to homework.

Topics also include how to independently set up notebooks, plus how to take notes and study for assessments.

INDEPENDENT STUDY PROJECT Fifth – Eighth Grades Students engage in a project-based learning project which allows them to conduct research on a subject, design a project, and develop a deeper understanding of a topic of their own interest and choice. They will present their findings to members of the School community in the Spring.

HEALTH CLASS WITH NURSE HILL Fifth – Eighth Grades Crucial to the larger picture of our students’ overall health and well-being, topics covered in Health Class include an overview of the human body, social determinants of health, healthy habits, mental and social health, drugs and alcohol, human growth and development (puberty and adolescence), healthy relationships, gender identity and expression, sexual orientation & identity, and respect & consent.

CODING WITH MS. MILLER & MR. HOFFMAN Fifth – Seventh Grades Students explore the basic principles of coding, including algorithms and logic then engage in various programming interactivities that will reinforce their learning, creativity, and understanding and they are asked to write and test their own code.

VALUES IN ACTION WITH MRS. SHAFER Sixth – Eighth Grades Students identify and define their personal values, as well as those of their family and school and to consider and discuss other values and their sources, as demonstrated in different countries and cultures, religions, and political systems.

LEADERSHIP IN ACTION WITH MS. NALLY Sixth – Eighth Grades Students work to develop their personal leadership style while also cultivating leadership in others. With a goal of becoming engaged leaders of the school and community more broadly, they will become involved in a variety of service projects throughout the year.

WRITING LAB WITH MS. GOODMAN Sixth – Eighth Grades

RHETORIC WITH MS. SACHER Seventh & Eighth Grades

With explicit writing instruction and ample opportunity for practice, the Writing Lab gives students exposure to a variety of genres – nonfiction chapter books, persuasive letters, reviews, poems – with a focus on spelling, conventions, and the qualities and strategies of good writing. In the workshop model, students cycle through the writing process as they write: rehearsing, drafting, editing, providing feedback and publishing their writing.

The goal of this course is to provide students with the skills and techniques to communicate clearly, effectively, and confidently in a variety of settings. Students will also develop the tools to be a more analytical listener.

DESIGN THINKING WITH MR. EVANS Sixth – Eighth Grades Students work to understand the process necessary to solve problems and explore the 17 United Nations Sustainable Development Goals as a part of their larger understanding of global challenges and solutions.

Assignments require both time management and collaboration and students are assessed on their project “process,” the communicated value of their final projects and the ways in which they make the group’s success more likely.

THE PLAY WITH MS. SACHER Seventh & Eighth Grades Students learn various creative drama techniques to build ensemble, stimulate imagination, movement, and role-play with an emphasis on stage presence. Students will understand and follow stage directions, and use proper techniques for body and voice control. Students will work towards putting on a performance for the St. Peter’s community.

SECONDARY SCHOOL PLACEMENT WITH MR. HOFFMAN Eighth Grade Guidance and support is provided to students and their families about the search and application process as a whole, submission deadlines, and how to identify the needs and goals of the child as it relates to their school selections.

Class of 2020 Alumni Highlight

Theodore Linde-Stamos Performs at NYC’s Carnegie Hall On Saturday, May 7 2022, Theo had the honor of playing the piano at Carnegie Hall’s Weill Hall in a Winners Recital hosted by the Philadelphia Music Teachers Association.

From Tchaikovsky to The Beatles, some of the world’s most renowned musicians have taken the stage at this legendary monument to musical excellence. The recital featured Theo and seventeen other winners, who all proudly exhibited their advanced musicianship skills during their performances.

Theo performed Hungarian composer Franz Liszt’s famous piece, Sonetto 104 del Petrarca.

St. Peter’s School alumni have a long standing reputation of being very devoted to their studies and achieving excellence in their endeavors. Theo Linde-Stamos ’20 is representative of such dedication, and we are proud to report on his continued accomplishments as a young musician.

While attending SPS, Theo had daily access to a piano, which helped him grow his talent and bolster his confidence to perform in front of others. Congratulations to Theo for being recognized for his great talent- we cannot wait to see what else he accomplishes in the coming years!

Class of 1988 Alumni Highlight Sam Shaw and Her South Street Treatery After spending over two decades as an executive in professional tennis with World TeamTennis, co-founded

by Billie Jean King, Society Hill native Sam Shaw moved back to Philadelphia six years ago and began working as a freelancer in the sports management and marketing space.

“But COVID changed all that, and when I was no longer freelancing, I found myself faced with the question: What’s my plan B?” Having grown up in, and feeling such a deep connection to, Society Hill, Sam looked around at the business landscape and thought about what was missing, and what could she do that would help reinvigorate the retail corridor of South Street. “Plus,” she adds, “I missed the Koffmeyer’s Cookies near Headhouse Square, where my friends from school and I would stop on our way home from St. Peter’s!”

So, Sam embarked on a journey to enter the retail and culinary space, jumping “head first into the shallow end,” and putting her “blood, sweat and tears” into the opening of Sam Shaw’s Treatery, which celebrated its first year in business in January of 2023. The space is intentionally designed to be welcoming with bright colors and wonderful scents, inviting patrons to browse her selection of sustainable and fair trade goods sourced from around the globe, from serving bowls and blankets, to pottery and puzzles, before heading to the cookie case!

She has been truly touched by the amount of support she has received from the community and her neighbors – including SPS families (and many fellow alum from the class of 1988) who she loves connecting with when they come into her shop. “It’s been so wonderful to be in such close proximity to the School!”

Memories of her time at St. Peter’s School are among the most vivid from childhood - from declamations recited, her role as Miss Havisham in the Dickens’ play Great Expectations, and the “orange drink” given out to students on May Day. “St. Peter’s is such a special place and gave me a great education,” remarks Sam, who went on to Springside School (now SCH Academy) then to Lafayette College, where she played D1 tennis.

Don’t Forget to Give!

The SPS Fund st-peters-school.org/donate

Preschool (Age 3) through Eighth Grade 319 Lombard Street, Philadelphia, PA 19147 | 215.925.3963 | st-peters-school.org