Far Hills Country Day School Magazine Winter '15

Winter 2015

PA G E SThe Magazine of Far Hills Country Day School

One School.True Rigor.

Winter 2015 Contents

Headlines by Tom Woelper 1

One School. True Rigor. 2

New Coding Curriculum and Storming Robots 11

Getting to Know Lauren Bergland 12

Developing Critical Thinking Skills ThroughThinking Maps™ 15

Getting to Know Tom Woelper 17

Teachers Teaching Teachers 21

Alumni Notes 23

In Memoriam 26

On the front cover:Third graders work on their Adventure Americaprojects. Using recycled materials only, studentsproblem-solve and creatively construct buildingsand landmarks representing their chosen stateincluding the Seattle Space Needle inWashington, pueblos in New Mexico, the RoseBowl in California, and the Indianapolis 500Raceway in Indiana.

Executive Editor: Susan CarpenterEditor: Stacy Ling

Design: Sahlman Art Studio, Inc.

PAGESThe Magazine of Far Hills Country Day School

PAGES is published for the alumni, parents, and friends of Far Hills Country Day SchoolP.O. Box 8, Far Hills, NJ 07931908.766.0622 • www.fhcds.orgPlease direct comments or questions to PAGES at theaddress above, or email [email protected].

Pages Winter 2015 1

This edition of Pages takes a lookat the past, present, and future ofFar Hills Country Day School. In“A Celebration of Life,” formerHead of School Jayne Geigerwrites about John Mulcahy’smany contributions and gifts toour community; indeed, Far Hillswould not be the school it istoday if not for John’s dedicationand commitment. Severalinterviews and articles provide asnapshot of our school now.Caroline Grant’s interview withLauren Bergland, the New JerseyNon-Public School Teacher of theYear, provides a portrait of an inspirational teacher, and HelenXie introduces me to thecommunity. The article on codingand storming robots shows howFar Hills students are engagingwith new technologies andthinking. Finally, my article, “OneSchool. True Rigor.” outlines avision for the school in the yearsto come.

As becomes clear throughout thearticles, Far Hills is a loving,dynamic school. Enjoy!

H E A D L I N E Sby Tom Woelper

2 Far Hills Country Day School

One School.

Pages Winter 2015 3

True Rigor.

a necessary revolution given disruptive technology,research on learning and the brain, and a growingconsensus about the skills, competencies, and practicesstudents need for today and tomorrow. Nimble, adaptiveschools will embrace this revolution and thrive; others willfall further and further behind. Thanks to a timelessMission that emphasizes balance, developing strength ofmind and strength of character, and preparing each childfor success in the modern world, Far Hills Country DaySchool is already at the forefront of this revolution andoperates from a position of strength for ongoing change.

I believe that we are in the midstof educational revolution –

By Tom Woelper


Over the next years, Far Hills will embrace theeducational revolution by adopting a “one school”philosophy and pursuing “true rigor.” One schoolis the conceptual framework for the organiza-tional, programmatic, and curricular changesgoing forward. It is an intentional, Mission-driven,collaborative, integrated, learning community – ofstudents, faculty, staff, and parents – connectedacross grade levels by a coherent, consistentapproach to teaching and learning. True rigorreconceptualizes and thereby corrects misunder-standings about rigor. Many equate rigor withhours of homework or information upon recall.This is not true rigor. True rigor mines theconfluence between academic and life skills sothat students learn how to learn. (In education-speak, true rigor builds students’ cognitive andnoncognitive skills so that they develop metacog-

nition.) True rigor also speaks to accountability. Inthe following paragraphs, I will elaborate on what“one school” and “true rigor” mean for Far Hills inthe years to come.

The one school philosophy has organizationalimplications for Far Hills next year. Paying keenattention to the developmental needs of studentsand ameliorating transitions, Far Hills will offer amulti-age pre-kindergarten program, continuewith a home-room based structure in grades K-4,and introduce a house system that pairs grades5/6 and grades 7/8. We will no longer talk aboutdivisions in the school to emphasize thecoherence and continuity of the PK-8 program.Far Hills will, nonetheless, have a Director of theLower School, who will oversee grades PK-4, anda Director of the Upper School, who will oversee

True rigor reconceptualizes and thereby correctsmisunderstandings about rigor. Many equate rigor withhours of homework or information upon recall. This is not true rigor. True rigor mines the confluencebetween academic and life skills so that students learn how to learn.

Pages Winter 2015 5

grades 5-8. These positions also acknowledgedevelopmental distinctions between students ingrades PK-4 and in grades 5-8. A Director ofTeaching & Learning, a new position, will overseethe scope, sequence, and integration of the entireprogram, ensuring that the one school philosophytranslates into school-wide practice.

Adapting elements of the Montessori and ReggioEmilia approach, the multi-age pre-kindergartenprogram for three- and four-year old students willbe characterized by regular assessments, differ-entiated instruction, flexible groupings, andpurposeful play. By paying close attention to thedevelopmental needs of each student, regardlessof age, the multi-age program challengesstudents while building their confidence. Use of astudio space (often also called design labs,

maker spaces, etc.) will become a core feature ofthe program. To facilitate the transition into anacademic environment, three-year old studentswill be provided with more flexible full- andpartial-day options for attendance.

Far Hills will continue to utilize a homeroomsystem for grades K-4, which best meetsstudents’ needs at this stage of their intellectual,social, and emotional development. In antici-pation of the transition from this homeroom-basedstructure to the house system in grades 5-8,fourth grade students will assume increasedleadership responsibility as the oldest in the lowerschool and undertake culminating projects todemonstrate academic proficiencies andpreparedness for the upper school.

…the one school vision encompasses a coherent, intentional teaching andlearning philosophy for grades PK-8 that achieves true rigor.


Grades 5-8 will be organized in a house system.The 5/6 House maintains the homeroom-basestructure in 5th grade paired with a morepurposeful integration into a 6th grade structure,which will transition into an advisory system withincreased discipline-specific teachers. The 7/8House, with a different teacher for each courseand emphasis upon independence, preparesstudents for high school. The research supports astructure like this for students in their crucialmiddle school years. Our children are growing upfaster and fifth grade students are ready for moreof an upper school experience, even as wepreserve their childhood.[1] Research alsosuggests that it is critical to distinguish the needsof fifth graders, emphasizing a gradualinculcation into a more departmentalizedstructure due to huge possible developmentaldifferences at the fifth and sixth grade level asthere is a discernible difference from their fourthgrade peers.[2] One great advantage of startingmiddle school in grade five is that it takes thesetwo distinct periods into account and allows thedivision of a middle school into age-appropriatesections—a lower middle school comprised ofgrades five and six and an upper middle schoolof grades seven and eight. In short, the housesystem in grades 5-8 pays close attention to theunique developmental needs of middle schoolstudents as they move out of primary school andprepare for secondary school.

It will take a few years to transition fully to thehouse system. Changes to be made in 2015-2016include: moving the fifth grade classrooms closerto the upper school; having fifth grade studentsselect and study Spanish, Chinese, or French astheir upper school world language; providingscience with additional time for labs as an initialstep towards moving it from a special to a fullacademic subject in the fifth grade; and havingfifth grade students join 6th, 7th, and 8th gradestudents for community meetings. Fifth and sixthgrade teachers and seventh and eighth gradeteachers will work in teams to review the scopeand sequence of the curriculum, design newassessments, and ensure even greater continuityof experience for the students in each house.Some features of the current program will notchange with the move to a house system. Fifthgrade students will retain the homeroom-basedstructure and will continue to receive similarprogress reports. Sixth grade students willcontinue to switch teachers for each class, havelockers, and be assigned advisors. Theimplications of the house system on athletics and the schedule, for example, will be studiedover the course of next year and implemented the year after.

Beyond organization and program, the oneschool vision encompasses a coherent,intentional teaching and learning philosophy forgrades PK-8 that achieves true rigor. Theteaching and learning philosophy has these fivedistinct, yet related tenets:

Pages Winter 2015 7

The true measure of learning and understanding…is not aperfect score on a vocabulary test, but selecting and then using those words correctly in denotation and connotation when responding to a novel writing prompt.


* Personalization, differentiation, individualization* Growth mindset* Thinking skills* Project approach* Performance tasks

Far Hills has a long history of personalizing, differ-entiating, and individualizing instruction, so thistenet builds on past practice even as it becomesa more intentional aspect of the program.[3] Inshort, personalization, differentiation, and individ-ualization reflect a profound belief that there is nolimit to a child’s learning and growth. Rigor in lightof this is about providing each student with anappropriate mix of support and challenge; it is not a one-size fits all approach to teaching and learning.

Stanford professor Carol Dweck introduced theconcept of a growth mindset in her 2007 book,Mindset: The New Psychology of Success.[4] Incontrast to a “fixed mindset” that assumes the

immutability of character, intelligence, and talent,a “growth mindset” sees brains and talent as thestarting point. Existing abilities are stretchedthrough dedication and hard work. Failure is less asetback, or a sign of unintelligence, than a vehiclefor growth. Rigor is characterized by a programthat emphasizes perseverance, resilience, andeffort – where the process of learning matters asmuch, if not more, than outcomes.

Far Hills already develops students’ thinking skillsthrough Thinking Maps™ and developing anunderstanding of scientific methodology, forexample. In a coherent, intentional way, Far Hillswill identify and develop other thinking skills suchas critique, design thinking, quantitativereasoning, and coding from Pre-kindergartenthrough eighth grade. These thinking skills are thebuilding blocks of disciplinary understanding andthe keys to true rigor which develop these higher-order thinking skills in an intentional, sequentialmanner over years.

Pages Winter 2015 9

In adopting the one school philosophy and pursuingtrue rigor, Far Hills emphatically asserts: “This is who we are”…

The Far Hills program is defined by severalsignature projects, including the third gradeAdventure America and eighth grade LearningExposition. Research shows that when done well,project-based learning such as these results indeeper learning and engaged, self-directedlearners. Project-based learning should not beconfused with simply doing projects. Rather,project-based learning involves studentsacquiring and applying knowledge to tackleproblems as they would be solved in the realworld and taking increased control of theirlearning. Project work as such presents opportu-nities for students’ ideas to be valued, theircreativity encouraged, and their interests nurtured.Rigor is not imposed by a teacher, but generatedfrom the students whose teachers serve ascoaches or facilitators rather than as sages.

Performance tasks, like the project approach,require students to demonstrate knowledge, skills,and strategies by creating a relevant response ora product. The true measure of learning and

understanding, for example, is not a perfect scoreon a vocabulary test, but selecting and then usingthose words correctly in denotation andconnotation when responding to a novel writingprompt. Performance tasks are authentic,complex, and require application ofunderstanding – and thus get at the heart of rigor.

How will we know if the “one school” organiza-tional, programmatic, and curricular changesimprove student learning? How will we holdourselves accountable? In terms of strength ofmind (i.e., academic skills), Far Hills students willcontinue to take the Educational RecordsBureau’s Comprehensive Testing Program 4(colloquially known as the ERBs), which measurestudents’ verbal and quantitative skills, give themexperience taking standardized tests, andprovide the school and parents with normedresults. Starting next year in sixth grade, studentswill also take the College and Work ReadinessAssessment (CWRA), an innovative,performance-based assessment which measures


[1] R. L. Furman & C. Luke (1992). “The Forgotten Fifth: Not Forgotten, Just Often Misplaced.” Middle School Journal, 23(4), 4-7.

[2] Mike Anderson (2011). “What Every 5th Grade Teacher Needs to Know About Setting Up and Running a Classroom.”Northeast Foundation for Children, 1-9.

[3] For an explanation of personalization, differentiation, and individualization and the distinctions between them see:http://www.slideshare.net/bbray/personalization-vs-differentiation-vs-individualization.

[4] See Carol Dweck’s website for details: http://mindsetonline.com.

students’ critical-thinking and written-communi-cation skills (such as analysis and problemsolving, scientific and quantitative reasoning,critical reading and evaluation, critiquing anargument, as well as writing effectiveness andmechanics). The CWRA represents the nextgeneration of testing and is well-established as ameaningful assessment in secondary schools. FarHills will be at the forefront of schools utilizing thisassessment in middle school. Together, the ERBand CWRA will provide Far Hills with rich dataabout student understanding.

Far Hills also develops strength of character (i.e., life skills) – and will continue to assess itseffectiveness doing so. The school has been a pioneer developing the Mission SkillsAssessment (MSA), which measures those non-cognitive skills and attributes that research hasshown to be just as important as cognitive skillsin determining academic success. Over a 5-yearperiod, the Independent School Data Exchange(INDEX) with the Educational Testing Service

(ETS) developed a scientifically basedassessment of six character skills:

TeamworkCreativityEthicsResilienceCuriosityTime Management

Far Hills students take the MSA, beginning in the6th grade, and the data helps the school assessthe effectiveness of its social emotional learningcurriculum and determine areas in need ofimprovement. To develop Mission Skills in thecontext of building a growth mindset, Far Hills willintroduce monthly portfolios (the Far Hills Folio) inthe 2015-2016 year that represent students’ bestwork and/or demonstrations of improvement overthe previous weeks. Folios will help studentsidentify their strengths and weaknesses andtarget areas that need work, help facultyrecognize where students are struggling andaddress problems immediately, and communicatestudent growth clearly and consistently withparents. The Far Hills Folios is a tool for communi-cating ongoing feedback to students and theirparents. Combined, the MSA and Far Hills Foliosdemonstrate the school’s commitment not just tosaying it develops character, but to measuring,tracking, and improving upon it.

In adopting the one school philosophy andpursuing true rigor, Far Hills emphatically asserts:“This is who we are” an intentional, coherent,integrated, purposeful, Mission-driven school thatembraces the revolution in education in order toprepare each child for success in the modern world.

Pages Winter 2015 11

Tye Campbell, Director of Technology andJennifer Phillips, Director of Intermediate School,have been collaborating on introducing coding asa language of thinking. Because coding can beseen as problem solving, we are using it as aprogressive approach to developing this essentiallife skill. Coding requires students to think inlogical, strategic, and critical ways. It combinesproblem solving with creativity.

Recently, a team of fifth graders worked at theStorming Robots Laboratory (http://www.stormin-grobots.com/prod/default.html) for the first of theirfour, three-hour sessions. This is the second yearthat our students have participated in workshopsat Storming Robots, a fully-equipped and staffedtechnology learning center that focuses on usingrobotics as a way to inspire children's interest andfurther challenge their intellect in science,technology, engineering, and mathematics.

Far Hills has expanded the program this year sothat more students (now 20 fifth graders, selectedthrough an application process) can participate inan intensive series of workshops. They share theirknowledge and discoveries with their peers backat school, and in sixth grade, all students haveanother opportunity to develop coding skillsthrough their Information Literacy courses.

At Storming Robots, students begin by makingflow charts that show sequencing, and predictcause and effect. They then use basic code to

program a small robot to do simple procedures.Students work in pairs on bigger challenges,including using their problem solving and mathskills to write complex code that culminate in arobot contest.

Commenting on the race, Mr. Campbell noted that“when a pair of fifth grade girls won the robotcontest, the lab was full of laughter and somedisappointed sighs; all students wanted to knowhow the team did it, and some were surprised torealize that the girls were among the first to figureout an algorithm to guide their experimentationprocess. All students wanted to know when theycould return to the lab for the next challenge.”

He notes further that “many aspects of thisexperience struck me, but the most important oneis this: our students thrive and rise to challengeswhen they are engaged together for continuouschunks of time in meaningful, relevant, hands-oncreating and problem solving.”

Through activities such as coding and robotics,we are enabling our students to tap into theirnatural desire to tell an object what to do andhave the object do it, requiring them to think onmultiple levels. Students are presented withintriguing questions such as "What did I forgetabout?" and "What can I add to this?" that promotestudent creativity and ingenuity.

New Coding Curriculum and Storming Robots

Students are presented with intriguing

questions such as "What did I forget

about?" and "What can I add to this?" that

promote student creativity and ingenuity.

Because coding can be seen as problem

solving, we are using it as a progressive

approach to developing this essential life skill.


CG: Why didyou decide to becomea teacher? What inspired youto teach?

LB: It was more a person who inspired me toteach, rather than something. That teacher wasmy English teacher my senior year of high school,Mr. Jack Jones, and I am still in touch with him. Ilearned my best writing skills from Mr. Jones andhe really taught me to believe in myself as anEnglish student. I envied what he did each day,and he made me feel like teaching would be awonderful way to spend the rest of my life.

CG: Why did you specifically decide to teachEnglish? What did you study in college?

LB: I've always loved English. It was always mysubject from the time I was little. I was fascinatedby writing, before I even knew how to write. I lovedto read. I was always a reader. So for me, anyclass that combined reading and writing was just adream come true. In college, I was an Englishmajor with an emphasis on British literature andjournalism minor.

CG: What do you like most about teachingEnglish?

LB: That's a good question. I have always had ahard time with superlatives because I find that Ihave so many things that I could answer. I love

exploringliteraturewithstudentsand thediscussionsthat follow.Literature is a safeway to really look atthe best and worst parts of our world. And I think tobe able to do that with students each day is a truegift.

I love that with English, you can literally studyanything. Nothing is off-limits. You can look atcommunication; you can think about themes andcharacters. You can follow your own passions andinterests.

I also like making students realize that grammarisn't so bad [chuckles]. I'm not sure I would saythat's my favorite thing about teaching English, butit's one of them.

CG: Awesome. Who is your favorite author?

LB: That's a really tough question. My favorite

F A C U L T Y S P O T L I G H T : Lauren BerglandGetting to Know Lauren Bergland By Caroline Grant, 7th Grade

Caroline Grant ’16 is an aspiring writerand budding journalist. Working withEnglish teacher Lauren Bergland (NewJersey’s Non-Public Teacher of theYear), she is actively honing her writingskills by contributing to our studentliterary publication, Collectors’ Items,and entering writing competitions.When PAGES asked Caroline whichteacher she wanted to interview andknow more about, without hesitationshe said, “Ms. Bergland!”


author... I'm going to have to really think about this...

CG: I know it is hard picking just one.

LB: If I have to choose, I’m going to say probablyCharles Dickens or Jane Austen. I have a soft spotfor British literature. I think that it's amazing thatthe classics are still so relevant today. Greatliterature is forever. My favorite author haschanged at different times of my life. I love re-reading books, because it's amazing to see whatyou get out of the same book at different times ofyour life.

CG: What do you like most about teaching atFar Hills?

LB: The students! I'm so lucky every day to havestudents in my class who are so willing to learn,who are excited to be at school and whogenuinely care about what they're doing. Theycheer when we get to an exciting part of a book,

or cry - yes, it hashappened. I have

to pass atissue box

aroundmy

classroom when we get to some sad books.

I think almost equally I would have to say mycolleagues, because I feel lucky and inspired towork with people who are so passionate aboutwhat they do. It's such a supportive community.

CG: That's so cool. Why do you think you teachmiddle school? Some people don’t like middleschool.

LB: Why middle school? It's funny. I didn't start inmiddle school (I started teaching high school), but Ican't imagine teaching any other grade level. I feelthat as a middle school teacher, I have the ability toreally help shape young learners and guide themtoward a path of lifelong learning. I wanted toinspire them in the same way that the greatteachers I had inspired me.

There's also an excitement about middle school.When I was growing up I knew one thing…that Ididn't want a job where I was doing the same thingday after day. I hesitate even calling what I do ajob, because for me, it's so much more. It's my life.It's a vocation. It's a calling. Middle school studentsare very unpredictable and spontaneous, and it’ssometimes like a roller coaster. I like that it requiresa certain flexibility and one needs to adjust andread vibes to know when it's a good time to push,and when it's a good time to back off. It's exciting!It's not for everyone. A lot of teachers find middle

school to be very stressful or difficult. There arejokes about why would people choose to

teach middle school. But I think it drivesme, and I really can't imagine ever

teaching another grade level.

CG: Awesome. This is my favoritequestion. What is something thatmost people don't know aboutyou that would surprise them?

Middle school students are very unpredictable andspontaneous, and it’s sometimes like a roller coaster. I likethat it requires a certain flexibility and one needs to adjustand read vibes to know when it's a good time to push, andwhen it's a good time to back off. It's exciting!


LB: Here are some surprising facts...

1.) I love all types of cheese. I could easily usehalf a shaker of Parmesan cheese on my slices ofpizza.

2.) I love to play Mario Kart, but I only like usingthe Sport Bike. I refuse to play if I must race with akart. Sports bike or nothing.

3.) My father and I had to run away from a 700-pound alligator after we got too close and he gotmad...

4.) I viewed a total solar eclipse from a ship in theCaribbean Sea. It was dark for four minutes!

CG: Those are surprising! I have one morequestion; I’ve heard you were a ballet dancer, isthis true?

LB: I danced until I was about 20. I’ve doneevery ballet under the sun and danced theNutcracker a million times. I was on track to be aprofessional dancer, although I knew that I alwayswanted to go to college. It's very difficult to be aprofessional dancer and go to school at the sametime. I was studying ballet very intensively, but Ithink I always knew that I was going to chooseacademics over dancing.


Far Hills teachers are making thinking visiblethrough the use of maps called Thinking Maps™that visualize students’ thought processes.Sequential thinking, patterns, and connectionsare easily grasped through these maps, whichdeepen understanding. Thinking Maps™ reduceanxiety by providing familiar visual patterns for thinking and working with complex ideas and situations.

Thinking Maps™ are most effective when used incombination to fully develop a concept or theme.They equip all members of the school communitywith a common language for meaningful learningand interacting.

The consistency and flexibility of each Thinking Map™ promotes:

• Learner-centered and collaborative learning• Concept Development• Reflective Thinking• Creativity• Clarity of Communication• Continuous Cognitive Development

Thinking Maps™ are most effective when used toteach readiness standards or objectives.Disciplinary literacy requires students to thinkcritically, creatively and analytically in all contentareas. As students learn different concepts withincreasing complexity, they can apply the samepatterns for cognition in all areas. Each visual is linked to a specific thought process. Byconnecting a concrete visual design with aspecific abstract thought process, studentscreate mental visual patterns for thinking. These patterns empower students with the toolsto become independent thinkers.

Developing Critical Thinking SkillsThrough Thinking Maps™


Thinking Maps™ are made up of eight specificvisual patterns and each map is used for variousconcrete ways of thinking:

• Circle Maps – are used for defining• Tree Maps – are used for classifying• Bubble Maps – are used for describing• Double Bubble Maps – are used for comparing• Flow Maps – are used for sequencing

• Multi-Flow Maps – are used for cause and effect

• Brace Maps – are used to go from a whole to parts of a whole

• Bridge Maps – are used for making analogies

Single and Double Bubble Maps are effectivewhen trying to build on a subject. For example,when learning about Martin Luther King, Jr.,students are asked to draw a bubble map withspokes to describe themselves as individuals.They then are asked to create a Double BubbleMap to compare him to Rosa Parks that facilitates a higher order of thinking for similarities and differences.

In Kathy Rubin’s second grade class, studentscreate Double Bubbles of two characters thatthey are reading about in their Immigration unit.They also use a tree map to create a super-sentence where you brainstorm around a topicwith adjectives/descriptives, verbs, and articles toconstruct a more detailed sentence. For example,students would begin with a basic sentence “Thewitch flew.” The Tree Map teaches them to addimportant details to come up with more detailedsentences like, “The scary witch flew quickly inthe dark of night.” According to Ms. Rubin,“students are happy to prepare and share theirThinking Maps™ because they are able tothoughtfully describe their reasoning.”

Thinking Maps™ are being used throughout theschool to develop critical thinking skills. Usingthese critical thinking tools at every grade levelguides students into a more critical way ofthinking beyond who, what, where, when, andwhy. It helps students express and understandthinking beyond one dimension.

By connecting a concrete visual design with aspecific abstract thought process, students create

mental visual patterns for thinking.


HX: What did you do before you were Head ofSchool?

TW: Most immediately I came from The HotchkissSchool, which is a 9-12 day/boarding school inLakeville, CT. My role there was Assistant Head ofSchool and Dean of Academic Life. I oversaw thecurriculum, worked with the department heads,had advisees, taught history class, and coachedJV lacrosse, among other things.

HX: Okay, that’s a lot! Outside of work, what doyou like to do for fun?

TW: I think what often happens with Moms andDads, a lot of what I do for fun are the things I dowith my boys and my family. I help coach theirsoccer teams and go to their games. As a familywe like to do things outside like hiking and biking.

HX: You have a really important job as Head ofSchool. How do you balance that with your timewith your family?

TW: Sometimes it’s not always easy, truth be told.A couple of things…it is wonderful having myboys in school here, even though when I am in myHead of School role I treat them like any otherstudent. It’s nice to be involved in their lives andto know what is going on – I didn’t always get along answer when I asked my boys what they didat school before, now at least I certainly know.

I think it is important to keep a balance betweenwork life and family life, to separate the time I amwith my family from the time I am at work. When Igo home I do try to dedicate the time to my family.My boys are involved in sports and other activitiesand often I like to take them there. I enjoy the timein the car. I hope to coach my younger son’ssoccer team again this year, which is a chance forme to be involved. I try to turn off the schoolworkmode and focus directly on the family, but sometimes it is better than others.

S P O T L I G H T : Tom Woelper

Getting to KnowTom Woelper by Helen Xie, 6th Grade

6th-grader Helen Xie loves to writeand explore different writing stylesand techniques. Working withUpper School English teacherLauren Bergland and PAGES, she istrying her hand at journalism,specifically interviewing. Helen selected Head of School, Tom Woelper, asher first interviewee. Here is the interview that took place in December:


HX: Did you have a role model when you wereyoung and did he/she shape you to be who youare today?

TW: That’s a great question! And it isinteresting…my role models were my teachersand they were both history teachers – which isinteresting as I not only went into education butmajored in history and taught history. The twoteachers I actually mentioned in my most recentblog post are my 7th grade history teachernamed Mr. Stagg, and my Lawrenceville historyteacher and housemaster, Mr. Besselink. I thinkthey were so inspiring because of the belief theyhad in me, and truth be told it was not just me butmany of my classmates. They held us to highexpectation, made learning enjoyable and fun,they really tried to get to know me as a person, somy history teachers were my mentors.

HX: That is very interesting. Thank you. Let’s talkabout Far Hills. What do you like BEST aboutFar Hills?

TW: I’d say Chef Mike’s cookies, but it wouldn’tbe entirely fair, as much as I like those a lot. I’vetalked about this a lot and even the Falcon Flutterand secret handshake kind of gets at it, but it’sjust the way that we are a real community. Tribe isthe word that I’ve used. I see it out front whengreeting the students when they arrive withsmiling faces. I see it dropping in and out ofclasses, connecting with students experiencingthe wonderful teaching and learning that’s goingon. In the end it all comes down to the people andin that sense that it is really, really special.

HX: You are new to Far Hills. I am new to FarHills this year. Did it take you a long time to fit inor did you feel at home right away?

TW: In many ways I’ve had a long transition toactually moving here and starting on July 1st.Back last November/December I was havingfrequent calls and conversations with Ms. Geiger


and Mr. Braniff, the Chair of the Board of Trustees.I made visits down over the course of the year.And I think the fact that it was summer when I gothere – life was busy but it wasn’t crazy made it abit easier. It has taken some time, but my familyand I felt really welcome. It has been a prettysmooth transition.

HX: Okay, that’s great. Now the next questionis…what was your favorite book as a child anddid it inspire you in any way?

TW: Great question, Helen. Where the WildThings Are by Maurice Sendak was my all-timefavorite childhood book. We had someone cometo Hotchkiss and talk about the book in greatdetail and I had no idea before that of all thelayers of the book’s message – with some of the pages with no words at all being the most powerful.

And I have always been a huge fan of Huck Finn.As a teacher I appreciate Huck Finn as anindividual in society and the commentary on thecivil war and slavery.

HX: I’ve never read it, but I think I am going togo and try it.

TW: That’s awesome. If that is the outcome of thisinterview I will be thrilled!

HX: What’s your favorite book now?

TW: As a family we listen to books on tape andwe just finished listening to Heroes of Olympus,Percy Jackson. I am going to go with that rightnow as my favorite book. I love listening to all of the Percy Jackson books and I love Greek mythology.

HX: I love that too. I love that series. What issomething that people don’t know about youthat would surprise us?

TW: I’ve been to every continent in the worldexcept for Africa. I’ve been to Antarctica, so that’s something that surprises people sometimes.And I lived for a year in Thailand about 14-15years ago.

HX: That’s so cool. Not many people have beento that many places. I’ve been to probably twocontinents.

TW: If it’s any encouragement, I never travelledoutside the country until I was 21. So I did all ofthis well after you – you are already well ahead ofme in 6th grade visiting two continents.

HX: Was there anything crazy, super hilariousthat you’ve experienced in your travels?

TW: One of my favorite places I’ve been to isAngkor Wat and Siem Reap in Cambodia – theyare unlike anywhere else I’ve ever been in mytravels. But it wasn’t crazy, per se.

I can remember being with a friend who had aguitar and going out in Paris and busking on astreet corner. I’m not really a singer or aperformer, but I sang backup to his vocals andpeople gave us French Francs (this was beforeEuros) so we could go out to a patisserie and getsomething to eat. That was pretty crazy for me.

As a family we listen to books on tape and we just finishedlistening to Heroes of Olympus, Percy Jackson. I am going to gowith that right now as my favorite book. I love listening to all ofthe Percy Jackson books and I love Greek mythology.


I got my advanced open water scuba divingcertification when I was in Australia. I don’t know ifit was crazy, but it was something that was a lot offun. I’ve had some really interesting adventurestraveling. If anybody has the chance it is one ofthe best educations there is.

HX: Thanks. I look forward to traveling in my life.The next question is… what was the most riskything you ever did in your life?

TW: Well, I’ve bungee jumped off a bridge inChrist Church, New Zealand! I was a younger manthen and it was actually pretty exhilarating, so thatis probably the riskiest thing I’ve ever done.

HX: Did you want to bungee jump or didsomeone tell you to do it?

TW: There was a group of us there and someonesaid let’s do it – and I said sure. I ended up going3rd and the other two guys who did it kind of did itright away so there was no way I could back out.The person who ran the bungee cord companysaid “3-2-1 JUMP!” and I followed the instructionsand jumped.

HX: I don’t think I would ever be able to do that!

TW: (laughing) I’m not necessarily advisingstudents to go bungee jumping, but you askedabout the riskiest thing I’ve ever done…

HX: What made you sure you wanted to be ateacher?

TW: I was in my senior year in college, trying tofigure out what to do. I wasn’t quite sure. Myfriends were applying for jobs in finance on WallStreet, others wanted to be lawyers, and Ihonestly didn’t know at that point in time but thoseteachers I mentioned, Mr. Stagg and Mr.Besselink were so formative that I thought maybeit would be pretty cool to go back and be ateaching intern. I remember after I got myteaching internship at Groton, all my friends atPrinceton said, “Alright, he’s a lifer,” and I said“No, I’m not going to be a teacher for life, are youkidding me? I’ll do it for a year or two and then I’llgo get a real job.” And I think they knew me betterthan I do as it was a calling for me and honestlyafter my internship year there was no turningback. I haven’t thought about doing anything else since.


Far Hills and Seton Hall University (SHU) areworking together to teach pre-service studentteachers how to develop the knowledge and skillsneeded to become expert teachers. SHUsophomores enrolled in the course: Life in theDiverse Classroom offered by the College ofEducation and Human Services are interningevery Monday for 16 weeks at Far Hills. Thecourse is for students currently pursuingelementary and special education certification.They will observe and assist FHCDS PrimarySchool teachers in delivering innovative, differen-tiated classroom instruction and participate insmall group teaching sessions.

The course is co-taught on the Far Hills campusby Dr. Lauren McFadden from SHU and DianeFrustaci, Primary School Director. Fall semester,students spent the majority of their day on

campus assigned to classrooms and two and a half hours each week in a classroom settingwith Dr. McFadden and Ms. Frustaci. There are 19 interns and most are in classes in pairs inPrimary School.

Dr. McFadden, current parent at FHCDS andassociate professor at Seton Hall and Dr. DebraZinicola, Chair of the Department of EducationalStudies, were members of the PreK Task Forcethis past spring formed to assess the program.According to them, Far Hills was selectedbecause “in every classroom best practices wereseen being utilized. Instruction was differentiated

Teachers Teaching Teachers


“...in every classroom best practices were seen being utilized.Instruction was differentiated and developmentally appropriate. The research shows that aspiring teachers will emulate the teaching they see whether good or bad. Seton Hall wants only the best in terms of role models for their interns; thus, FHCDS was an obvious choice.”

and developmentally appropriate. The researchshows that aspiring teachers will emulate theteaching they see whether good or bad. Seton Hall wants only the best in terms of rolemodels for their interns; thus, FHCDS was anobvious choice.”

Working closely with FHCDS teachers, SHUstudents learn how to become effective teachersover time and build expertise before they walkinto a class as a student teacher. Experiencesuch as this demonstrates what it means to teachstudents in practice or practicum.

This introduction to the classroom focuses onclass management, creating/developing lessonplans, planning a unit while considering all theprocedural pieces, accounting for the audience(age group/type of learners), and how onedevelops a lesson. Specifically, SHU studentteachers learn how to plan their instruction anddiscover the meaning of each lesson. They learnhow to ensure their lessons meet academic

standards in conjunction with meeting theindividual needs of each student in a fun,engaging, and motivating manner. SHU studentswill learn how to set up their classroomenvironment, organize it, and manage thedifferent social and emotional needs of studentsin diverse classrooms – something they would notgain from their course textbooks and classlectures alone.

Teaming with SHU students offers FHCDSteachers both interesting and different ways oflooking at things and provides an opportunity todemonstrate our expertise through a multigenera-tional experience. According to Tom Woelper,FHCDS Head of School, “All private schoolsshould have a public mission teaching the nextgeneration of teachers as it should be part of ourcontribution to our field. Teachers learn as muchfrom their students as they teach them. Havingthe SHU students at FHCDS is invigorating to our faculty.”


1957Frank Ewing resides in Key West,FL. with his wife and two children.Frank founded a communityimprovement project in Tennessee13 years ago.

1979Happy Belated 50th Birthday to H. “Stuart” Valentine! ManyFHCDS Alumni attended hiscelebration in August 2014.

1988Holistic nurse and IntegrativeMedicine Practitioner, JuliaMillspaugh practices Jin ShinJyutsu (JSJ) for Atlantic HealthSystem. JSJ is an integrativemodality which she uses to helppatients address anxiety, pain, andnausea. A component of Jin ShinJyutsu is self-care and Juliateaches patients JSJ applicationsso that they can practice onthemselves.

1991Robert “Robbie” Siegelbaum andNoah Schankler were FHCDS 1991classmates and now their sons areclassmates – in a toddler musicprogram!

1992Juliana “Jazz” Johnson Mertonand her uncle, Dirk Wittenborn, arethe authors of the recentlypublished The Social Climber’sBible. For more information go towww.socialclimbersbible.com.

1994Alison “Ali” Jackson Denison is apracticing geologist living inRedmond, WA with her husbandand two children, Cooper and

Ruby. Ali’s work focuses ongeotechnical engineering duringthe investigation and constructionphase of the development ofresidential subdivisions, high-risesin downtown city areas androadways.

Jason Wyatt, John Rocco andChapin Durling, recently gottogether to catch-up and talk a littlebusiness over a fantastic afternoonof golf with Chapin hosting atBaltustrol.

2000After graduating from VillanovaUniversity School of Law in May2013, Tara Allport was admitted toboth the New York and New Jerseystate bars. She is really enjoyingbeing back and working in NewYork City and looks forward tocatching up with her classmates.

Tyler Clark graduated from VirginiaCommonwealth University in 2008

ALUMNI NEWS

From left to right: James “Jake” Ward ’86, Joseph “Seppi” von Meister ’74, John von Stade ’81,James “Jimmy” Brady ’73, Lucy West Engebretson ’74, Carolyn Mueller von Meister ’79, Robert“Bob” Mueller ’81, E. “Glynn” Valentine ’81, S. Bradley “Brad” Mell ’81, Harrison Valentine ’14,Andrew Richards ’78, H. “Stuart” Valentine ’79, Kellie Henderson Silverstein ’80, Timothy “Tim”Koether ’78, Wendy Bigio Fryer ’80, Marc Merton ’79, Nina Reeves ’70, Tracey Mueller Biedron’77, Thomas Diemar ’92, Kara Mulcahy Valentine ’85, Chris Merton ’82

From left to right: Miles Schankler and Eli Siegelbaum.

From left to right: Chapin Durling, John Roccoand Jason Wyatt


with a degree in History andreceived his teaching certificatefrom Kean University. He currentlyresides in Morristown, NJ. and islooking for a job as a historyteacher. Tyler spends his summersworking at a local golf camp.

Jamie Connors writes, “I’mstudying improv at the MagnetTheater Company in New York andtaking web development classes inan attempt to build a comedywebsite that raises money forthings- hopefully good things so wecan make the world a kinderplace.” Jamie returned to the eastcoast after spending time inCalifornia surfing.

For the past three years GordonConvery has been managing aphotography studio and photobooth company, We Love

Photobooths, based inLambertville, NJ. He and HarrisonIuliano ’00 coached a 6-weeklacrosse clinic at Purnell Schoollast winter and is happy to reporthis brother Ferd Convery ’02 isengaged.

Trevor Dardik is the CEO of amultinational engineering firm withbiomedical, security, and energydivisions. He is newly married toKiley, and lives in Wellington, FL,but is gearing up for a move to San Diego.

Michael Frustaci has been workingwith the Open Road Auto Group for5 years. He started in the servicedepartment and has progressed tosales and finance and is now thefacility manager of Audi andVolkswagen of Manhattan inaddition to other responsibilities as

From left to right, front row: Alexandra Mueller ’18, Sebastian Mueller ’16, William “Brooks”Allen ’16, Elizabeth Plumieri ’16

From left to right, middle row: Bill Taggart former FHCDS Trustee, Trish Ellsworth FHCDS Parent of Alumni, Carolyn Mueller von Meister ’79, Johanna “Hannah” von Meister ’05, Carrie MaloneyPresident, Imagine1Day, Alison Shanley Johnson’86, E. “Glynn” Valentine ’81, Arlene TaggartFHCDS Parent of Alumni

From left to right, top row: Nicholas “Nick” Biedron ’05, Joseph “Seppi” von Meister ’74, William “Will” von Meister ’03, Jane Martin FHCDS Science Teacher, Tracey Mueller Biedron ’77,Patti Taggart Bellis ’77, Scott Biedron FHCDS Parent of Alumni, Irwin Abramson FHCDS CurrentParent, Chris Merton ’82, Juliana "Jazz" Johnson Merton '92 and Chris Merton '82

Upcoming AlumniEvents: Mark your calendar for theseupcoming Alumni Events andcontact Trish Hegeman [email protected] for moreinformation:

Regional Cocktail Reception: Friday,May 2015 (exact date TBD) in NewYork City. Join fellow alumni andFHCDS faculty to share memories andget reacquainted with your formerclassmates.

Professional Mixer: Spring 2015(exact date TBD) in New York City.Representatives from differentprofessions will share tips on how tosucceed. Great opportunity to explorea new career and there will be plentyof time to network and catch up withother FHCDS alumni during thecocktail reception.

25th Reunion for the Class of 1990:Spring 2015 (exact date TBD) If youare a member of this class we wouldlove to have your help to personalizethis celebration for your class!

Class of 2011 Reunion: Thursday,June 4, 2015 at FHCDS. Mark yourcalendar now for a great evening ofreconnecting with former classmates,their parents and teachers! Meet ournew Head of School and see howFHCDS has changed and remainedthe same since your graduation.(Parents will join for the first 30minutes and then depart for their ownreunion.)

50th Reunion for the Class of 1964:Friday, June 12, 2015 at 10 a.m. atFHCDS. We will be recognizingmembers of the Class of 1964 duringour graduation ceremony. Are you amember of this class? We would loveto have your help planning otherelements of your reunion.


the Operations Analyst for theauto group. He is engagedand lives in Morristown withhis fiancé Evelina and theirtwo dogs.

After graduating fromPrinceton University in 2008,Pritha Ghosh is currentlyliving in Evanston, IL. She isfinishing up her final year ofgraduate school atNorthwestern Universitywhere she is studyingchemical engineering.

Molly Mesnard graduatedfrom the University ofRichmond in 2008. She andher boyfriend, Ryan wereliving in Baltimore until lastspring when they relocated toSan Diego, CA. with theirdog, Dani. Molly currentlysupervises advocates for fosterchildren.

After living in Tennessee, Floridaand Boston, Lindsay Northrop nowresides in Southern California withher husband Conor Stewart.Married on July 5, 2012 in Bedford,NY. Conor is an active duty Marineofficer currently deployedoverseas. Lindsay works in homehealth administration atMemorialCare Home Health inLaguna Beach, CA.

Courtney Smith is an associate atBrown Brothers Harriman workingin Private Banking. She has beenwith the firm since graduating fromConnecticut College in 2008. A bigthank you to class agent Courtneyfor connecting with her classmatesand providing the above updates!

2003Schuyler “Sky” Biedron moved outto Los Angeles in September 2014and is working for Sunshine Sachs,an Entertainment PR firm. She is a

junior account executive for theTalent Integration Team and workswith non-profits to bring celebritysupport to their events, campaignsand other initiatives. Sky lives withher cousin, Johanna “Hannah” vonMeister ’05.

2005Johanna “Hannah” von Meister’05 is the development coordinatorfor Imagine1Day in Santa Monica,CA. Imagine1Day is a globalmovement that inspires people touse their imagination to make adifference in the world, with aspecific goal that by 2030, allEthiopians will have access toquality education free of foreignaid. Imagine1Day held a fundraiserin October 2014 at Fritz Mueller’shome (Hannah’s grandfather) withmany FHCDS students and alumniin attendance.

2011Sisters, Abigail and ElizabethFournier, presented a petition toNew Jersey Governor Chris Christie

in support of a bill to outlaw the useof gestation crates in pig farming.The petition received over125,000+ signatures onchange.org and the girls presentedit at the Governor’s office in personlast November.

Sabrina Marki signed a letter ofintent with the University of Texas,Austin to join their rowing team thisfall. Sabrina has been rowing forthe past 4 years and is a senior atthe Oak Knoll School of the HolyChild. Photo courtesy of the OakKnoll School of the Holy Child.

2012Christina Schiavone is currently ajunior at Pomfret School and is amember of the a cappella group,the GriffTones.

2013Samantha Goldman made historyat Mercersburg Academy when she

Elizabeth and Abigail Fournier ’11 at GovernorChris Christie’s office in Trenton, NJ.

Sabrina Marki ’11 and her parents at her letter ofintent signing.

A L U M N I N E W S

Samantha Goldman ’13.


became the first femaleMercersburg football player toscore in a game when she went 5-for-5 on extra points in a juniorvarsity win in September 2014. Shethen went on to become the firstfemale Mercersburg football playerto score points in a varsity game 5days later.

2014Frankie Walls is enjoying herfreshman year at West NottinghamAcademy and organized herclassmate’s food collection forcommunity homeless shelters.

Frankie Walls ’14 and her classmates.

We Need You!

Looking for an easy way to getback in touch with yourFHCDS classmates? Becomea class agent! Class agentshelp the Alumni Office togather and update informationabout former classmates andhelp spread the word aboutupcoming Alumni events. Witha minimal time commitment,you can make a big impact.Contact Trish Hegeman [email protected] if you areinterested in becoming a classagent for your FHCDS Class!

In MemoriamOur sympathy to the family and friends of the following

members of the FHCDS community

Donna Preziosi, beloved grandmother to Frank Dal Lago ’04, Jamie DalLago ’05, Michael Dal Lago ’09, Christopher Preziosi ’06, Nicoholas Preziosi’10, Albert Preziosi ’02, Brandon Preziosi, Nicole Preziosi and GabrielaPreziosi passed away on November 10, 2014. Donna was a stay-at-homeMom and loved spending time with her children and grandchildren. Shewas passionate about cooking for her family and was famous for herChristmas Eve dinners.

Fay Todd ’55May 28, 1941 – August 28, 2014

The Far Hills Country Day Schoolcommunity celebrates the life ofFrances Abbey “Fay” Starr Todd’55. Mrs. Todd’s father, LouisStarr, held an honorary degreefrom FHCDS, her brother Dillwyn

'58, her daughter Mary ’86 and son Christopher ’88 are also proud FHCDSalumni and her grandson, PeterGanzenmuller ’21, is currently a second-grader at the school. Indeed, the entireTodd family is deeply connected to FHCDS.

A former teacher, Mrs. Todd waspassionate about education, the arts, andthe outdoors. She was a supporter of manyorganizations including the MetropolitanOpera, the Lower East Side Girls Club, theRiver and Plains Society and, more locally,the Lamington Presbyterian Church, theNew Jersey Audubon Society and the Clarence Dillon Library. At FHCDS,she and her family helped to establish many important and meaningfulprograms, including the Quest West Scholarship in honor of Louis Starr, theFar Hills at Night Adult Education Program and the school’s Mandarin

program. Mrs. Todd enjoyed her manyvisits to FHCDS, frequently attendingMandarin classes, the Chinese New YearAssembly and visiting Peter’s classroom.

After graduating from Far Hills, Mrs. Toddwent on to attend Foxcroft School andColumbia University. She will always beremembered for her countless acts ofkindness, her dignity, caring and strength,both at FHCDS and beyond.

Peter Ganzenmuller ’21 helps teacherJennifer Wagar plant a butterfly bushin memory of his grandmother, FayTodd ’55.

Fay Todd ’55 and her grandson PeterGanzenmuller ’21 share stories of theirMontana vacation with Peter’sclassmates.

A L U M N I N E W S


Joan Kirby Third Grade teacher at FHCDS 1947-1993

by Jayne M. Geiger, Former Head of School

Joan Kirby was an icon. She taught at FarHills Country Day School for over 40years, from 1947-1993. She remains vividin the minds and memories of the scoresof students she taught, the parents whoknew her, and the many teachers sheworked with and mentored during herlong tenure.

Joan represents an era gone by. She toldtales about teaching in the Page House,now the Business Office. She witnessedmyriad iterations of Far Hills, both in termsof the physical plant and the enrollment,through baby boom years, the 70’s, openclassroom years, and the advent oftechnology, which she loved.

She was a force: tough teacher, demanding, loving,and effective all at once. Her colleagues were in awe ofJoan, mesmerized by her stories of a growing school,and impressed by her dedication to her students, thealumni and their families.

Some memories in honor of Joan from her formercolleagues and students

From Jayne Geiger, Former FHCDS Head of School,Division Director and teacher: Mary ToddGanzenmuller ’86 was entering into fourth grade,having just survived a year of Mrs. Kirby, when Joanoverheard Mary talking to her cousin, Marie Schley ’87,who was worried about having Mrs. Kirby, who was theonly third grade teacher. “But Marie,” Mary consoled,“you have to go through third grade to get to college.”

From Ginny Ladd, Former FHCDS Division Director,Director of Admissions and teacher: I have very fondmemories of Joan. One is the special Kirby Clip – asimple large paperclip, but if you saw it attached to achild’s lapel, you KNEW that child had earned it bydoing something REALLY good. It was an honor toreceive a Kirby Clip!!!

From Ginny Confer, Former FHCDS ReadingSpecialist and teacher: I met Joan in early September,1972. I had recently joined the Far Hills faculty as afourth grade teacher, and she welcomed me with openarms. Our third and fourth graders shared manyexperiences together: DEAR (Drop Everything AndRead,) sliding down the playground hill on lunchroomtrays after a snowstorm, performing favorite scenesfrom Charlotte’s Web, and hunting for runawayhamsters in the Lower School hallway.

From Sallyann Berendsen, Former FHCDS Math andComputer teacher: Joan recognized each child’sindividual learning styles, ensuring a rich and wonderfulthird grade year for her students.

From Roger Christman ’89 and Current FHCDSParent: Mrs. Kirby was my third grade teacher and Iwill always remember her for the positive impact shehad on me. She brought out the best in me through herlove of learning and her desire to ensure we allsucceeded in school and in life.

I N M E M O R I A M


I N M E M O R I A M

John Mulcahy was a believer.

John’s belief in Far Hills Country Day School andindependent education was at the top of his list. He never ceased to serve FHCDS, or its people.

John was the Chair of the Board of Trustees when Iwas hired in 1980, a trustee before that, an activegrandparent, and our Owner’s Rep. He was a bornleader. His decisions were founded in deepconvictions; his communication was sincere, direct and frequent, and always peppered with his unique humor.

John loved people, all ages, all stages, all walks oflife, and took many of us under his wing. During ourtwelve years of construction at FHCDS as ourOwner’s Rep, he always forged a team with theconstruction workers and the contractors,celebrating milestone achievements with a pizzalunch. He saved his kindest word for the laborerwhose job was to clean up after all the others.

And that’s it – John knew how to reach out, to offeradvice and mentor so many! He showed up – justwhen you needed him, to support, to cheer, to justbe. Rest assured, he also always showed up forlunch and Chef Mike’s chocolate chip cookies!

John knew how to get a job done and done well.When it came to construction, projects were always on time and under budget. He was very proud of that.

John was fiercely loyal, to his family and theextended FHCDS family and community, and to theschool’s mission. I was often astounded at hisunderstanding of child development. He justintuitively knew what was good child rearing andgood education. He was the quintessentialgrandfather to Harrison Valentine ’14 and asurrogate to many others.

“Mulcahy Way” was named in his honor in 2008.Think of John when you see it and be inspired by his outstanding example.

FHCDS already deeply misses our wonderful friend.

A Celebration of Life: John Mulcahy by Jayne M. Geiger, Former Head of School

John Mulcahy with his grandson Harrison Valentine '14 at the groundbreaking for the Jayne M. Geiger Primary School Wing


I N M E M O R I A M

The Far Hills Country Day School community mournsthe loss of Mr. John Mulcahy, who passed away onDecember 18, 2014. John was a fixture of the FHCDScommunity for more than 40 years, as father to John’80, Beth ’81 and Kara ’85, as Chair of the Board ofTrustees, and most recently as grandfather to HarrisonValentine ’14. An award-winning homebuilder byprofession, he oversaw the construction of the Jayne M.Geiger Primary Wing, the Athletic Center and thePerforming Arts Center, completing all of these projectson-time and under budget – an accomplishment ofwhich he was very proud.

John’s deep commitment to community servicereached beyond the halls of FHCDS, as he also servedon the Boards of the Oak Knoll School of the Holy Childin Summit, NJ and the La Jolla Country Day School inLa Jolla, CA, on the Overlook Medical Center AdvisoryBoard, on the Somerset Hills Country Club Board ofGovernors and on the Board of Directors of Peapack-Gladstone Bank.

John, often accompanied by his wife Sheila, wasomnipresent on campus - at concerts, at games, atgrandparent events - with a smile on his face and a kindword for all, and our halls will feel empty without him.

“He was a born leader. His decisions werefounded in deep convictions; his communicationwas sincere, direct and frequent, and alwayspeppered with his unique humor. ”

Far Hills Country Day SchoolP.O. BOX 8, ROUTE 202 - FAR HILLS, NJ 07931

www.FHCDS.org

Through academic excellence and character development, Far Hills Country Day School provides each child brilliant beginnings

for success in the modern world.

N o n - P r o f i t O r g .

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C h e s t e r, N J

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Documents

Far Hills Country Day School Magazine Winter '15