
Supervisor of Humanities Stephanie Greenberg, who became a staff member of the Princeton Public School in 2018, was recently appointed as Assistant Principal at PHS for students. While she is relatively new to this district, her career is far from brief. Starting in 2006, she has been working as an educator and, more recently, took on a role as an administrator.

She began her 14-year-long career in education as an English teacher at West Windsor-Plainsboro South. After a couple years, she traveled to the other side of the globe to South Korea and Taipei to experience studying and teaching abroad. Greenberg decided to returned to the tri-state area and taught in Brooklyn, New York, and Millburn, New Jersey.

Although Greenberg has been in the education field for many years, she didn’t realize her passion for teaching until the middle of college.

“I did some volunteer teaching of an adult [English as a Second Language] class … I just fell in love with it. It was a highlight of my week, every week to spend two hours with these folks. Designing the lessons was really fun. For me, it was like, ‘Okay, let me find an article that would be relevant to people’s lives, and develop it into a lesson.’ So I fell in love with that,” Greenberg said.

After working in so many places with so many different cultures, environments, leaders, and leadership styles, Greenberg decided to try administration herself. As Supervisor of Humanities, Greenberg did a lot of curriculum work, including reviews and updates. One topic Greenberg focused on during her tenure was equity in classes.

“So when it comes to representation in our curriculum … both in terms of the books that we teach in English class [and in terms of] the historical narratives that we present in our history classes we’ve really been working hard to make sure that we are providing multiple perspectives on historical events, [and updated and diverse] themes,” Greenberg said.

Curricular reform or implementing a relatively new idea doesn’t come easily. For example, during the pandemic, teachers had to learn a new method of digital teaching quickly and effectively. Some teachers, not used to the wave of technology, were confused and intimidated by different apps and websites such as Nearpod and Padlet. In response, Greenberg introduced the Tech in Humanity Showcase, where teachers shared their success with particular technologies.

“That’s a little bit what happens with curriculum reform, that some folks are sort of the more experimental leaders. Other folks are like, ‘Okay, cool. You first. And then you let me know what worked and what didn’t work,’” Greenberg said.

Despite having enjoyed her work with teachers as Supervisor of Humanities, Greenberg reminisces about her time teaching students. Luckily, serving as Assistant Principal allows her to return to the student interactions she misses.

“The thing that I am the most excited about in the new role is working more directly with kids. Supervisors don’t on a daily basis; you’re not constantly interacting with kids,” Greenberg said.

Greenberg is also open to listening and working with students to improve the district and students' learning experience. She previously worked with a group of kids at PPS to diversify their curriculum.

“I love teenagers. I think you guys are smart and daring. Intellectually, you have ideas, you have a view on the world that I want to hear. And I’m just optimistic and I’m excited about the potential for there being more of that in this new job,” Greenberg said.

Outside of school, Greenberg enjoys running to clear her head and decompress. She has run two marathons and several half-marathons in the past.

She also encourages students who are avid readers like herself to stop by to talk about books.

Going forward, Greenberg looks forward to building deeper and longer-lasting relationships with the student body as an assistant principal.


photo: [credit name="JuIie Liu"]
“One of the things that I’m really excited about for being an assistant principal is that we get assigned part of the alphabet, so any student whose last name is P through Z, I’m their assistant principal, which I really hope means that we’ll get to know each other,” Greenberg said. “Hopefully in four years, I’ll be seeing you graduate, and I’ll be able to see you a million times in between. I like that sort of long term connection with students.”

PHS Profile: New Assistant Principal Stephanie Greenberg brings her diverse global experience to PHS

Starting this year, a resurgence of classic backyard games has swept the nation, with teenagers across the United States reviving recreational pastimes such as frisbee, wiffle
ball, cornhole, spikeball, and especially hacky sack. The recent comeback of these sports has reached student life at Princeton High School as well, with students all across
campus participating. With little equipment necessary and a spontaneous nature, these backyard games are bringing students together, encouraging them to unplug and stay
active throughout the day.

### Hacky Sack

The origins of hacky sack can typically be traced back to
1972 at a local festival in Oregon, where co-inventors Mike
Marshall and John Stalberger met. Marshall introduced
his friend to a hobby learned from his time with Native
Americans, kicking a bean bag back and forth for hours on
end. Entranced by this rudimentary but engaging hobby,
they birthed their company Hacky Sack.

Starting in the Northeast just after spring break, many
high schoolers were introduced to the new sport. Spreading
like a wildfire through social media, schools have even
started forming hacky-sack teams that range from the
varsity level to exclusively freshman. PHS has decided to
join in on the fun too.

Most recently, PHS varsity sacks has been participating
in a state wide hacky sack tournament featuring a $4,000
prize for first place. Each submission consists of a video,
showcasing one round of hacky sack, with the public
voting for the winner. Members of PHS’s own varsity sack
team have been putting up flyers to promote participation
in voting. Winning both the rounds of 64 and 32, this
strategy seems to be working. The future success of our
varsity sack team rides on both the skills they can bring to
the table and the school spirit we can back them up with.

These sacks are technically called foot bags, with Hacky
Sack being just a brand name. But nevertheless, retailers
of all kinds are scrambling to keep up with the demand.
Co-owner Joanne Farrugia at Princeton’s local toy shop
Jazams emphasizes this point.

“We brought in several hundred and then sold out pretty
quickly, and then brought in more, sold out pretty quickly”
said Farrugia. “Now we have another huge order coming
in. So, hopefully that will last a little while.”

With this craze infecting the hallways of PHS, students
have been finding every chance to play. Many see this
revival being a good thing for the students, with one being
Marion Walsh ’29.

“I think it benefits society because people are together,
having fun, [getting] physical exercise, [and] forming
friendships and bonds over such a beautiful game,” said
Walsh. “It’s just a part of my life now, and I wouldn’t have
it any other way.”

The hold that hacky sack has on this generation can
be attributed to its sociable and simple nature. Constant
overlap in action forces communication, making hacky
sack a great way to build connections. Along with this,
all that is needed is a sack smaller than the size of your
palm, allowing games to take place anywhere, anytime.

### Frisbee

Another backyard game that is popular in the
United States today is frisbee. Although activities
similar to frisbee can be dated back to the 8th century
B.C., the sport was mainstreamed in the United
States after the inventor Fred Morrison created a
plastic disc inspired by flying saucers. Since then,
frisbee has grown into a sport played in at least 70
countries around the world.

Frisbee encompasses many different playstyles,
ranging from ultimate frisbee to disc golf. Ultimate
Frisbee is played in a similar way to American football,
except that instead of a football, players throw a disc
around. In recent years, many competitive Ultimate
leagues have been established across the United
States for all ages. Disc Golf is usually perceived as
a more casual way to play frisbee, usually found in
parks or on beaches.

Since many frisbee games can be played either
competitively or casually, the sport impacts all kinds
of PHS students, one of them being PHS Frisbee
Club Captain Julian Grossman ’28.

“[If you’re] on the same team, it’s a very good
bonding experience,” said Grossman. “[You] get
[to] exercise and be with friends.”

Grossman has been the captain of the club since
the start of the 2025 school year and his love for
frisbee stems from its uniqueness. Many students
specifically choose frisbee over other sports because
they value the sport for the people that they can
bond with and get to know while playing.

### Spikeball

Ever since its appearance on Shark Tank in 2015, Spikeball
has taken the world by storm. The company has managed
to sell over five million nets since then and the sport has
become a staple part of recreational backyard or beach
hangouts.

Similar to how wiffle ball is modeled off of baseball,
Spikeball is a hybrid of volleyball and four square. Two
teams of two players take turns bouncing a ball back and
forth off of an ankle high circular net. Each team gets up
to three touches — similar to volleyball — to pass the ball
and spike it back onto the net. If a team misses the net, hits
the rim, or uses too many touches, a point is awarded to
the opposing team.

This backyard game has intrigued PHS students so much
that they have decided to form a club. Run by Romy Johnson
’26 along with other PHS students, the club provides an
environment for students to enjoy Spikeball while meeting
new people in the process.

“I think it’s just a fun activity for me to do with my
friends. It doesn’t require you to be super athletic, and it’s
not like you’re getting tired because you’re just standing
there, but it’s still fun and engaging,” said Johnson.

There are other factors that also may influence the
appeal to Spikeball. Many people enjoy the connections
that they are able to make with friends while playing while
others view the game as a break from studying or work.

Spikeball’s appeal may also come from its convenience.
The entire setup fits inside a drawstring bag, which allows
people to play it in various environments. But what
makes Spikeball stand out from other backyard games?

“Spikeball is a bit more interactive, it’s a bit more
intense, getting the ball onto the net, running for it
sometimes, there’s [these] fun moments that come out
of it,” said Ethan Tang ’29. “Something like catch [is] just
boring. There’s not a lot of stuff that happens.”

photo: Katherine Chen

Left to right: Moksh Rajpal ’28, Nikola Tholens ’28, Bruno Giacoppo ’28, and Lucius Rufo ’28 play hacky sack by the flagpole.

Backyard games make a comeback

The Tower asked Princeton High School students for their opinions on about what America and the American Dream means to them, how America has treated them, and if they feel America lives up to its standards on its 250th anniversary.

Each paragraph is a different response. Here's what they had to say:

My great-grandfather immigrated to the U.S. with no money, leaving his family behind. To my family, the American Dream means doing better than the previous generation, something that wouldn’t have been possible for my family had they not come to the U.S.


To me, the American Dream is a sacrifice. Not just in terms of “working hard” but culturally and emotionally too. When I think of my parents, and how they had to be away from their families, had to have lived in a country with different values, raised a child who has values that are different too … all for a country that still doesn’t exactly treat them fairly?

Being surrounded by people of diverse cultural backgrounds, racial makeups, sexual orientations, socioeconomic situations, immigration statuses, career goals, etc., and living in harmony. A place where diversity is supported by both the population and the government and uniqueness is nurtured.

To me, it means the opportunity to live a successful life without the constant pressure of being the best at something. 


To me, the American Dream means reaching a point in your life of stability, job security, personal happiness, and a guarantee that your children will have a good life — if not better than yours. 




Having the opportunity to seek what makes you fulfilled or satisfied. A place where everyone can find success.
I don’t think the American Dream means any one thing, because all Americans experience and live in this country differently. How can there only be one?


To me, “the American Dream” means the ability to pursue a career that I am passionate about and build a family without feeling limited by economic, social, or ethnic hardship. 


I guess by definition the American Dream is the ideal of equal opportunity for upward mobility, conditioned on hard work and rule following. But now it feels like the American Dream is to be as rich as possible while putting in the minimum amount of work, and that feels pretty unattainable for a lot of people.

It is something that is no longer possible for most; traditionally, it has meant financial stability and social mobility, regardless of one’s origin if they want to work hard enough.


As an immigrant being in a different environment, I am just going to say that I am grateful to be in this country. After all, I am receiving support and many educational opportunities. This country is making me a strong person. 




The first thing that comes to my mind about America is that it is not only the United States. There are three parts of America in total, which are South America, Central America and North America. With that being said, I like this country because it has given me a better education. The United States is known for people who have dreams and want to achieve their goals. I am very grateful for the seasons of the year, the education, and how clean some places are here. l love living in Princeton, New Jersey and all of the opportunities that it has.

For me, the United States means freedom. After all, it has given me a lot of opportunities. But I have also experienced new emotions during my time here. Many “Americans,” as you call them,  have very special personalities and may need therapy.

The American Dream means achieving material and spiritual success by whatever your terms are.
The American Dream means being able to climb the corporate ladder or pursue any future career regardless of identity such that you work hard. No political, economic, or racial barriers impede this potential. 

America means freedom, opportunity, and the chance to build a better future. I think America has treated many people well, but not everyone has had the same experience. There are still problems like inequality and discrimination. On its 250th anniversary, I think America is still working toward fully living up to its standards.




It means how everybody has a fair shot at life and are judged based on their character and not their race.

I am disappointed in America. It has treated immigrants cruelly, taken people away, discriminated far too much, and judged people without knowing their history and their values.  A piece of paper should not determine a person’s worth. America does not meet the standard of its 250 years, because it is detaining immigrants who are simply seeking a better life. So, what is the freedom that America promises and claims to possess?

Sometimes the United States can be cruel, because of the current president and his administration. To me, the United States represents an unfulfilled promise of freedom and opportunity. Although it has provided me with education and security, I see that racism and economic inequality prevent many people from enjoying the same rights as others.

To me, America means opportunity and a better future. It has given me the chance to learn, work, and improve my English. Overall, my experience in America has been positive.

The American Dream. The American Dream is a lie for me. It was created to give false hope to immigrants and refugees. It’s unattainable and doesn’t guarantee happiness. 

 



Letters to the Editor: America 250

#
# The Naturals
Cassie Hobbes is gifted at reading people, taking one look at them and piecing together information about their lives. But she doesn’t think much about this gift, simply using it to get tips from customers at the diner where she works. That is, until a strange boy shows up one day and leaves her a business card to the FBI.

Cassie is sent to Washington D.C., where she meets Dean, Lia, Sloane, and Michael, the boy who she first met at the diner. These five teenagers make up the Naturals: a classified FBI program for exceptional teenagers like Cassie, and a program where the five members are trained to catch serial killers. 

But this story isn’t just about Cassie. There’s someone else telling it: “you,” an anonymous serial killer slowly closing in on the Naturals themselves. “She doesn’t know who you are, but you know her. You’ve chosen her. She won’t understand until it’s too late.”

An emotion-reader, a lie detector, a human computer, and two profilers: the Naturals. And when a new killer strikes nearby, the five are going to have to use their gifts just to survive.

“The Naturals” is a perfect book for murder mystery lovers, and anyone who’s interested in psychology. Mainly focusing on Cassie’s story, with short “you” chapters in between, Barnes keeps the readers always guessing. This novel is an amazing summer binge-read, with three subsequent books continuing the story, making it a great starting point for fast-paced readers.

With complex character relationships and teenage romance thrown into the mix, this murder mystery is one you won’t be able to put down. The characters of “The Naturals” each have precisely developed profiles and characteristics that make the story incredibly emotionally striking. As the suspense of the story builds, so does the pressure on the Naturals, leading to tense confrontations and stressful situations that leave the readers frantic to find out what comes of the bonds between characters.

This suspense-packed story is addicting, and the plot twists are completely unpredictable. 
So whether it’s a late night or a long car ride, “The Naturals” is a captivating story that will keep you engaged and entertained during even the most boring of summer days.
Last summer, I spent hours laying on my back porch with my head buried in “The Naturals.” As someone interested in psychology, I was left speechless at the amount of effort that went into this novel. And as I continued reading the rest of the series, I realized that everything was important. Every character, every minor detail, and every word was carefully thought out. That’s what made me really love this series: the way everything connected.

“The Naturals” is the first building block for an astonishing puzzle of a series, and it kept me constantly wondering what the Naturals team would do when new challenges arose. This story taught me to expect the most unexpected of turns, and to always trust in the abilities of a group of five teenagers with some help from the FBI. 

# Better Than the Movies
It’s her senior year of high school, and Liz Buxbaum’s dream rom-com situation is about to come true. Her childhood crush Michael just moved back to town, and he’s just in time to ask Liz to prom. But there’s only one problem: Wes.
Wes Bennet, Liz’s next door neighbor, is insufferable. He’s infamous for cruel pranks and making fun of Liz throughout their childhoods, making Wes the absolute last person Liz wants to work with. But Wes is  close with Michael, and Liz knows that if she wants Michael to notice her again, she’s going to need his help.

So Wes and Liz form a team, and as they work together to secure an invitation from Michael to prom, Liz finds that Wes might not be as much of a jerk as she thought. As Liz questions everything she knows about her dream-come-true rom-com story, she has to balance the ever-building tension over prom with her fears about college and the big changes ahead of her.

“Better Than the Movies” by Lynn Painter is the perfect teen romance story for any and all rom-com lovers. With relationships you could get lost in and bittersweet love stories, this book is perfect for a warm summer day. “Better Than the Movies” is packed with emotions, confessions, and relatable high school experiences.

Similar to the movie “10 Things I Hate About You,” with its strong, likable characters and swoon-worthy romance, this novel is just unpredictable enough to keep you hooked while still bringing a heartwarming sentiment into your reading. Reading this book, you’ll catch yourself rooting for the main couples and catching second-hand embarrassment from some of Liz’s less-than-ideal decisions.

Personally, I loved this novel so much because of how it made me really feel the emotions of the story. Even though Liz was a fictional character, I felt like I knew her and truly understood her. Her worries about the future resonated with my own, her nervous habits reminded me of my own, and her obsessions felt all-too-farmiliar to me. In “Better Than the Movies,” Liz felt like a friend, or even a version of myself, come to life on paper.

Another reason I felt so connected to Liz’s story was because I never got bored. Every time the romance storyline slowed down, I was introduced to new characters, new conflicts, and new ideas to focus on. As someone who struggles to get through slow starts in books, “Better Than the Movies” kept me constantly invested, and had more than enough action to keep the story interesting for days on end.

This light-hearted romance is practically designed for a warm day by the pool or laying on a towel in the sand. An entertaining and wholesome novel, “Better Than the Movies” is a great addition to your summer to-be-read.  

Beach reads for summer vacation

PHS Speaks Out: What's your favorite senior memory?

No one enjoys losing. After all, everyone wants to succeed,
win, and enjoy the fruits of their labor. However, the fear of
losing often accompanies the drive to accomplish, especially
for athletes that are expected to perform well regardless of
external or internal conditions that may impact gameplay.
As a result, athletes must adopt a tenacity which allows
them to handle loss, and to learn and grow from their past
mistakes or setbacks.

Often, a loss can expose what a win often hides: weak
communication, lazy habits, or poor decisions. When a team
wins, faults in individual decision-making or teamplay may
be ignored, as the guise of success and victory routinely
cover up areas of potential improvement. It stands to
reason that the losses hardest to accept are often the most
necessary. They ask you only one thing: do you have the
courage to keep going? Even at the highest level, the mind
is tested, demanded, and challenged — both on the court
and long after the game ends.

“Concentration and mental toughness are the margins
of victory” said legendary 11-time NBA Champion Bill
Russell.

Such mentality not only separates great athletes from
good ones, but also exposes the depth of an athlete’s
commitment. It’s easy to remain invested when success is
almost habitual, when confidence is high and victory comes
with ease. On the other hand, a loss commands effort and
progress that is no longer glamorous. Ultimately, a loss
forces an athlete to decide whether the result will carry
on as frustration or instill a newfound drive to be better.

The point of losing is not to just give up what you have
worked so hard for all because of a bad moment. Where
there are ups, there are downs; what matters most is what
you decide to do with your losses. For instance, in track,
immediate reflection can look like adjusting
your pace after going too fast, taking a leap of
faith in yourself to go climb up a few spots,
or choosing when to conserve energy and
when to push following a bad start.

“There’s always something you
could have done better. [I always have
to think about] what [I could have]
done better, what was out of my control,
what I [can] control, [and] what [I
can] do to come back stronger,” said
Felix Yu ’27.

However, improvement
is not only limited to
physical training. It
could also be about how
an athlete approaches an
event itself — how they handle pressure, make decisions,
and adjust in the moment. At times, what once looked
like a lack of fitness can actually turn out to be a matter
of judgement. A loss can reveal problems that came from
stressed nerves, a lack of proper preparation, or from the
way a plan was executed differently than from practice.

“A lot of times when I lose I just think to myself it’s just a
fitness issue. Now, improvement doesn’t come from better
training ... [it] comes [from] just learning how to [properly]
approach races,” said Yu.

A race is never decided by one moment alone.
Ayrton Senna, for example, did not win his first
Formula One race until his 16th start, however;
that first breakthrough became the beginning of
everything that followed. A race, in the same
way, is rarely a reflection
or summation of one’s
continued work. More
often, it is part of what
eventually makes success
possible. It can sharpen judgment,
expose weaknesses, and leave behind a clearer
sense of what must change before the next competition
arrives.

So, the next time you end a competition on the wrong
side of the scoreboard, don’t sulk over the immediate
defeat. Think about what you can learn from your
loss, and use that understanding in order to prepare
for how you might win your next game. Success isn’t the
absence of failure; it is the result of it, and the perpetual
reflection of oneself on their previous losses.

What we gain from losing

   The Tiger Cafe has been a staple at PHS ever since it first opened in 2022. Popular with students looking for snacks, drinks, the Cafe is a highly visited marketplace for various food options. Still, students have expressed a growing number of concerns regarding drawbacks in prices and quality.

   The popularity of the Cafe is explained by the quantity of different snacks and meals, provided by Pomptonian Food Services. Ranging from classic school lunches, such as burgers and wings, to more unique options like artisan sandwiches, the Cafe appeals to those looking for a quick meal during any time of the day.
 
   When creating new items for the menu, the staff at the Cafe look to expand upon popular categories and see what works. This is in large part due to the work of Rosemarie Maldonado, a cook designated to create food for the Cafe, who works with students and sometimes recipes from social media to prepare foods that everyone will enjoy. 

   “We go off of the parameters that we have and see if anyone would want to try something else that's in the same category as the wings or the burger. [For example,] a chicken parm [on a] brioche bun [is] almost like a burger with chicken, and it's made like a pizza,” explained Micheal DeToro, a worker at the Tiger cafe. “We just choose random stuff.”

   However, the large variety of options also leads to the sale of generally considered unhealthy food and drink options, such as energy drinks and other junk foods. This has resulted in numerous concerns over whether or not the Cafe is fulfilling its role as a school provider of food, especially since the switch to Pomptonian last year.

   “I feel like the Tiger Cafe isn’t really healthy, even the salad,” said Ksenia Petukh ‘27. “Sometimes the food doesn’t feel ready or cooked … and you just want to eat normal healthy food.”

   However, even though the Cafe contains various choices, including unhealthier options, cafeteria staff believe that it is up to students themselves whether or not to choose the healthy option.

   “It's certainly not the fact that all the food is not healthy, we do have healthy options over there and unhealthy options. It all depends on who gets the food and what they want,” said DeToro.

   Still, some students feel that the options at the Cafe aren’t as expansive and student oriented as they should be, and that the students should have more say into what the available options are.
 
   “I think the cafe exists for the students because we’re the people who buy most of this stuff,” said Juha Lee ’27. “I think it’s important that we should have a voice in choosing what is available since we’re the ones who are going to buy it.”

   In addition to choice, students are also worried about unexpected price changes within the Tiger Cafe, since they aren’t formally notified about any price changes. This has led to questions regarding the affordability of items in the Cafe.

   “The prices have risen by only a few cents, not a dollar, not anything else,” said DeToro. “[The bagels] were originally $2.50 but they went up to $2.75 because of the high end prices from Bagel Nook.”

   However, many price changes can be attributed to external factors out of the school’s control. Supply chain issues have led to increased costs of food from all suppliers, including produce, poultry, and even french fries. These issues have led to increased costs throughout the industry and make business difficult for all entities involved.

   "It's not like we're trying to stuff it in our pockets or anything. It's just, unfortunately, the cost for us to get everything has gone up,” explained Kevin Lucci, the food service director at PHS.

  Still, there are options for those who are unable to afford the a la carte options from the Tiger Cafe. Because the Tiger Cafe doesn’t operate under the National School Lunch Program, they aren’t obligated to provide low-cost meals. Therefore, students who can’t afford Tiger Cafe items can still receive meals through the school's regular lunch program in the cafeteria, including free or reduced-price lunches if eligible.


Tower Investigates: Tiger Cafe

The audience fell quiet as two figures
walked out into the center of the stage.
Holding the microphone, Andrew Kim ’26
and Onyx Roden ’27 began to sing “I Guess
Why That’s Why They Call It the Blues” by
Elton John.

On Thursday, June 11, PHS Choir
hosted their annual Cabaret Night, a lively
performance to end the year. The concert
was a collaborative effort, uniting PHS Choir
and musicians from PHS Orchestra and
Studio Band for a diverse program of pop,
rock, and musical theater songs.

Beginning in 2009, PHS Choir’s Cabaret
Night performance was intended to be a
departure from the program’s traditional
concerts. While the usual concerts
throughout the year focused on classical
choral music, Cabaret Night moved away
from that genre and instead incorporated
a different type of singing.

“We were thinking it’d be great to do one
more concert, something a little bit more
lighthearted ... and really focusing on
jazz music, pop music, R&B, and musical
theater,” said choir director Vincent Metallo.
“So every year we put together a program,
[with] completely different repertoire, [with]
songs that feature the full choir, and then
songs that feature soloists, duos, and trios.”

Although traditional PHS Choir concerts
also occasionally feature solos, duos, or
trios, Cabaret Night exclusively focused
on them, performing songs by artists like
Beyoncé, Elton John, and Maroon 5. With
the number of small vocal ensembles, the
event is a unique opportunity for choir
students to sing in front of a large audience.

“Cabaret Night is a really unique
experience because a large majority of people
who do choir don’t really have the chance to
solo ... [so] it’s the only opportunity where
you get to show off your range and maybe
a style that you’re not familiar with,” said
Kim. “It’s kind of that learning experience
that helps a lot of people grow. For me, I
had to sing a really high tenor song, [and]
I was able to learn a new style of music and
apply [it] to my vocal range.”

Along with the new styles of music and
genres that Cabaret Night brings, singers
must also learn new techniques for their
songs.

“There’s definitely different ways that you
have to sing. There’s some songs that you may
need to be more careful about [and enunciate
your] words,” said Anna Gniewosz ’27.
“And obviously pop songs sound different
from [choral music], so there are different
techniques you have to use.”

While the choir stands still during
traditional concerts, Cabaret Night expanded
beyond just singing, incorporating some
elements of musical theater as well.

“[Cabaret Night] is a lot different from
traditional choir concerts, because for [those
performances] you’re usually just standing
still, really serious ... [while] during Cabaret
Night, the energy is really different,” said
Kim. “For the musical set, we’re moving
around, we’re dancing, ... we’re allowed to
express ourselves more.”

Through incorporating new genres and
introducing theatrical elements, Metallo
hopes that Cabaret Night can demonstrate
that PHS Choir is more than a classical choir,
but one that also features diverse genres of
music. By doing so, he aims to bring together
the wider high school community and
explore a different facet of the choir program.

“I think a challenge at any school is that
there’s all these sort of separate organizations,
whether it’s the football team, the lacrosse
team, the chess club. ... Sometimes it’s
challenging to bring audiences [together],”
said Metallo. “And so we hope that in doing
a more versatile program like this, we can
[interest] other students who wouldn’t
normally come to a choir concert.”

Although the main purpose of Cabaret
Night is to fundraise for the following year’s
PHS Choir trip, choir members also see it
as a fun way to end off the year with an
informal and energetic concert.

“I think [Cabaret Night is] just to have fun
and have a nice last concert for the PHS choir,
and to say bye to the seniors. [The spring
concert] was more formal, [but] ... you get
to see more personality [in this concert],”
said Josiah Hall ’28. “I hope the audience
has a good time. ... I think the audience,
especially parents, just get to appreciate
some more modern music, along with the
old 1700s [music] ... we usually sing.”

photo: Katherine Chen

PHS Choir members Elena Barreto ’27, Abhimanyu Tripathi ’26, Lily Berkery ’26, Ezra Lerman ’26, Penelope Cardona-Fox ’26, Milo Molina ’26, Julia Scibienski ’27, and Simryn Patel ’26 (left to right) rehearse for the performance.

Cabaret Night unites the PHS community with diverse performances

Starting in the 2026–2027 school year, a New Jersey State bill passed by Governor Phil Murphy will mandate a “bell to bell” ban on all personal internet-connected digital devices in public schools, which includes iPads, smart watches, and personal computers, in addition to phones. While the PPS administration has started to formalize the PHS phone policy, details are still undergoing development.

“One [way] would be to have a policy at the high school that’s just like at the middle school, which is that you can’t have your cell phones out … and if we see your cell phone out, we’re going to discipline you,” said PPS Superintendent Dr. Michael LaSusa. “The second option would be some type of app, [and] the one that we’ve been … in discussions with is called Doorman.”

The Doorman application is still in development, meaning that PHS currently plans for the first few months of next year to serve as a trial of the software. Doorman enables administrators to have limited customization as to what is accessible on students’ cell phones during school hours.

“The way that [the] app works is students download the app [and] when they come in in the morning, they just scan their phone at a reader of some kind. … Then the app essentially locks all of the other apps on the phone,” LaSusa said. 

Administrators can customize Doorman by approving certain apps that may have educational value or emergency use cases. Unapproved apps, such as iMessages, will be locked, unless overridden by an emergency function that notifies teachers or supervisors upon each violation.

“[Students will] still [be] able to make phone calls from their phone, so if there were an emergency, a student could call home or could call the police,” said LaSusa. “If we approve certain apps, like for instance … Canvas … or Power School, then they could use those apps during the day.”

Administrators are waiting to receive various clarifications from the state of New Jersey. Currently, the law implies that a “bell to bell ban” means the start of the school day until the end of the school day, and does not permit access to phones during non-instructional time periods such as break, or passing times. If this is upheld, then some of the customization of Doorman will not be used, as the ban currently implies that students should not access their phones at all, unless in the event of an emergency.

“With this application, we can actually set it so it can match up with your bell schedule,” said PPS Chief Technology Officer Todd MacDonald. “As soon as that period[‘s] bell rings,  we unlock your phone, so it’s open through passing time [and] through lunch, so that’s where we have flexibility, but we also are still waiting for the state to give a little bit more guidelines for us to make sure we’re in compliance.”

If a student or their parent refuses to download Doorman onto their phone, then they will not be permitted to have a cellphone during the school day. Teachers can also use Doorman to ensure all students in the classroom are in the proper locked mode. The repercussions for violators of next year’s policy have not yet been determined.

During the student forum on May 27, PHS Principal Cecilia Birge wanted to assure students that Doorman is still under legal review, but is expected to uphold state  and district privacy regulations.
 
   “[MacDonald] and I met with a principal in Massachusetts who implemented Doorman [in his school] … he said that [they] chose this company because of the fact that [it] meet[s] the Massachusetts student privacy law, and apparently Massachusetts has one of the most strict privacy law[s],” said Birge.

   The school has hosted a series of forums between May 27 and June 1 to answer questions and concerns from students, parents, and teachers. Some teachers expressed their optimism and support for the ban next year. Currently, teachers are required to independently enforce their own classroom cell phone rules due to a lack of a formal universal policy. 

   “I tend to be most concerned about cell phones [on] things like assessments where it could provide an unfair advantage. … One of my least favorite parts of my teaching job is playing phone police,”  said PHS math teacher Jackson Neuhaus. “Next year [with] the phone policy ban, I’ll probably have something more official in place that’ll be stricter and have consequences.”

   Some students have expressed concerns about restricting access to their cell phones. Upon learning of the current plan to disable the text messages app, Joshua Dong ’29 cited concerns related to accessibility in communication.

   “A lot of time people won’t pick up your calls because maybe their busy or their phone’s on silent … text messages are just an easier way to contact people,” Dong said.

   Woodbury Junior Senior-High School, one of the schools Governor Murphy credited as having implemented a successful phone ban, began using a magnetic pouch system known as Yondr two years ago, resulting in numerous positive effects. The pouch-bound phones are in possession of the students throughout the day, but they cannot physically open the pouch until the end of the day. Portable unlock devices are carried by various staff members and are reserved for emergency or approved situations during the school day. 

   “We [have] had a lot of kids during our lunch … they’re in the gym playing basketball, they’re in the library ... they’re playing board games, and it’s been a better school environment overall,” said WHS Principal Dwayne Dobbins. “I can go into a classroom where there’s not a phone distracting a student.”

   Although the state legislature ultimately forced the district to mobilize for a phone ban, Dr. Michael LaSusa, expressed his support for the ban, citing his belief that phones are an inhibitor of focus in the classroom, and thus education.

   “The time we have in school ... is special, and we should treat it as precious, and recognize that it’s important to listen, to pay attention, to respect the other human beings that are in a classroom with us, without look[ing] at a device,” said LaSusa.


Rated 1.3 stars on the app store, the Doorman app can be customized to lock phones during instructional periods, and be unlocked during breaks. 

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