SPOTLIGHT ON OUR ACADEMIC SERVICE DIRECTORS

Holistic, student-centered support for success in the classroom and beyond

We were thrilled to welcome Kim Tolpa and Karen Bernanke to Brimmer this fall as our Lower School and Middle & Upper School Directors of Academic Services (respectively). They each bring a wealth of experience and knowledge to their positions, and since September they’ve worked together as a highly efficient and effective team to create a tightly knit web of support for our students and families across all three divisions of the School.

What brought you to Brimmer? What were you doing prior to arriving, and what was most exciting to you about the role and the Brimmer community?

KIM: I came to Brimmer by word of mouth. One of my colleagues at the time was a former Brimmer Lower School teacher who spoke volumes about how great the school was. Once I had a chance to visit campus and meet the folks here, I knew that I wanted to be part of the “Brimmer family.”

Prior to Brimmer, I worked at another local independent school for the last 12 years, first as a third grade teacher and more recently as a learning specialist. I also worked for a company as an executive function coach, supporting students of various ages with executive functioning vulnerabilities. I completed my Certified Level Orton-Gillingham training and practicum through the Academy of Orton-Gillingham Practitioners and Educators, and my educational background includes a Master’s in Clinical and Counseling Psychology from Southern Methodist University and Ed.M in Language and Literacy from Harvard Graduate School of Education.

The most exciting part of my role is having a chance to work with a wide range of constituencies: teachers and administrators, parents, and especially students. I was really looking for a position where I’d be able to spend a big chunk of time working in classrooms and/or individually with elementary-aged students.

KAREN: For the last six years, I was Director of Support Services at the Jewish Community Day School where I oversaw a team of learning specialists and social workers to meet the needs of all students, grades K-5. At JCDS, my vision was to build a cohesive system within the school setting to support students with academic and social emotional resources throughout the day, to facilitate conversations, provide supports for families, and train teachers in adopting student- centered teaching strategies. Because I have worked with students, families, and teachers from grades PK-8 and supported the transition to middle school from elementary, I was very excited to expand my work to support students in the upper grades. I was also excited about growing and adapting my skills to work within a larger school community.

What/Who has been helpful in your transition to your new role and new school community?

KIM: The short answer is EVERYONE! No matter my need or question, I’ve always found someone who is willing to jump right in with support or advice. Brimmer is truly a place that values teamwork, even if it must be via Zoom during a pandemic, and it’s a great feeling to know that there is always someone nearby to bounce around ideas. Because of my role, I work most directly with Karen, the Lower School Student Support Team, and the Lower School teachers.

KAREN: This transition has been exciting and novel due to an adjustment to a new school during the pandemic, but it has been smoother than I anticipated. I began getting to know some of my colleagues over the summer, and they made me feel a part of the community right away. Parents, students, and teachers have been so welcoming. It’s hard to believe that I have only been on campus since September. I enjoy getting to know my colleagues and peers. I spend a great deal of time with students in grades 6-12 and have the advantage of seeing many of them on a regular basis in person, which has been amazing. I meet regularly with other members of the Student Support Team (SST) team, which has given me the opportunity to “know” more about Brimmer overall. My space has become a learning center of sorts, and I am happy to welcome people safely each day.

It was an exciting opportunity for Brimmer to offer two distinct roles (growing from one PK-12 position) to better support the needs of our students and families. How has it been to be the first in these roles at the School? How are you working together to help provide a consistent level of support across all three divisions?

KIM: I can already see how impactful it has been to have two distinct Academic Services roles. My days (and often evenings) are quite busy, yet I feel like the decision to create a role that specifically services PK-5 has been a real gift in that I get to meet with all teachers on a regular basis, and I have the opportunity to be a consistent presence in all elementary grades in one way or another.

From early on this fall, Karen and I zeroed in on the benefit of working in partnership to coordinate supports and share ideas. With slightly different areas of expertise, Karen and I nicely complement each other. Together we have streamlined tutoring supports, language, systems for data collection, and policies and procedures around Academic Services. We plan to meet regularly prior to the end of the year and over the summer to ensure successful student transitions between the Lower and the Middle Schools.

KAREN: Kim and I met in the summer, and it was clear from the beginning that we have a similar vision of how students with learning differences can be seamlessly integrated into the fabric of the School. We meet regularly to discuss the various aspects of our roles that we share, such as the Tutoring Program, and we often consult with one another on areas that may overlap between us and to ensure that we know what the different challenges may be in each division. Upper School allows me to focus on the unique challenges and opportunities that arise in the upper grades, from developing executive functioning and time management skills, to facilitating testing accommodations, and providing individualized strategies. I can focus on providing direct support and developing strong relationships.

What are you looking forward to in the years to come, both for each of you professionally and for your roles at Brimmer? What are your hopes and dreams for the future of Academic Services at Brimmer?

KIM: I’m very happy to have found a position that for me is the perfect mix of working directly with students, coaching teachers, and managing data and systems. It is important to me that as I move forward in my career, I continue to prioritize opportunities to work directly with students in a variety of capacities. My hope for the future of Academic Services at Brimmer includes continuing to build our early intervention system to include small group supports (as needed) to help learners grow and strengthen foundational skills early on; continuing to incorporate multisensory instructional methods throughout the grades; and implementing a system to explicitly develop executive functioning skills in our upper elementary learners.

KAREN: Most importantly, I look forward to more active participation in the life of the School when it opens a bit. I love to be outside with the kids, hope to participate in outdoor activities, and be more available to students when I have a workspace that is accessible to all. As an educator, I am usually visible and approachable, and I physically check in with teachers and students. I look forward to creating a resource center for teachers and students and to facilitate dialogue around learning profiles, skills development, and equity.

What do you do for fun outside of school?

KIM: I’ve lived in the Greater Boston area since 2008, and while I miss living directly in the city, I do NOT miss trying to park in the city. I enjoy spending time with my two young children and can often be found outdoors taking a nature walk, riding bikes, or working in the garden. On rainy days, I enjoy playing indoor hide-and-seek with my children (in one of four available spots) or playing Junior board games. In my spare time, I enjoy reading, running, skiing, or doing yoga. In a pre-pandemic world, I enjoyed traveling to visit family and exploring new places.

Karen Bernake oversees a weekly Grade 6 study hall.

KAREN: I am an avid live music fan and desperately miss going to concerts, particularly those in smaller and more intimate venues around New England. I also love to explore new towns, museums, and antique shops. I enjoy movies and books of historical fiction and am committed to yoga or strength training throughout the year. For the last 23 summers, we have spent from one to three weeks in Wellfleet, and I am already imagining Newcomb Hollow Beach at sundown. ■