Parker Magazine Winter/Spring 2018

Winter/Spring 2018

LOWER SCHOOL TEACHING GRIT

MIDDLE SCHOOL ADOLESCENT MINDS

UPPER SCHOOL STANDOUT STUDENTS

CELEBRATING POETRY WEEK

�e Pa�nts AssocIaTIon p�sents the 36th Gala

MAY 5, 2018

FRANCISPARKER.ORG/GALA

TICKETS ON SALE NOW

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AN ISLAND LUAU TO BENEFIT PARKER STUDENTS Chaired by David Gray and Marilyn Tobin

MESSAGE FROM THE HEAD This past winter at the Annual Trustees luncheon, Board Chair Jeff Silberman ’75 presented the 2017 Henry F. Lippitt II ’29 Award to Deborah Szekely.

The Henry F. Lippitt II ’29 Award is Parker’s highest honor bestowed on a member of our community who distinguishes themself for ongoing service and a commitment to excellence in education at Parker. An alumnus of the Class of 1929, Lippitt demonstrated extraordinary dedication to the School through his work as a volunteer and trustee. In 1990, the Board of Trustees established the Henry F. Lippitt II ’29 Award recognizing Mr. Lippitt’s commitment to leadership and exceptional service to Parker.

By every definition, Deborah Szekely remains a distinguished member of the Parker community and the life of the School. She is the grandparent of Josh, Class of 2019; Jacob, Class of 2014; and the parent of the late Alex Szekely ’75 and Sarah Livia Brightwood ’73.

Deborah has served on the Grandparents Council since 2004, was a member of the Parker Board of Trustees from 1966 to 1974, and selected as Parker’s commencement speaker in 1999.

As you review this issue of Parker Magazine, I believe it will become and remain apparent the extent to which the vision of Parker lives on in the good work of our students, faculty, and alumni. As well, I have every confidence that our Lippitt Award recipient, Deborah Szekely will agree: For as much as things have changed over the years at Parker, that which matters most – Parker’s vision and mission – have not wavered, one bit.

My personal congratulations to Deborah Szekely, for her distinguished service and remarkable commitment to Parker the past five decades.

All the best,

Kevin Yaley Head of School

Upon receiving her award, Deborah shared a few stories about the Parker of old, including a crowd favorite on how the PE faculty at one point fastened cans filled with rocks to the ends of a pole to be used use for athletes’ weight training. As Deborah reflected, what became clear to all in attendance is that while much has changed over the half-century that has passed since her service as a trustee, one thing has not: Parker’s vision, mission, and support of its students.

To be sure, Parker’s vision and mission remain rooted deeply in the aspirational teachings of Colonel Francis W. Parker. Our vision sets direction, while our mission sustains every effort to strengthen program, curriculum, and instruction.

Clearly, we shall not waver from a long-standing objective to graduate students who embody those qualities essential for academic success and personal fulfillment, including intellectual curiosity, creative thinking, a passion for learning, a strong ethical responsibility, self-reliance, a commitment to community service, and a global awareness.

Board Chair Jeff Silberman ʼ75 presented Deborah Szekely with the Henry F. Lippitt II ’29 Award at the Trustee Luncheon on Feb. 9, 2018.

WINTER/SPRING 2018 PARKER MAGAZINE

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PARKER MOMENT

Avi Anklesaria and Jeremy McCulloch, both Class of 2018, work in the robotics lab on the Linda Vista Campus.

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PARKER MAGAZINE WINTER/SPRING 2018

PARKER MAGAZINE WINTER/SPRING 2018 FRANCIS PARKER SCHOOL Kevin Yaley, Head of School EDITOR Lori Foote ’94 DEPARTMENTS 04 PARKER HIGHLIGHTS

The latest news from the School 22 POETRY WEEK

Parkerʼs week-long celebration of poetry

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COPY EDITOR Barb Fokos Nicole Gesualdo CONTRIBUTORS Melissa Beltz Chris Harrington Courtney Ranaudo Annie Sawyer Tiffany Yu

24 INSIDE THE CLASSROOM

Division Heads discuss Parkerʼs

commitment to putting students first

PHOTOGRAPHY Melissa Beltz Nancee Lewis Photography Courtney Ranaudo Tiffany Yu

27 HANDS-ON TRAINING

Reconnecting students with the

tangible world 32 ALUMNI PROFILE

Meet Joel Smith ʼ82, M.D. 34 LIFE SKILLS

Parker prepares students with important

self advocacy skills

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38 COMING HOME

Parker alumni return to coach the next

generation of Lancer athletes 46 CLASS NOTES FEATURES 08 A FANTASTIC FIVE

Standout students showcase the

strengths of Parkerʼs Upper School 14 A DASH OF GRIT

Lower School teachers know the secret

ingredient to success 18 GOING SIDEWAYS

Navigating middle school adolescence

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2017-2018 FRANCIS PARKER SCHOOL BOARD OF TRUSTEES Jeff Silberman ʼ75, Chair Will Beamer ʼ89 Diana Casey Randall Clark Susan Davey Kristie Diamond Rich Effress Shakha Gillin, M.D.

Robert Gleason Robert Howard Randy Jones Ted Kim Susan Lester Jennifer Levitt Patsy Marino Kate Deely Smith

Meghan Spieker Mary Taylor Jeff Von Behren ʼ90 David Wellis Sarah White Caroline Rentto Wohl ʼ86 Kevin Yaley, Head of School

OUR MISSION To create and inspire a diverse community of independent thinkers whose academic excellence, global perspective, and strength of character prepare them to make a meaningful difference in the world.

Francis Parker School is an inclusive community where diversity is welcomed and celebrated. We seek talented students, families, faculty and staff from different backgrounds. The School does not discriminate on the basis of race, ethnicity, sex, gender identity, sexual orientation, physical ability, creed or national origin in the administration of its admissions, tuition assistance, employment determination or other procedures or programs.

Parker Magazine is published three times each year by the Communications Office as a School community magazine.

Communications Office Francis Parker School 6501 Linda Vista Road San Diego, CA 92111 communications@francisparker.org francisparker.org/magazine On the cover: Emily Park, Class of 2019, plays piano with the Lancer Orchestra in J. Crivello Hall.

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PARKER HIGHLIGHTS

MATT BLUMBERG ’88 TO SPEAK AT 2018 COMMENCEMENT Parker alumnus Matt Blumberg ʼ88 was selected as the commencement speaker for the Class of 2018. Based in New York City, Blumberg is an accomplished author (Startup CEO) and technology and marketing entrepreneur (founder and CEO of ReturnPath, Inc.) When asked about his thoughts on speaking to the class, Matt said, “Itʼs a great honor to be invited to deliver the commencement address this year, 30 years to the day after my own graduation from Parker.

Now all I have to figure out is how to cram 30 years of experience into 10 minutes!”

HEART OF CAMPUS UPDATE The skyline of the Linda Vista Campus is beginning to change as the walls and steel frame of the new student life center go up. Nearly half of the two-story underground parking structure is complete, and work continues on the remaining portion.

In Feb. 2018 the stoplight at Linda Vista Road and Northrim Court was installed and turned on, providing increased safety to pedestrians and vehicles traveling in the area.

Watch the Heart of Campus project construction live at heartofcampus. com/watch as it continues into fall 2018.

PARKER ATHLETICS APP Parkerʼs Athletics department launched the “Parker Lancers” app through the REPu Sports platform. The app allows Parker students, parents, alumni, and friends to stay up to date with the Schoolʼs athletic teams.

Users can follow favorite sports for schedules, scores, player info, photos, and videos. Learn more at parkerlancers.com/app

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PARKER MAGAZINE WINTER/SPRING 2018

REV. GREGORY BOYLE VISITS WITH PARKER STUDENTS Founder of Homeboy Industries, Rev. Gregory Boyle, visited Parker in Jan. 2018 to speak with students

about his work over the last 30 years building kinship and community among former gang members as they work to improve their lives. Homeboy Industries is the worldʼs largest gang intervention and re-entry program.

Each year, more than 12,000 men and women receive counsel from the organization as they pass through Homeboyʼs programs. Participants learn job skills, have their gang tattoos removed, and attend therapy sessions.

SYDNEY SCELFO, HEAD OF SCHOOL FOR THE DAY Friday, Feb. 2, Grade 3 student Sydney Scelfo took on the role of Head of School for the day. The experience was a Gala auction item her parents, Chris Scelfo and Bonne Adams, won at the event. After arriving to “work,” Sydney enjoyed meeting with Mr. Yaley and each of the Schoolʼs division heads, touring the School to meet with students and teachers, and learning about all that happens behind the scenes at Parker.

Perhaps the most exciting part of her day was the hard hat tour of the Heart of Campus construction project including a visit to the underground parking structure. Sydney learned a lot about what makes the School tick and commented at the end of her day that it was “the best day ever!”

PARKER HIGHLIGHTS

CELEBRATING BLACK HISTORY MONTH

DIVERSITY SPEAKER ROSETTA LEE VISITS PARKER Diversity speaker Rosetta Lee visited with Parker faculty in Dec. 2017 during a professional development series on creating inclusive classrooms, and met with Parker parents later that day to discuss parenting with identity in mind. Lee, an expert in diversity and inclusion, has worked with over 175 public and independent schools throughout the country.

Parkerʼs Director of Diversity and Inclusion Christen Tedrow-Harrison had this to say about the visit: “Having access to Rosettaʼs level of insight and expertise is integral to our faculty, parents, administration, and students. Her visit, coupled with the ongoing work of the School, ensures constant and vigilant access to the tools necessary to keep moving forward in this area and showcases the Schoolʼs commitment to this work. Just like reading and writing are skills that must be practiced to improve upon, so too is cultural competency. Rosettaʼs visit helped our entire community build stronger skills and tools.”

On Friday, Feb. 23., Parker screened the Golden-Globe-nominated film The Great Debaters (2007) in J. Crivello Hall. The film tells the true story of professor Melvin B. Tolson and his students at Wiley College, an historically black college, who took on the Harvard University debate team in the national championship in 1935. Parker’s very own Lower School parent and Equity, Diversity, and Inclusion (EDI) Committee member, Voltaire Sterling, played a role in the film. Sterling, along with EDI CoChairs Sophonya Simpson Adams and Camille Dunbar; PA President Donna Sheridan; and Director of Diversity and Inclusion, Christen Tedrow Harrison, brought this important film to the Parker community.

GRADE 7 COMMUNITY AWARENESS On Wednesday, Feb. 14, Grade 7 students spent the day at seven organizations around San Diego County as part of Community Awareness Day. The event, which occurs three times during the year, provides students the opportunity to spend a day outside of the classroom focusing on giving back to their community.

Activities included working with students at Empower Charter School and Educational Enrichment Systems; ensuring a clean community at Canyonlands and We Love a Clean San Diego Adopt-a-Beach organization; learning about community services in the Linda Vista area; and helping at Feeding America, San Diego Food Bank, and the Potiker Senior Center.

DIVISION CHAMPIONS On Thursday, Nov. 9, Parkerʼs Cross Country teams won Coastal League Championships in the Boys Junior Varsity, Girls Varsity, and Boys Varsity races. The following weekend, the Boys Varsity team went on to earn the California Interscholastic Federation (CIF) Division V San Diego Section Title.

On Saturday, March 3, Parkerʼs Boys Basketball team (pictured above) defeated Christian High School 69-54 earning them them the CIF San Diego Section Division II Championship.

ACCOLADES Two Parker athletes were honored with CIF Spirit of Sport Awards this school year. Ben Krongard, Class of 2018, received the CIF Spirit of Sport State Award and Bryan Shaw, Class of 2018, received the CIF Boys Spirit of Sport Award for San Diego County.

The Spirit of Sport award recognizes student-athletes who demonstrate the CIFʼs 16 principles of Pursuing Victory with Honor, are active in school and community service, and exhibit leadership qualities.

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PARKER HIGHLIGHTS

AS SEEN ON SOCIAL MEDIA Parkerʼs Day of Giving­—More than 800 family donors made gifts for a one day giving total of $400,000! Thank you to all who participated.

Poetry Week— Parkerʼs weeklong celebration of poetry. See page 22.

#facultyfriday— Celebrating a Parker faculty member each week.

FOLLOW PARKER ON SOCIAL MEDIA /FRANCISPARKERSCHOOL /FRANCISPARKERSC /FRANCISPARKERSC /FRANCISPARKERSCHOOL Facebook Live—Parker streams many daytime events live from our Facebook page including Lower School flag raising each Monday.

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PARKER MAGAZINE WINTER/SPRING 2018

FRANCIS PARKER SCHOOL

“Parkerʼs environment really pushes everyone to succeed at whatever you put your mind to.

It doesnʼt matter what you love. Go out there and do something.”

Ryan Austin, Class of 2018

p. 13

“Most of our students come from the Middle School and literally run to the Upper School—and then they try and figure out if running is still cool or not.”

Dr. Monica Gillespie, Head of Upper School

“EVERYTHING WE TOUCH WAS MADE,

p. 24

“My academic interests and passions feed my artistic life.”

“We want our students to get comfortable with struggle, embrace the struggle, learn to appreciate it, and learn how to overcome it.”

Kerry Parish-Philp p. 17 Grade 3 teacher

Natasha Partnoy, Class of 2018 p. 11

CONSTRUCTED, COMPOSED, OR DESIGNED. THE IDEA THAT ART IS ONLY DECORATIVE IS A MISPERCEPTION.”

“Being in a leadership role is something I feel I can excel at, and Parker gives me the opportunity to leverage my talents.”

Kira Hirsch, Class of 2019

p. 37

Steve Cook p. 30 Visual Arts teacher WINTER/SPRING 2018 PARKER MAGAZINE

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e v i F c i t s a t n a F A STANDOUT STUDENTS SHOWCASE THE STRENGTHS OF PARKERʼS UPPER SCHOOL

BY TIFFANY YU

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PARKER MAGAZINE WINTER/SPRING 2018

might not picture YOU a football player who canʼt wait to get off the

field to study astrophysics.

But then thereʼs Jack, always looking for his next challenge.

Passionate thespians like Natasha make it their lifeʼs work to tell untold stories. Sheʼs been doing it professionally since the young age of 10.

A defensive lineman might not be the first person you think of when someone says, “nicest guy in school.” But then thereʼs Bryan, who is just that.

Youʼd be surprised to know that Maria, who appeared on a billboard sign because of her love for science and exploration, was once a shy, young Girl Scout who hid behind her Mom while selling cookies.

And not every young Eagle Scout that you meet is an award-winning woodturner who also happens to be earning his pilotʼs license.

But youʼre about to meet Ryan, who seems to never back down from a challenge.

These students have found their passions and made them their own. Parker continues to challenge them academically while creating a space that allows them to carve out their own niche— and others take notice.

Read on as these five standout students share their secrets to living life to the fullest.

Jack

Jack Sachrison, Class of 2018, tackles a math problem.

Jack Sachrison, Class of 2018 and Parker lifer, thrives on challenges. Whether itʼs on the football field staring down a wall of linebackers or in the classroom staring down a complex math problem, Jack sees every difficult encounter as a chance to learn more about himself.

Sports are a big part of who he is. As a wide receiver and cornerback for Lancer football, he has been tested many times.

“Being part of a team, you see how you fit in and how you work, and that helps you find your strengths,” says Jack.

On the academic side, Jackʼs discovery of his strengths dates back to Grade 7 when he was placed into advanced math at Parker. Not only did it push him to constantly extend the boundaries of his knowledge, but it also showed him that the fields of math and science are engaged in that very same pursuit.

“I like the fact that a lot of [research in math and physics] is still unanswered, and every week it seems there is a new discovery.”

Now enrolled in Advanced Placement math and physics courses at Parker, Jack plans to major in astrophysics and quantum physics in college. What he wants to do is push the envelope.

“Usually when I say ʻmath and physics,ʼ people think ʻengineering,ʼ” says Jack.

“But I donʼt really like engineering, because you are working with ideas that have already been discovered. I want to be on the research side and be the one discovering those new things that engineers will use.”

When Jack is not doing research, he is playing clarinet in the Upper School band, preparing for a competitive athletics season, or exploring a new sport: Bouldering, a form of rock climbing done without ropes on smaller rock formations. Jack was attracted to bouldering not by the physical challenge it represents, but because of the methodological one.

“I love how every pathway upward is called a ʻproblem,ʼ” he explains. “To get up, you have to solve the problem.

Itʼs an actual application of problemsolving, which blends the things that I like: thinking, studying, and athletics.”

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rB yan

At 6 feet 4 inches tall, Bryan Shaw, Class of 2018, knows how it feels to be the one who sticks out in the crowd.

He also knows how important it is that everyone feel included. As a member of the Associated Student Body, part of the Diversity and Inclusion Committee for Upper Schoolʼs Diversity Day, vice president of the Umoja Club, and team captain of Lancer football, Bryan makes it his job to ensure that all Parker students feel proud of who they are.

“I have been the odd one out since kindergarten—always taller than my friends,” says Bryan. “Growing up, Iʼve just always had to be comfortable in my own skin.”

Not long ago, Bryan was selected by the California Interscholastic Federation (CIF) as the winner of the 2017 Boys Spirit of Sport Award for San Diego County. The award recognizes student athletes who showcase exemplary sportsmanship and leadership in their school and community.

Bryan certainly has a presence in the Parker community. Nearly everyone in the Upper School knows who he is. But thatʼs a street that runs both ways: This year, Bryan made it his goal to learn every Upper School studentʼs name.

With fewer than 100 days until the end of his senior year, Bryan has only the freshman class left to get to know.

“When you keep saying ʻhiʼ to people, theyʼre going to want to talk to you, and then you get to know their names,” he explains. “This is my way of taking those initial steps to making a nicer, more welcoming community.”

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PARKER MAGAZINE WINTER/SPRING 2018

Bryanna Shaw and Bryan Shaw, both Class of 2018, with their mother, Rickena Mills.

“I believe you should give what you want in life,” says Bryan. “If you want to be happy, you should make the community happy.”

Social justice is another passion of Bryanʼs, and one of his outlets is serving as vice president of Parkerʼs Umoja Club, whose name means “unity” in Swahili. The club seeks to educate the School community about African American culture and discuss national issues on Campus, all with the goal of creating a more inclusive community.

For this yearʼs Upper School Diversity Day, Bryan plans to teach a session on the societal effects of colorism; a component of racism referring to discrimination based on skin color.

“I hope to teach that you should just love yourself for who you are,” he says.

“It doesnʼt matter what shade you are.

Itʼs the person you are on the inside, and how you want to present yourself.”

With his twin sister, Bryanna Shaw, Bryan serves as co-chair of the youth ministry for Extended Hands Worldwide Ministry, an organization

focusing on providing resources and services to people in need. Bryan and Bryanna started the youth section of the group after they ran an event that involved delivering clothes to the homeless. Bryan was especially moved by the number of children in the San Diego area who need resources, so he asked if he could start collecting and distributing childrenʼs books at events.

“I want to do a little something that will brighten their day,” he says.

Upon graduation, Bryan plans to study biochemistry and become a pharmacist. To continue his goal of creating an inclusive, brighter community, Bryan says he will be greatly involved in student government in college.

a h s a t Na

Natasha Partnoy, Class of 2018 and a Parker lifer, has never really had to think about what sheʼd be when she grows up.

“Iʼve always known it. Iʼve always felt it,” Natasha says. “In preschool, the head of the school told my mom, ʻSheʼs going to be an actor.ʼ Even my aunt, who was an elementary school teacher, said, ʻSheʼs going to be an actor.ʼ” After more than a dozen people told Natashaʼs mother the same thing, fouryear-old Natasha tried out for the San Diego Junior Theater in Balboa Park.

“The cutoff age was five, but I begged my mom to let me go. We just pretended that I was five, and it was fine!”

While the Junior Theater was Natashaʼs first experience with acting, she continued to hone her craft elsewhere, landing her first professional acting gig at age 10. This past December, she was a finalist for the National YoungArts Foundation Award for Excellence in Theater, chosen from among thousands of talented young actors. Thanks to the award, Natasha spent time in intensive master classes in Miami.

“The most exciting thing about the master classes in Miami was being around other people my age who

Natasha Partnoy, Class of 2018, on stage with Arjang Mahdavi. Photo by Capture Imaging.

share my passion and ambition. Being around such talent made me realize that maybe I must be an amazing artist, too.”

Natashaʼs senior-year schedule is filled with English honors and AP classes.

While English is her favorite subject and Shakespearean theater her focus, her love of Shakespeare was not sparked by her acting, but rather by her studies in Parkerʼs Middle School.

“I feel my academic interests and passions feed my artistic life,” she says.

“Iʼve never felt my acting was held back by being at an academically challenging school like Parker,” she says. “Acting is informed by knowing the world around us, and Parker has only made me a better actor because I have an enriched understanding about humanity.”

Upon graduation, Natasha plans to attend an acting college and minor in English. After college, she will pursue the dream that she always knew she would—acting.

Unlike most professional actors Natashaʼs age who attend specialized art or theater schools, she has drawn on her Parker experiences to bring depth to her acting.

“Be creative in how you choose to live your life.

You donʼt have to follow a prescribed plan, even if thatʼs what everyone else is doing. There are ways to create your own path.”

Natasha Partnoy, Class of 2018

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a i r a M

Maria Burritt, Class of 2020, became a Girl Scout in an unexpected way.

Averse to the spotlight and extremely shy as a young girl, Maria decided to push herself and try out for a Girl Scout production of Peter Pan. She imagined it would be an opportunity to make a few new friends. What she found was the confidence to go out and create positive change in the world.

Today, Maria is on her way to achieving the Gold Award, the highest award a Girl Scout can earn. Having already earned the Bronze and Silver Awards, Maria hopes that her Gold Award project will make a meaningful difference in her community.

“What I learned from my time in Girl Scouts was more than how to make friends and sell cookies,” says Maria.

“It taught me to speak for myself and for other people who donʼt have a voice.”

For her Bronze Award, Maria coordinated her Girl Scout troop and local community members in making blankets for homeless children in San Diego. For her Silver Award, she organized an event called “Creating Tolerance” with guest speaker and Holocaust survivor Rose Schindler.

People who attended the event were invited to create ceramic butterflies for the Butterfly Project, a worldwide effort whose goal is to make a butterfly for each of the 1.5 million children killed in the Holocaust. The butterflies from “Creating Tolerance” now hang at the Girls Scouts San Diego Balboa campus.

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PARKER MAGAZINE WINTER/SPRING 2018

Maria Burritt, Class of 2020, proudly wears her Girl Scout sash showcasing her hard work.

Mariaʼs success with the Girl Scouts predates these efforts. In Grade 6, she won a billboard competition cosponsored by Girl Scouts and the national dairy farmersʼ campaign, “Got Milk?” The contest called on young people to submit simple ads depicting how they drank milk and ate cookies, with the winnerʼs ad displayed on billboards along the California coast.

Maria won for an advertisement that was based on her love of science and exploration. Her billboard depicted her beneath a starry sky with her telescope snacking on milk and cookies.

“Iʼve always been extremely interested in science,” she explains. “My brother has autism. Ever since I was little, I told my mom that I wanted to find a cure for autism and study neurology. I wanted to showcase that in this ad.”

Mariaʼs brother, who has epilepsy as well as autism, has provided her with continued motivation to do more for others.

“My brother has always been my inspiration,” says Maria. “He was the one who got me interested in science and research into the brain. It makes me happy to see how my success makes him really happy.”

Maria also helps tutor Somali refugee children, a weekly commitment she made back in Grade 6. Given all of her commitments to the community, Maria finds it a great comfort to be at Parker where her teachers and classmates are supportive of her endeavors.

“One of the reasons I chose to come to Parker was because I felt like the competition at Parker was a healthy competition,” she says. “Everyone cares for one another, and everyone genuinely wants you to succeed, whether itʼs a teacher, an advisor, or other students.”

Ryan

Ryan Austin, Class of 2018, says the only way to find out what youʼre good at is to seek out what challenges you.

Woodworking was his obstacle.

In Grade 6, Ryan needed to fulfill his arts credits. The Middle School administration encouraged him to try woodshop. He found the suggestion appalling.

“I thought woodshop was the worst thing,” he recalls. “I didnʼt think it would be fun at all because I liked my computer programming classes. But the School said I had to earn my arts credits. So I chose woodshop, and it was the best thing I have ever done. It turned into a passion for me.”

That year, Ryan created a lamp that won an award at the San Diego County Fair. From that moment on, he was hooked. He became interested in learning more complex designs, such as segmented bowls and pens.

Fast-forward to this past July when Ryan was one of only eight high school students from across the United States to be selected as a finalist in the woodturning competition, “Turning to the Future.”

What turned Ryan from a reluctant woodworker to a master craftsman?

The understanding that woodturning represented the practical application of math in art.

“In school we talk about concepts and theories of what could be,” he explains.

“But in woodshop, we are actually applying what we learned in geometry class to make something meaningful that will last generations.”

Ryan Austin, Class of 2018, in the cockpit just after completing his first solo flight over San Diego. Photo by Karen Austin.

Woodturning is only one of Ryanʼs many achievements. He is on his way to completing his pilotʼs license, and he recently finished his Eagle Scout project which involved rebuilding an informational kiosk at Presidio Park.

“From getting the permits to talking to the City to gathering supplies to making the project happen,” becoming an Eagle Scout “was an amazing leadership experience for sure,” he says.

Ryan has been involved with Boy Scouts since Grade 1 at Parker. The experience has taught him to try new things and not fear failure because, as he says, “you have an incredible community behind you.”

“Parkerʼs environment really pushes everyone to succeed at whatever you put your mind to,” Ryan adds. “It doesnʼt matter what you love. Go out there and do something.”

Ryan plans to study aerospace engineering in college and one day build for SpaceX or Boeing.

“I just want to build things,” he says. “I think that love of creating was driven in me from woodshop.”

Itʼs a passion he wouldnʼt have found if he had backed down from the challenge. n

Thatʼs a statement he says is also true of Parker. “The best thing about Parker is the supportive faculty—being able to go to any of your teachers and know they are always there for you on anything.”

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GRIT A DASH OF

LOWER SCHOOL TEACHERS KNOW THE SECRET INGREDIENT TO SUCCESS

BY TIFFANY YU

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PARKER MAGAZINE WINTER/SPRING 2018

AT PARKER, GRIT IS A WAY OF LIFE FOR BOTH STUDENTS AND FACULTY. TOUGHNESS, TENACITY, AND PERSEVERANCE ARE CHARACTERISTICS THAT FUEL A GROWTH MINDSET. THAT MINDSET, IN SOME WAYS, IS THE KEY THAT UNLOCKS A WORLD OF POSSIBILITY. The discovery of the growth mindset concept is credited to Carol Dweck, the Lewis and Virginia Eaton Professor of Psychology at Stanford University. Throughout decades of research, Carol discovered that students who believed in their own unlimited potential (growth mindset) outperformed those who believed their levels of intelligence and talent were predetermined (fixed mindset). She determined that fostering a growth mindset allowed students to develop their abilities through dedication and hard work and also that having a growth mindset leads to resilience and a love of learning.

A growth mindset is fundamental to every aspect of life at Parker: taking a test, completing homework, learning math or science or reading, and competing on the field or court. Giving up is not an option. Students learn to identify obstacles, generate creative ways to overcome them, and draw from the experience to inform their approaches to future challenges.

This outlook takes hold as early as Senior Kindergarten.

Lower School teacher Birdy Hartman encourages her students to lean into a challenge when work gets hard. The feeling of struggle is a sign that they are learning.

“In my class, I often use the phrase, ʻPush Your Brain,ʼ” Birdy says, “meaning that even the best learners continue to challenge themselves.”

During reading lessons, Birdy tells her students that if they come to a tricky word, not to just skip it but rather to work on it until they figure it out. If they do, the next time they come across it theyʼll know it.

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“GRIT IS A LIFE SKILL. NO MATTER WHAT CAREER PATH YOU TAKE, YOU’RE GOING TO HAVE TO STICK WITH IT AND YOU WILL EXPERIENCE FAILURE AT SOME POINT. HOW YOU GET PAST IT DETERMINES YOUR SUCCESS. OUR GOAL WITH OUR FOURTH GRADE TEAM IS TO GIVE STUDENTS THE TOOLS THEY NEED TO BE ABLE TO ANALYZE THEIR ERRORS, AND NOT SEE IT AS SOMETHING THEY CAN’T COME BACK FROM. INSTEAD, WE WANT STUDENTS TO KEEP PUSHING THROUGH AND LEARN FROM THEIR MISTAKES.” Eugenie Armangau Grade 4 teacher

Top: Grade 1 students complete a lesson using iPads. Middle: Grade 5 students work on a project in technology class. Bottom: A Grade 4 student works with teacher Chelsey Watkins on a writing assignment.

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PARKER MAGAZINE WINTER/SPRING 2018

A DASH OF GRIT “The goal is that they will want to push hard to read, and the higher level books will become easy,” says Birdy.

Grade 1 teacher Stacey Shemanski focuses on developing her studentsʼ “struggle muscles.”

“The more often students are given the opportunity to feel a challenge, the more they will be comfortable with the fact that they are uncomfortable,” Stacey says. “[Students need to] know that discomfort is OK and have strategies to work through it.”

Those strategies may include asking a classmate for help, reading the problem again, trying the problem another way, or calling upon a teacher. Stacey says that with the last option, the answer is not easily given. Students who choose to ask for help must present all the ways they have tried to come up with the answer. The students know that if they have demonstrated grit and made good on the struggle, she will guide their way to a solution.

Grade 3 teacher Kerry Parish-Philp also believes that toughing it out through difficulty is part of learning.

“At the beginning of the year, we jump in with some very challenging tasks for our groups,” Kerry says. “We want our students to get comfortable with struggle, embrace the struggle, learn to appreciate it, and learn how to overcome it.”

In Grade 3, students are introduced to long division, something that comes naturally to few of us. Kerry tells her students that there are multiple strategies, and there is no right or wrong way to get to the correct answer.

When they are divided into groups and given their very first long-division problem, she encourages them to pull from what they have already learned in math and share knowledge with one another.

“They came up with four different ways to solve the problem,” Kerry says, recalling this yearʼs version of the lesson. “Some were successful and some werenʼt. The point of the exercise was for them to realize there is more than one way to attack a problem.”

She believes if her students exercise this mindset, they will be successful in anything they do.

Another important part of a growth mindset is positive affirmation. Telling yourself “you can” helps you to believe that you can. Visit any Lower School classroom and you will see walls filled with positive affirmations and different thoughts on overcoming challenge and failure.

“F.A.I.L. simply means ʻFirst Attempt In Learning,ʼ” says Kerry, recasting any teacherʼs least favorite word as a positive acronym. “I explicitly implement positive ʻself talkʼ every day until the students hopefully internalize it.”

Working through challenges takes extra effort and a studentsʼ growth mindset develops as they move up through the grades and take on progressively more difficult material.

Parkerʼs Grade 5 curriculum offers students the chance to practice their growth mindset in a collaborative setting. Growing isnʼt just about pushing through difficult individual skill-development; it also involves collaboration. When Grade 5 students produce plays about the environment, for example, they take responsibility for every aspect including set design, script writing, and delegating roles.

Working together effectively in all of these areas is as valuable as the final performed product.

“Theyʼre not always going to be paired with their favorite people. Thatʼs not how the world works.”

Theresa knows her students occasionally encounter obstacles or “hit a wall” as they move through the Grade 5 curriculum, whether working together or alone. When that happens, she tells her students itʼs OK to not know the answer, and that itʼs OK to make mistakes. She encourages them to inspect their mistakes, correct them, reflect on what they learned, and set goals to do better in the future.

“In fifth grade, we are teaching independence,” Theresa says. “But it cannot come without the students taking ownership of their learning, and that begins with reflection.”

“I donʼt ever want my students to say, ʻIʼm not a math student,ʼ” she adds. “I ask them, ʻHow can you say that in a more positive way?ʼ and to think, ʻIʼm not there yet, but Iʼm going to take these steps to get there.ʼ” Theresa loves teaching Grade 5. It is a huge task to prepare students for the bigger challenges of Middle School, and helping students practice a growth mindset increases their chances of being ready to take on future challenges.

“I want students to remember: Believe in yourself. It will be difficult. Things donʼt come easy. And when you hit a wall, remember what we taught you,” she says.

“Have grit, have perseverance. Keep on going. Kniw that some experiences will be difficult, but reflect on them and say, ʻThings will get better. I just have to put in the effort.ʼ” n

“The students will have to work in groups so much in the future,” says Theresa Tran, Grade 5 teacher.

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GOING SIDEWAYS NAVIGATING MIDDLE SCHOOL ADOLESCENCE

BY COURTNEY RANAUDO

Middle School lunch at the Linda Vista Campus is a sight to behold; in no other division will you see kids as excited for lunchtime. They sprint to the Parker Cafe to compete for the coveted first place in line, then speed walk back to the Middle School quad with plates teetering on the brink of falling.

While some groups of students spend their precious lunch hour sitting around the shaded tables swapping stories, others head straight for the court to play a pick-up game of basketball.

Middle schoolers are walking contradictions—they vacillate between awkward and self-assured, silly and astute. Like their nascent neurons, these students bounce between different interests, hobbies, friend groups, and personalities.

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“Early adolescence presents a neurological picture that involves a relatively developed limbic system, or emotional brain, coexisting with a relatively underdeveloped prefrontal cortex…which controls executive functions like inhibitions of impulses, reflections, and planning,” explains Thomas Armstrong, author of The Best Schools: How Human Development Research Should Inform Educational Practice. “To put it another way, young teensʼ brains have their accelerators pressed all the way to the floor, while their brakes have yet to be installed.”

When it comes to educating adolescents, researchers have found that rather than focusing on high test scores, schools must place a higher emphasis on social and emotional learning, positive adult-student relationships, and providing opportunities that help mobilize teenagersʼ newly developed metacognitive abilities.

Shepherding the Herd Parker faces adolescent development head-on by creating approaches to learning that engage the social, emotional, and metacognitive dimensions of young adolescence so students joyfully and successfully enter young adulthood.

Over the past five years, Parker administrators and faculty have engaged in deep planning and conversations around the Grade 5 to 6 transition. At this stage developmentally, studentsʼ minds and bodies are also in a state of transition— experiencing major hormonal and neurological changes that give rise to the key emotional and physical markers of their age group.

“Weʼve made sure, within the curriculum and schedule infrastructures, to help new Grade 6 students learn valuable core skills that will support them over the sequential years, as well as just getting them comfortable in their new environment,” says Head of Middle School Dan Lang.

During the first trimester, Dan explains, faculty are accutely tuned in to the cognitive load of students, which encompasses things like moving from class to class, communicating with multiple teachers, managing a daily planner, and even using a locker for the first time.

“Their environment is constantly shifting. There is a slew of new students they didnʼt have before [on the Lower Campus]. Those things in

Middle School students practice for a volleyball game during their lunch period.

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Research shows that advisory programs not only improve academic achievement, but also increase prosocial behaviors (such as kindness, sharing, and empathy), improve student attitudes toward school, and reduce depression and stress among students. Effective social and emotional learning programming also develops key skills such as selfawareness, responsible decisionmaking, self-management, social awareness, and relationship skills.

Navigating Disappointment Dr. Bridgett Besinger, Dean of Student Support Services, guides students and their families through what can often be an emotionally turbulent time.

Grade 7 students chat during a passing period.

and of themselves are huge changes for middle schoolers,” says Dan. “So we give them time, space, and resources to find their feet. By the second trimester of Grade 6, theyʼre clicking; and at the end of the third trimester, most students are dialed-in.”

Advisory is Essential An important addition in recent years has been the introduction of advisory, which acts as a studentʼs home base for the school year. For 50 minutes twice each week, an advisor and a group of students meet to discuss and collaborate on different social and emotional lessons, including topics like health and wellness, human development, and alcohol and drug awareness.

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“We sit down with a steering committee that involves representatives from health and wellness, athletics, Dan, myself, and the grade-level deans,” says Assistant Head of Middle School Christi Cole ʼ86. “And from there we build that yearʼs advisory program with our students and community in mind.”

Advisors also play an important role in tailoring the advisory curriculum to best fit their group of students. “[The advisors] know what will resonate with their students because they get to know them on a deep level.

We donʼt use a canned program—we want to make sure each lesson makes sense to every student,” explains Christi.

“The primary developmental task of adolescence from a psycho-social standpoint is identity formation.

We are figuring out who we are,” says Bridgett. “Thatʼs an incredibly complex task because who we are is defined in part by our family and our peers. But what many kids start to find as they discover themselves is that not everything about them is in alignment with their parentsʼ and friendsʼ values and interests.”

With identity formation acting as the foundation for adolescent development, middle schoolers must also navigate constant comparison with their peers. Adolescents are comparing their bodies, personalities, and achievements; and for the first time in their lives, are coming to the realization that theyʼre not going to get everything they want.

“By definition almost, adolescence is going to be a time where we start to experience real disappointments and failures,” says Bridgett. “But itʼs important to have those experiences

GOING SIDEWAYS

Grade 8 students catch up with each other after science class.

in a developmentally appropriate way because it allows us to begin building some coping strategies.”

The good news, Bridgett explains, is kids tend to rebound pretty quickly.

Middle schoolers are resilient—the beautiful (and often aggravating) thing about teens is that they can turn things around on a dime.

“Sometimes Iʼll see students on one day where the world is literally crashing down around them, and two days later, life is wonderful again,” Bridgett says.

“As adults, we have to be prepared for and aware of that cycle, so we donʼt jump on that wave with them. Instead, we provide stability and let them know that while everything seems bad right now, it gets better.”

At School, At Home If parents are hitting roadblocks at home with their middle schoolers, Parker administrators want them to know that the path from school to home is not a closed one.

“We have a safety net for your child,” explains Christi. “We want them to fall a little, we want to push them a little.

We want them to be challenged—but weʼre also always there to catch them.” n

“One of the first things we tell parents is to partner with the School,” says Christi. “Weʼve seen a lot of middle schoolers, a lot of different kinds of kids, a lot of parents—weʼre here to help. We want to support you. We want you to come and ask questions. Even if youʼre unsure or your kids are telling you not to, talk to us anyway.”

She also assures that while this can be a confusing and uncomfortable time for both children and their parents, Parker is by their side.

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BY CHRIS HARRINGTON Francis Parker Schoolʼs first Poetry Week was a fun-filled and exciting five days (Feb. 5-9) that provided a meaningful venue for self-expression and creativity, encouraged a deeper love and appreciation for writers and writing, and united the entire Parker community together in a celebration of beautiful language.

The week culminated in two readings by former U.S. Poet Laureate Billy Collins, who impressed students, faculty, and parents with his wit, wisdom, and grace. Reading for the students in the Field House in the morning and the Parker community at the poetry salon at J. Crivello Hall in the evening, Mr. Collins read many of his old favorites, such as “Forgetfulness” and “The Lanyard,” but also treated both crowds to several new and unpublished poems, including the crowd-pleasing topic of the fainting goats of Tennessee.

In addition to the public readings, Mr. Collins met with a small group of students to talk about the writing of poetry, signed hundreds of books and posters, and posed for photographs with his many fans.

But the poetry salon with Billy Collins was just one piece of a lively week that featured over 200 Middle and Upper School students reading original poems in J. Crivello Hall, lunchtime performances by local spoken word artists, faculty poetry readings, poetry read over the PA by teachers and administrators in the morning, and hundreds of poems read and studied in English and non-English classes alike.

There were Poetry Week buttons, Poetry Week flyers, and a Poetry Week blog. There were poetry-grams, poems in your pocket, and even an Organic Chemistry Poetry Slam.

Buoyed by the spirited participation of students, faculty, and staff, Poetry Week successfully brought poetry to every last corner of both Campuses. It was a week to remember. n Poetry Week was made possible by the generosity of former trustee and parent of alumni Carol Vassiliadis.

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IMAGE GUIDE 1 | Poetry Week buttons were worn by faculty and students throughout the week. The Poetry Week artwork was created

by Isaac Gray ʼ16.

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Left to right: David Kim, Matthew Beecher, Cole Harris, Cameron McCool, Lauren DeLue, Gabriel Sawaya, Bryan Shaw, Charles Cain, Nebiyat Walelign, Augustin Scanlon, Tej Shah, and Riley Pasha, all Class of 2018, read poems at Lower School flag raising on Monday, Feb 5 accompanied by Upper School teacher and Grade 10 Dean Nancy Anderson-Bruno (center).

3 | Isabella Walther-Meade, Class of 2021, presents her poem, “Hyphen American,” at the Middle and Upper School student assembly.

5 | Jordan Ryan, Class of 2019, presents his organic chemistry haiku during the “Orgo Poetry Slam.”

6 | Billy Collins with Vassiliadis Chair in English Chris Harrington at the evening reception.

7 | English teacher Carol Obermeier and Carol Vassiliadis, sponsor of Poetry Week, at the evening reception.

8 | Spoken word artist Viet Mai presents his works to students during a lunchtime reading.

9 | Chloe Walls, Class of 2024, presents her poem, “First Love,” at the poetry salon.

10 | Isabella Cady, Class of 2018, presents her poem, “Muted Hues,” at the poetry salon.

4 | Billy Collins reads his poems to students and faculty at the Middle and Upper School student assembly.

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Inside the Classroom Conversations Between Parker Administrators

STUDENTS FIRST

BY COURTNEY RANAUDO “Students First,” a core value at Parker, aims to develop learner autonomy and independence by putting responsibility in the hands of students. How does that value play out in real life?

We sat down with Parkerʼs three division heads—Dr. Bob Gillingham, Dan Lang, and Dr. Monica Gillespie—to help explain the enduring value of Parkerʼs approach to studentcentered learning.

Note: The transcript of this conversation was edited for space and clarity.

PROGRESSIVE ROOTS Bob: In recent years, weʼve moved closer to the original vision that Colonel Francis W. Parker had for the School. The shift toward the interest of the students has been a dynamic effort in the last decade. We spend a lot less time teaching kids how to do things and a lot more time teaching them how to think. Ultimately, at Lower School, we want to make sure that the kids are well-prepared to move joyfully into the Middle School, and also have a level of independence that will help them to navigate all of the new challenges coming their way.

Dan: We in the Middle School are leaning more that way as we look at the student experience. We constantly ask ourselves: What is their experience really about? Especially as students move from Grade 5 to Grade 6, weʼre attentive

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to the fact that the transition is dramatic and has challenges of its own.

Bob: Like being the smallest. Again.

Dan: Thatʼs right. Kind of moving from the top of the heap to starting over at square one. But it is a joyful transition. One of the things that weʼve seen consistently across the divisions is the focus on the relationship between the teacher and the student. Being able to leverage the relationship that teachers make with students and the environment that they then create is really what helps us support kids towards excellence.

Monica: Most of our students come from the Middle School and literally run to the Upper School—and then they try and figure out if running is still cool or not. But theyʼre ready to be with us, and theyʼve developed a sense of wonder, adventure, and learning that really starts in Junior Kindergarten.

While they are bigger and older, those characteristics are still present. At Upper School, we want to take all of that energy they have, their desire to learn, and what might be meaningful to them, and provide the space for them to learn about those things while also offering new opportunities.

We know itʼs not for us to make decisions for them, but to empower them to make the right decisions for themselves— so they really are ready to manage their own lives.

Dan: When I think about “students first,” I think sometimes thereʼs a misconception. If you say, “weʼre a student-centered school,” people may make the incorrect assumption that our

Top: Head of Upper School Dr. Monica Gillespie with Head of Middle School Dan Lang. Middle: Head of Upper School Dr. Monica Gillespie. Bottom: Head of Lower School Dr. Bob Gillingham.

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STUDENTS FIRST approach doesnʼt equate with high-level academics. There is absolutely very high-level rigor all the way from Junior Kindergarten through Grade 12. The difference is that when our faculty are teaching, they also focus on the fact that in their classroom there are human beings. And the only way those students are going to be successful is to put them first.

DEVELOPING IDENTITIES

Monica: The only way they can find that identity is if they feel connected and have a sense of belonging. If you donʼt feel that you belong, or if you feel that youʼre not respected, youʼre not really able to build that sense of self that fosters interdependence—which is ultimately what we want for them. We have outstanding faculty and staff who know our students, and our students know they belong. Thatʼs an amazing thing.

Bob: Iʼve noticed the teachers donʼt try to control the kids top-down. Instead, they build a framework within which students can operate comfortably with a feeling of safety.

With that, students are willing to take risks. Yes, sometimes they stumble and fall. But they know how to get back up again. They become good at that. They persevere; they develop greater resilience. I only see that increasing as they make their way through the three divisions.

THE END GOAL Dan: Try as we might, you canʼt actually force someone to learn something. Students have to want to make that choice. Through strong relationships and compelling learning environments, our students become motivated and choose to create their own knowledge. “Students First” is the progressive essence of our School. Students direct their learning, building it on the foundation of the mental constructs that they have developed for themselves.

Monica: When our students go out into the world, we want them to be confiden that they can make decisions for themselves that are based on values. We want them to have resilience and the personal agency to manage their lives. They

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HEAD OF SCHOOL SCHOLARSHIP PROGRAM The Head of School Scholarship Program, spearheaded by Jeff ’75 and Karen Silberman in 2017, ensures that all qualified students have access to a Parker education.

The Program significantly increases Parkerʼs ability to provide a life-changing educational experience for qualified students, and advances the School’s mission and commitment to greater socioeconomic diversity and inclusivity.

To encourage the School to raise even more funds for financial assistance to benefit additional students, the Silbermans will utilize their $1.5 million gift to inspire others to join them as investors in the Program.

Their investment will provide double the recognition for other donors’ gifts to the Program for the next two school years. The goal is to raise an additional $1.5 million from the Parker community for a total initial investment of $3 million.

Donors who give to the Program during the 2017-2018 and 2018-2019 school years will be recognized at double their gift level.

For example, if a donor gives $5,000 to the Program, they will be recognized for a $10,000 contribution.

For more information, visit: francisparker.org/ hosscholarshipprogram

ADVANCING PARKERʼS MISSION

Bob: One of the most fulfilling aspects of my job is to be able to see students after those of us in the Lower School havenʼt been in daily contact with them for a while, when they are Upper School juniors and seniors. Their sense of identity has really begun to coalesce around the interests they had when they were younger. In our role as pacers at graduation, it gets me every time when I look in their eyes and I can still see the 10-year-old.

are able to make a meaningful difference in the world because they are interdependent and connected, traits they have because they were in a school environment where those qualities grew and developed over time.

Thatʼs really what our society needs: People who have a strong sense of self, which is independence, but who also know that they are dependent upon others. Thatʼs one of the many gifts of our School, and a hallmark of the Parker experience. n

Bella Sahota, Class of 2021, works on an art project.

HANDS-ON TRAINING

PARKER’S VISUAL ARTS PROGRAM RECONNECTS STUDENTS WITH THE TANGIBLE WORLD

BY MELISSA BELTZ

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In

todayʼs digital world, itʼs easy to get lost in the screen.

We socialize, learn, and play with the touch of a button or the tap of a finger. But interacting with the tangible world is a powerful thing, perhaps more so now than ever.

Art is one of the realms in which students can take hold of materials and tools and immerse themselves in the act of creating something with their hands.

Courses in bronze casting, ceramics, woodworking, 2D art, and photography at Parker provide a new means of connecting with the physical world— an integral element of whole-child development.

Creativity, expression, community, hand-eye coordination, the ability to find beauty and value in the ordinary: all of these are enhanced and made possible through the arts.

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Upper School student artwork in Melanie Taylorʼs 2D Art class.

BEHIND THE LENS In the Scripps iLab, Rob Hansen ʼ87 teaches Grade 8 photography and Middle and Upper School yearbook. A Parker graduate himself, Rob uniquely appreciates the arts education that Parker has to offer.

“Iʼm so encouraged that the arts program is full and flourishing,” says Rob, who sees an important place for the arts amid the test scores, college planning, and other everyday realities of the Middle and Upper Schools. “The arts are an essential component of development, even if one chooses not to pursue it [as a career].”

Both photography and yearbook teach students about creativity and design, but yearbook in particular—especially in the Upper School—teaches practical skills that students can take with them to college and the professional world.

In yearbook, students face deadlines, work together to solve problems, and learn to operate in a hierarchy of editors and other decision-makers. Students become familiar with Adobe InDesign, which has emerged as the leading

Catherine Schnell, Class of 2023, chooses a hammer to use in woodshop class.

desktop publishing software for both home and industry. They also handle photography, design, and layout, all while figuring out how to stick to a budget.

“The number one thing yearbook teaches students is to work in concert with one another to create a truly collaborative project,” Rob says.

Yearbook students also learn to work successfully with the greater Parker community. The senior editor, for example, designs the “senior ads” purchased by parents, working with dozens of families to create individualized designs that meet their needs and expectations.

These practical life lessons are intertwined with the more abstract lessons of the arts. Robʼs Grade 8

photography students, for instance, absorb the principles of design, composition, and artistry.

“In photography, you learn how to see interest and beauty in the mundane,” says Rob, who has worked as a professional photographer for nearly two decades. “They are in control as the photographer. Itʼs not about the gear; itʼs not about the subject. Itʼs about the photographer.”

ON CANVAS Bathed in natural light, the 2D Art Studio provides a haven for Middle and Upper School visual arts students.

It is where Melanie Taylor teaches 2D art and design and AP studio art, and where she fosters creative thinking, risk-taking, problem-solving, innovation, and confidence.

“In 2D art, the students blossom,” Melanie says. “There is something for everyone. It isnʼt about the technical talent, necessarily; itʼs important that they feel encouraged and confident, and that they find something they really like to do.”

This is a form of art where students can gravitate to the materials and methods they most want to get their hands on. The range of media is broad, and subjects are unlimited. According to Melanie, students “have the freedom to explore.”

They draw, paint, and make prints using inspiration from the studio, other classes, and the outside world.

“They develop the ability to translate what they see into an idea and eventually into artwork,” Melanie says.

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Tulliver Cook, Class of 2021, works on an art project.

In addition to hand-eye coordination, students build their creativity and imagination.

Even students who donʼt pursue the visual arts beyond Parker benefit from this training.

And for those students who do envision a career in the arts, Melanie encourages them to “be brave and go for it.”

AT THE TURNTABLE When the large doors at the bottom of the Visual Arts building roll up, they reveal a dust-covered ceramics studio where rows of shelves display student work. Handmade bowls, cups, and vases intermingle with ambitious sculptures, decorating the otherwise industrial space.

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“Creative thinking is absolutely crucial. In colleges and professions, recruiters are looking for creativity and innovation. Theyʼre looking for people who are willing to take risks.

Having the ability to do that is more important now than ever.”

Steve Cook, Parkerʼs ceramics, pottery, and Melanie Taylor sculpture teacher of 20 years, Upper School Teacher teaches students the art of three dimensions in Grades 6 to 12. A passionate artist and self-styled philosopher, visual arts, students have to be able Steve instills in his students that art is to understand something other than everything and everything is art. themselves.”

“Everything we touch was made, Steve considers the artistic process an constructed, composed, or designed,” essential skill that all students should he says. “The idea that art is only seek to master. Determining how to decorative is a misperception.” represent your vision using materials At Parker, the emphasis is on making that have their own properties—being art, not just reading about it. Steveʼs true to yourself, and to them—is a true 3D art students cultivate an awareness learning experience. of materials—a skill that he believes is “There are more connections to be diminishing in todayʼs society. made with the world through the “The tangible materials we work with study of materials and process and have so much control over the process,” abstraction,” Steve says. he explains. “To be competent in

IN THE SHOP Between the outdoor partitions of the Visual Arts building, clay and sawdust meet. Barry Cheskaty dons his white coat and safety goggles, as heʼs done nearly every day of his four-decade career at Parker.

In the Cheskaty Woodshop, thousands of students have crafted wooden projects that could become family heirlooms handed down from generation to generation. Students first encounter woodshop in Middle School; most of them have never handled tools before stepping into Barryʼs classroom.

“They are confronted with a new frontier,” Barry says.

Students must learn how to work safely with tools­ —large and small, hand-held and powered. There are lots of other concerns, too: research and creative design, making blueprints, and choosing materials.

Like all of the visual arts, woodshop offers an outlet for imagination, but it also develops studentsʼ precision and attention to detail. This is due partly to the nature of woodworking and partly to Barryʼs method of teaching.

“Measure twice, cut once” is his advice.

Anyone can create mediocre stuff, he says, but Barry sets his students up to strive for excellence.

“Chances are these students will never do woodworking again, but they will have gained experience working with materials and with a teacher who expects high standards,” Barry says.

“If they have a place to gain that level of success and satisfaction and pride, that has to help them feel good about their overall experience at Parker.”

Lara Wellis, Class of 2018, chooses wood for a project in woodshop class.

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Joel Smith ʼ82, M.D., is a lot of things to a lot of people. His legacy has been immortalized in the unofficial Parker Woodshop Hall of Fame, where the picture of a now-infamous oak hutch lives in perpetuity. That hutch, built by the steady hands of a promising surgeon in the early 1980s, symbolized the intersection of past and present and helped forge what was to become a lifelong friendship.

COMING OF AGE On page 29 of the 1982 Cavalcade (Parkerʼs erstwhile yearbook), a young Joel Smith sealed his future in black and white: “Joel James Smith... will be an M.D.”

FROM THE WORKBENCH TO THE OPERATING TABLE ALUMNUS CREDITS WOODSHOP FOR HIS SKILLS AS AN ORTHOPEDIC SURGEON

BY MELISSA BELTZ

The assured senior smiling up from the page was once the new kid at school. But much like the new kids at Parker today, it didnʼt take long before he made a comfortable home for himself after joining the community in Grade 7. Over the course of his Middle and Upper School career, he was a baseball player, captain of the tennis team, and one of the original members of the Schoolʼs first-ever soccer team.

In Grade 8, Joel walked into Barry Cheskatyʼs woodshop for his first class. The seemingly average student would soon stand out from the crowd when he got his hands on that first piece of wood.

“I had always built things with my dad. But with Barry, I really refined my ability,” says Joel. “Barry was an uncompromising taskmaster, yet he was also an engaging teacher. He had reasons behind his demands. He was willing to go as far as someone else was willing to go.”

Joel built a boat that sailed in the regatta in Mission Bay that first year of woodshop—a boat that still exists in Barryʼs classroom, somewhere.

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ALUMNI PROFILE He took on a more challenging task his freshman year, attempting to build a snowboard that “never really materialized.”

It was in Joelʼs junior year, however, that he would earn his spot in woodshop history and the friendship between student and teacher would begin to take shape. It was the year of the hutch.

PREPARING FOR SURGERY Crafted from oak and using glass from Parkerʼs historic Mission Hills Campus windows, Joel spent his entire junior year building the beautiful hutch that now lives in his motherʼs home across the street from its birthplace.

The hutch remains one of Barryʼs favorite woodshop pieces ever made— which is saying something, considering his career has spanned over 40 years.

Since their time together as teacher and student, Barry and Joel have forged a friendship that has lasted through the years, numerous moves across the country and the world, and the creation of a new generation.

Joel took away from Barryʼs classes more than a lifelong friend, he took away invaluable skills that helped prepare him for his future as an orthopedic surgeon.

Not only did working with tools help prepare Joel for his career as a surgeon, but learning the golden rule of Parker woodshop also proved essential: “Do it once, do it right.”

“The impact Barry had was that details matter, even the smallest. They actually matter the most. Thatʼs what I learned here [at Parker]. I try not to leave modest, acceptable mistakes. I pay attention to even the most minute details because they make the most difference,” says Joel.

Joelʼs patients are able to move because of the work he does and the decisions he makes during surgery.

“Thatʼs the exciting part of it,” he says. Without the relentless attention to detail, Joelʼs patients would have different outcomes post-surgery.

THE NEXT GENERATION After graduating Parker in 1982, Joel went off to Occidental College in Los Angeles where he completed his bachelorʼs and masterʼs degrees and went on to the University of Minnesota for medical school. He traveled to New Hampshire for an internship at Dartmouth, then went back to Minnesota for a fellowship and residency before taking off to Oslo, Norway for a stint in sports medicine.

“Becoming an orthopedic surgeon was always my desire,” says Joel. “I liked working with tools. I explored a lot of other things [in the medical field] but I always came back to what I do now.”

Joel returned to the University of Minnesota as a member of its faculty following his time abroad, and eventually landed back in San Diego as a member of the University of California, San Diego faculty.

According to Joel, many of his fellow med school classmates had never picked up a tool before. “You could tell who was learning on the job,” he said.

Working with tools allowed him to see things in three dimensions, a skill that would become paramount to his work in orthopedic surgery.

For the past 10 years, Joel has run his own private practice on Convoy Street, and although San Diego is “a little more crowded than it used to be,” he is happy to be back in his hometown raising his three children with his wife, Stephanie.

All three of his children attend Parker and Joel is an active member of the Parker family, both as an alumnus and a parent. His eldest child, Nicholas, is a Grade 7 student taking his first woodshop course with his fatherʼs old friend.

Nicholas knows his teacher well; the two have been taking fishing trips together since he was a young child.

He is also accustomed to working with the same tools his father worked with more than 30 years ago, as the Smith family can often be found in their garage tinkering and building together.

“All of my kids go out and have at it together. Itʼs a fun bonding experience.

We learn to make mistakes and to accept the mistakes of others,” says Joel.

It will be a little while before Joelʼs middle and youngest child step onto the Linda Vista Campus and into the legendary woodshop; Samuel and Abigail are still at the Lower School in Grades 5 and 3, respectively.

“Working with Barry has created a lifelong love of doing this work and heʼs a lifelong friend. Itʼs beyond expression,” says Joel.

Barry feels the same way.

“When a kid like Joel comes through your class and time goes on, you realize he was one in a million,” says Barry. “I would have been proud to have had him as my own kid. Thatʼs the way I think of Joel. There are few other kids who attained the level that he did.” n

At left: Joel Smith ʼ82, M.D. and Barry Cheskaty in the Cheskaty Woodshop on Parkerʼs Linda Vista Campus.

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life

SKILLS

FROM JK TO GRADE 12, PARKER PREPARES STUDENTS WITH VALUABLE SELF ADVOCACY SKILLS

BY MELISSA BELTZ

From the earliest grades, Parker actively works to provide its students with the tools they need to speak for themselves. Selfadvocacy takes many shapes and forms and looks different at each grade level and for each individual child, but Parker seeks to guide its students at every step, helping them find their own voice.

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STRIVING FOR SELF-AWARENESS In the Lower School, students S.T.R.I.V.E. to create community, respect themselves and their peers, and build confidence.

done. Initiatives such as the “3-2-1” grading scale, which assesses students based on how much support they need, also help.

S.T.R.I.V.E. is Parkerʼs code of ethics instituted by Head of Lower School Dr. Bob Gillingham. The six letters of the word stand for these six principles: Seek to always do your best; Treat people and property with respect; Revere the truth; Invest in your future; Value school rules, heritage, and personal responsibility; and Enrich the world for all.

“We stress the fact that [students] need to be proactive,” says Grade 5 teacher Theresa Tran. “We try to remind them that in Middle School, they will have less one-on-one time with teachers— that the support is there, but they need to look for it and ask for it.”

Teaching students to stand up for their own educational needs sets the stage for future success.

Below: Grade 4 students work as an independent group during a science lab at the Lower School.

The Lower School works to ensure students internalize these lessons and take them onward through their Parker studies and their lives.

Self-advocacy takes on an additional dimension when students reach Grade 5, the last of their Lower School years. At this age, they have reached the point where they can advocate for themselves if problems arise with fellow classmates. They can also recognize when they need help in class and start to feel comfortable asking for it.

Students develop these important modes of self-expression through weekly class meetings during which they have the opportunity to raise concerns and praise their peers for good things theyʼve

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IN THE MIDDLE Moving from Lower to Middle School can be daunting, but Parkerʼs Middle School teachers make sure that students have a smooth transition.

This is achieved in part through the Middle School advisory program. Much like the weekly class meetings in Lower School, the advisory program offers a venue for students to raise concerns and reflect on their academic progress. The faster pace of Middle School is slowed for a brief period twice each week in advisory.

“The advisory program was designed so students donʼt fall through the cracks, and to create a sense of community,” says Mary Ong-Dean, teacher and Grade 7 Dean. “Students and their advisors are there to look after each other. New kids have an instant family to feel comfortable with, and each individual student is cared for.”

As in Lower School, the expected level of self-advocacy in Middle School is different for each grade and each individual student. The lessons, however, share the same root: Take responsibility for yourself and your education.

“There is a spectrum of ability and maturity in Grade 6,” says teacher and Grade 6 Dean Chris McGrath.

“By the end of the year, we want kids to reach out for themselves if they have an absence coming up.

We want them to check resources and ask questions about the material if it takes longer to get something. We want them to be able to communicate when things are making it harder or more complicated for them to learn.”

The seeds of self-advocacy planted in Lower School begin to sprout. As students rise from Grades 6 to 7 to 8, their independence and maturity levels rise. Once they reach Upper School, they are ready to take on more responsibility—and to begin to lead.

“We want them to be able to communicate when things are making it harder or more complicated for them to learn.”

Chris McGrath Teacher and Grade 6 Dean

Left: Middle School students complete a science experiment in Jennifer Dorsey's class.

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TAKING FLIGHT Self-advocacy takes on a new meaning in Upper School as students prepare for life after Parker. The basics, such as actively seeking academic help when they need it, are still crucial, but now there are more complex layers: Students take on new responsibilities for themselves and others as they become more involved in clubs, activities, and athletics.

In the clubs and organizations offered in the Upper School, students can take on leadership positions, engage with the Parker community and the San Diego community, and contribute to something bigger than themselves.

A perfect example is the Associated Student Body, or ASB, one of the most active student-led organizations on Campus. In addition to coordinating activities and events, ASB members advocate on behalf of their classmates and serve as the voice of their respective grade levels. They ensure students are heard before decisions that will affect them are made.

“Weʼre here for the students. We have their best interests at heart,” says Julia Bernicker, Class of 2019, Junior Class Representative. “In order to stand up for yourself, you have to ask for what you want.”

The values instilled throughout the divisions emerge in positive ways when students take on leadership positions like those in ASB. “In ASB, everyone chips in, even though we each have our own positions,” says Freshman Class Representative Chris Nawrocki, Class of 2021. “Thereʼs a sense of working together, helping out, and caring for each other.”

This is true for all of the clubs and organizations on Campus where students represent themselves and their peers. Women of W.A.R. (We Are Robot) Lords, an extension of Parkerʼs robotics club, is an illustration of how

students can take the lead—in this case, by standing up for inclusivity.

W.O.W.ʼs mission is to expand the role of women in robotics and STEM fields: science, technology, engineering, and math. To achieve this goal, the group relies on mentorships, industry exposure, and guest speakers who serve as role models for women and others who feel left out of STEM. “We want to create a culture shift,” says Kira Hirsch, Class of 2019, the clubʼs marketing and branding director. “We want to create a space where women feel included and wanted.”

W.O.W. launched five years ago, and the numbers indicate its influence is growing. When the group started, Parkerʼs robotics club was about 29 percent women; today, that figure is 41 percent.

“With robotics, I can take on leadership roles, meet with companies like Qualcomm and 3M, and explore what I love—pursuing my passion for STEM while creating an environment thatʼs inclusive to everybody,” Kira says.

“Being in a leadership role is something I feel I can excel at, and Parker gives me the opportunity to leverage my talents.”

Leadership and art arenʼt always mentioned in the same sentence, but Bema, Parkerʼs annual literary magazine, brings them together. Bema publishes student artwork, music, and writing. Leadership takes on a curatorial function as staff members sift through dozens of submissions and work with chosen artists to create the best publication possible.

help shape the artistic process, but ultimately they have final say on the outcome.

Megan and Julie have learned that part of leadership is delegation and allowing their peers to have the freedom to advocate for a shared vision.

“I sometimes find it difficult to let others do things for me; I have a vision and idea of what I want [the magazine] to look like,” Megan says. “But I canʼt do the whole thing myself. As a leader, I need to allow others to do things too.

There is a balance.”

Student editors also lead in yearbook class, which editor-in-chief Ben Krongard, Class of 2018, describes as an “adult environment” because of its immutable deadlines and need for decisive action.

“We have to make decisions weʼre confident in,” he says. And he and his fellow yearbook members have the latitude to do so: “Parker puts us in an environment that is very hands off.”

Granting autonomy prepares students for life after Parker. Post-graduation, the need for self-advocacy and leadership will be greater than ever.

There is no handholding in college or the working world, and Parker students will benefit from having had the support and opportunity to become advocates for themselves and fearless leaders for others. n

At the top of the Bema chain are coeditors-in-chief Megan Pai and Julie LaPorte, both Class of 2018. Megan and Julie lead weekly staff meetings, organize content calendars, and manage student submissions, among other tasks. They rely on their staff to WINTER/SPRING 2018 PARKER MAGAZINE

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COMING Parker alumni athletes return TO COACH Sam Deddeh ʼ14 Boys Indoor and Sand Volleyball When you see Sam Deddeh ʼ14 cheering on the sidelines during a game, her love of volleyball is apparent, as is her affection for the young men she considers to be little brothers. After three years coaching boys indoor and sand volleyball at Parker, sheʼs developed a bond with the team that almost feels like family.

Sam played volleyball for three years at Parker and managed the boys team for two. Interim Athletic Director and Coach John Herman taught her the importance of giving 100% effort, and under his leadership she learned that you can work hard and achieve success within a positive, supportive environment.

When Sam struggled with the transition to college after starting at the University of San Diego, she asked Coach Herman if she could come back to Parker as a scorekeeper. He did her one better and asked her to coach. Her leadership role with the team has reinvigorated her love for the sport and given her a sense of purpose.

Sam works to be a supportive and encouraging presence, helping players to reach their full potential on the court by focusing on the positive and by communicating strategies to overcome challenges and failure.

Her favorite moments with the team are the little ones. Seeing the team win indoor championships last year was amazing, but silly moments at practice and watching the players develop a bond and sense of empathy with one another are what bring her back to Parker each week.

It is important to Sam that her players know how much they mean to her, that theyʼve had a tremendous impact on her, and that she is happier and more confident now that she is their coach. When you see her cheering on the sidelines during a game, itʼs clear. They know.

Sam graduated from the University of San Diego last semester with a bachelorʼs degree in history and plans to work toward a doctorate in history to ultimately become a teacher. In addition to coaching, she works as a supervisor for intramural sports at USD, and this spring is teaching an interim course at Parker with history teacher Chuck Wineholt.

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HOME THE NEXT GENERATION OF LANCERS

BY ANNIE SAWYER

NATHAN WIGGINS ʼ15 BASKETBALl If you go to a sporting event at the University of San Diego, you might see Nathan Wiggins ʼ15 standing up in the Bullpit student section, decked out in blue and white, leading the crowd in chants and cheers.

But if you go to a JV basketball game at Parker, youʼll see a different side of Nathan. He might laugh and joke with the players, but he wonʼt hesitate to make corrections from the sidelines, pointing out what they can do to improve.

Nathan has been working with the team unofficially since he graduated from Parker in 2015, but this is his first year as an official coach. Itʼs clear that he takes his role seriously. “When you mess up, you have to hold yourself accountable,” Nathan says, referring to his own work with the team. “There are no excuses as a coach.”

He loves the team aspect of basketball: that a great player can go far, but only with the support of others. Karl Johnson coached Nathan for four years at Parker and taught him to see the game in a different way. Itʼs not always about strategy and tactics; sometimes, you just have to go out and play.

Coach Johnson is tough, Nathan says, because he wants players to be the best they can.

Nathan came back to Parker to work alongside Coach Johnson and give back to the sport and the team that had given him so much. His relationship with the team is grounded in humor—a running joke is that its success this season is dependent on his facial hair. After a recent big win against Army Navy Academy, Nathan shaved, and the team subsequently hit a rough patch. Heʼs promised to grow his beard out through the end of the season.

Nathan is studying theology and religious studies at the University of San Diego, and he plans to pursue a career as a theology professor upon graduation. He is a chant leader for USD sporting events and runs social media for the “Bullpit.”

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COMING HOME matt morrison ʼ05 football Demanding, not demeaning. That is the coaching style of Parker Football Head Coach Matt Morrison ʼ05, and he learned it from his best friend: his dad.

Matt would tell you that he was lucky to work with some phenomenal coaches during his time at Parker. His JV basketball coach, Ryan Bernard, was demanding but positive. He had Dave Glassey and John Herman as teachers, and their enthusiasm was high-impact and motivational. Dan Kuiper provided him with varied opportunities within athletics and ultimately hired him as a coach.

But his dad, John Morrison, is “the best there is.”

Matt played for his dad for four years in high school, and when he had graduated to college and was figuring out what he wanted to do for a career, his father suggested he come back to work with the Parker quarterbacks. Matt did—and loved it. He joined the team as an assistant coach from 2008 to 2011 and took the position of Head Coach this year.

As a coach, Matt places the highest value on his relationships with the team and other coaches. Competition rates a close second.

He finds satisfaction in seeing the players put it all together on the field, and defeat, while hard, is an opportunity to fix things for next time.

In addition to coaching football, Matt is full-time faculty in Parkerʼs physical education department and coaches Middle School flag football, softball, and basketball.

Outside of Parker, Matt spends his time watching film, working out, reading, and supporting the University of California San Diego's softball team where his wife, Jess, is Associate Head Coach. They have two Rottweilers, Porter and Riley.

Parker football had more defeats than planned in the 2017 season, but as Matt says, when youʼre unhappy about something, you can either complain about it or do something about it. Coming back from a loss says a lot about who you are.

Matt loves football because itʼs difficult. He knows itʼs not the sport for everybody. Itʼs tough and canʼt be played halfway. He tells his players regularly how much he respects them for what they do. “If you donʼt mind running into people and getting run into,” he says, “you can be a pretty good football player.”

The players describe Matt as intense and detail-oriented, a coach who cares about them beyond their time on the field. He gets that from his dad. John gave Matt some advice as a young coach that heʼs carried with him since his return to Parker in 2008: “Kids donʼt care how much you know until they know how much you care.”

Matt wants his players to know he cares a lot.

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amani walker ʼ07 and zuri walker ʼ10 Volleyball, Soccer, Tennis, Golf If you have been anywhere near Parkerʼs athletic fields, youʼve seen siblings Amani Walker ʼ07 and Zuri Walker ʼ10, likely surrounded by a group of students with some sort of ball. Amani and Zuri both specialize in soccer, they both played at the University of California Irvine, they have both returned to Parker to coach multiple sports—and they couldnʼt be more different as coaches.

In college, Zuri dreamed of coming back to Parker to work with her past coach Marc Thiebach. When she graduated and came back to San Diego in 2014, she thought “Oh! I can do that now!” She was thrilled to work with Marc, whom she describes as a father figure she never wanted to disappoint.

Amani went on to play at the professional level after graduating from UC Irvine. In 2012, Parkerʼs physical education department chair Jarrad Phillips called him between seasons and asked him to coach Middle School athletics. Amani agreed quickly. When he was sidelined by injury a few years later, he increased his coaching hours to full-time.

Today, Zuri coaches volleyball and soccer. She loves team sports, especially the sense of connection with every person on the field or court and the feeling of being part of a welloiled machine. Her coaching style is laid-back until she needs to be assertive. She is lighthearted, sarcastic, and fun, and players know that they can go to her when they need support on and off the field.

Amani coaches soccer, tennis, and golf. His approach to coaching is tactical and technical. He is not, in his words, “the rah-rah guy,” but that doesnʼt mean the players donʼt relate well to him. When asked how the players would describe him, he spotted a group of them nearby and shouted the question to them. The replies were funny, irreverent, and exactly what you would expect from a group of Middle School students who love their coach: “charismatic,” “incredibly sarcastic,” “forgiving,” and “blessed.”

Amani loves coaching because he gets to see the puzzle come together. (“That describes him exactly as a person!”

Zuri shouts in the background.) No play ever happens the same way twice, and the challenge is figuring out how to set it up so that the other team canʼt break it down. His most

Amani Walker ’07 and Zuri Walker ’10

uplifting moments come when he can help players to see the puzzle and piece it together on their own.

For Zuri, the most intriguing puzzle lies within the students themselves. If Zuri sees more potential in a player than what they show on the field, she figures out what she can do to provide that player with the motivation and confidence needed to get to that higher level—and stay there.

Amani enjoys working with students as they grow, mature, and become better players. Zuri agrees to a point, but the immaturity of Middle School students has enduring charm for her. She loves when they do something well and then “everyone looks around like, ʻDid that just happen?ʼ” Zuri has coached at Parker for four years, and Amani for six.

This yearʼs seniors, he points out, are the first students he coached when they were in Grade 7. For some, heʼs the only coach theyʼve had.

Only coach or not, Parker athletes are lucky to have the Walkers on their team.

Amani coaches and works full-time in the physical education department at Parker. He is thinking about one more run at professional soccer before considering himself retired. Zuri is a physical therapy aide at Gaspar and plans to go back to school for a masterʼs degree in athletic training.

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COMING HOME

grayson lang ʼ15 cross country Grayson Lang ʼ15 could be described as the runner who never left.

Dubbed a “Super Senior” by upperclassmen on the cross country team, Grayson barely had a gap in his involvement with the team after graduation. He stayed to run with the team when he would drop his younger sister Frannie, Class of 2018, off at practice, and Coach Matt Schellenberg eventually asked him to stick around to work with the students.

Three years onward, he describes coaching as the easiest job heʼs ever had. To hear Grayson tell it with a smile, coaching is “showing up, having fun, and making sure nobody dies”—and itʼs no surprise that he also says the team members would describe him as a bit of a goof ball.

In a more earnest tone, Grayson talks about the team as family. He appreciates that heʼs able to give back to students who love the sport as much as he does. As a younger coach, he knows that the runners relate to him in a unique way. He uses his role to make sure that each of them is engaged and truly feels like part of the team.

Grayson loves cross country because it is primarily a mental sport. “The majority of running is [figuring out] who is the most determined and who has the guts to put in the hard work,” he says. The most rewarding part of his job is creating a safe space for younger runners to be themselves and push their boundaries in the sport they love.

This is the last year that Grayson is coaching some of the same students with whom he ran with as a senior. Heʼs thrilled to see them move on to the next chapter of their lives—and also to finally retire his title of “Super Senior.”

Grayson is studying biology with a chemistry minor at the University of San Diego and plans to work in the pharmaceutical industry upon graduation. When he isnʼt in class or with the team, he can be found climbing rocks in Joshua Tree, practicing yoga, or playing with his new dog, Monty.

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angela peterson ʼ01 cross country and track Parker Athletic Hall of Fame athlete Angela Peterson ʼ01 was an all-star runner in high school and still holds the records for the 800-meter, 1600-meter, and 3200-meter sprints. She came back to visit the team last year when Coach Lucian Salazar ’57 called to tell her that a runner was coming for her records—and then stayed on to coach because it “felt like coming back home.”

Angela started running in Grade 7, where the enduring message from her first coach Maureen Fund was “no matter how competitive this gets, hang onto the joy that it brings you.” Angelaʼs relationship with running has changed over time, but the joy remains. She loves the competition of running as a sport and has learned to love the sense of wonder that being out in nature on a long run brings her.

Sharing the joy of running with students and the opportunity to join them on their individual journeys are her favorite parts of coaching. “High school students are on the brink of stepping off into the big world,” she says. “If I can help one person in one way, then I have achieved success as a coach.”

Angela has coached one season of cross country and is midway through her first season with the track team. She works to lead by example. Pulling from her experience as a competitive runner, she shares that to reach the next level, you have to give every practice everything youʼve got.

She teaches that sports mirror life: You get out what you put in, and extra effort shows. When a runner asked Angela to push her during sprint repeats—to stay right in front of her as a target to run hard—Angela knew her message was getting through.

Angela is completing a year-long fellowship with the Veterans Affairs Hospital and is making the transition to a permanent staff psychologist position, working with outpatient substanceabuse patients and with veterans who are single mothers.

Nick Valverde ’15 and Coach Matt Schellenberg

nick valverde ʼ15 cross country There is no hard part to coaching, according to Nick Valverde ʼ15, who is in his second year of coaching cross country at Parker. He enjoys all of it.

Whatʼs the best part? For Nick, itʼs getting to see the team membersʼ development throughout the season. Because heʼs been in their shoes and has gone through many of the same challenges they are facing, he finds himself in a unique position to guide them.

Nick thrives on creating unity within the team, and he loves that the sport is co-ed with students from Grades 9 to 12, which he feels better reflects real life. Though each athlete competes individually, combined practice conditions create opportunities for teamwork. Sometimes the conditions are hot and terrible, and getting through a workout transcends age, gender, and other factors. Older athletes support younger athletes, and everyone pushes one another to finish.

The coaches Nick worked with as a student were his motivation to return to Parker. Their chemistry made practices fun and their support made him a better athlete.

He describes his coaching style as supportive and focused on team-building, but also as a force that fosters determination and perseverance. He hopes that athletes learn from him that “once you put your mind to something,” whether itʼs dirt, hills, trails, or something else entirely, “you finish.”

Nick is studying biology at the University of California, Davis and is considering continuing on to graduate school. He runs on a club cross country team and tries to experience as much of the Northern California seasons as possible by hiking and running in the fall and spring, and skiing in the winter.

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COMING HOME lucian salazar ʼ57 cross country Lucian Salazar ʼ57 coached cross country at Parker for six years in the 1980s, then took 27 years off to go surfing. At least, thatʼs how he tells it.

When Dave Glassey started the cross country team in 1979, the School didnʼt have a coach who ran. Lucian knew he could fill the gap and, a year later, he volunteered to step in.

He stopped coaching when his daughter graduated in 1986, and spent more than two decades wishing he hadnʼt left.

Lucian has almost always been a runner. He started in 1957, soon after he finished Grade 9 at Parker, which, at the time, was the highest grade level the School offered. His running career began at the St. Augustine School. There, Lucian never felt any sort of pressure or nervousness before races because he competed only with himself. Running simply made him feel free, and that made it easy to continue into adulthood.

Lucian found that he had even more time for running in his life when he retired from his career in 2004. In 2014, he found himself at a Parker track meet with his daughter. Seeing the runners with the gold Parker “P” on their uniforms brought him much joy. Lucian reached out to Cross Country Coach Matt Schellenberg to see about becoming a volunteer coach with the team. Matt welcomed the opportunity.

Current students would tell you that Lucian, at 75 years old and still running, inspires them. According to Lucian, itʼs reciprocal. Coaching students who have their whole lives ahead of them is rewarding and makes him feel young.

Seeing them learn to depend on one another and mature into leaders of their peers is what brings him back season after season. He has no plans to quit.

response was: “If you try hard and give maximum effort, you reap the maximum rewards. You learn that you can manage to get really tired, and then are able to get up and do it again.

You learn to get through rough situations.”

All of the Parker alumni who coach cross country have nothing but kind words to say about Lucian. Angela Peterson ʼ01 would tell you that he knows her stats better than she does.

Nick Valverde ʼ15 says that he is always there to offer a smile.

Grayson Lang ʼ15 mentions that the team calls him “The Wizard” because he will start a run with the team and then appear out of nowhere when they are close to finished.

(Lucian later explained that he plans his long run routes to cut out a few miles from the middle so that he doesnʼt finish hours after the team.)

Lucian is retired and lives “just on the other side of the canyon” from the Linda Vista Campus. In season, Lucian runs six times a week with the team, including an eight-miler on Sundays. Offseason, he cuts back to two times a week but says he might increase that to three.

When asked what students get out of cross country, Lucianʼs

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When asked what he gets out of coaching the team, he had just one word: “Joy.”

PARKER MOMENT

Holden Enniss, Class of 2018, and Bijou Ang, Class of 2019, both members of Parkerʼs Surf team, practice at Pacific Beach in winter 2018.

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CLASS NOTES

1 | Raquel Borras ʼ93, VP of

Business Development - Emerging Markets at First Home Mortgage, serves as partnership director on the 2018 Board of Directors for The National Association of Hispanic Real Estate Professionals Metro DC. She also volunteers with several other nonprofit organizations and is a member of both the Greater Washington and Virginia Hispanic Chambers of Commerce.

4 | 2d Lt. Johanna Tam, USMC ʼ11

graduated from the United States Marine Corps Officer Candidates School on Nov. 18, 2017. USMC OCS is 10 weeks of training to evaluate and screen individuals for the leadership, moral, mental, and physical qualities required for commissioning as a Marine Corps officer. Johannaʼs company of 300 candidates started with 54 women and graduated 21.

She received the “Gung Ho” award for teamwork and enthusiasm and is now at the Basic School in Quantico, Virginia, where she will undergo six months of tactical leadership training.

8 | Kristen Stipanov ʼ12 has

accepted a position as a litigation case assistant at Glaser Weil, one of the countryʼs premier full-service law firms, located in Los Angeles.

5 | Matt Wile ʼ11 signed a futures

contract as a punter for the Pittsburgh Steelers on Jan., 19, 2018.

6 | Torri Johnson ʼ14 is working as

2 | Louisa Frahm ʼ09 moved to New

York City in October 2017 to start a position as SEO manager at Time Inc.

3 | Lucy Siegel ʼ14 is studying

elementary education and psychology at Boston University and plans to pursue a career as an elementary school teacher upon graduation.

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an intern in corporate alliances at Make-A-Wish Greater Los Angeles.

She is studying human biology and society as well as global health at the University of California, Los Angeles and plans to pursue a career in event planning or public health when she graduates this spring.

7 | Alex Wasserman ʼ14 is studying computer science engineering at the University of Michigan and has accepted a position as a software engineer at Bloomberg upon graduation.

9 | Maddie Woods ʼ12 is working

as a graphic design intern at The Wing, a network of co-working and community spaces for women, located in New York City.

10 | Ian Mann ʼ14 is studying earth

and soil science at Cal Poly San Luis Obispo, currently working on a yearlong research project investigating the suitability of grape pomace (waste from wine production) as compost feedstock, as well as the environmental impact of applying that compost in a field.

Upon graduation, Ian plans to pursue a graduate degree in soil science with the goal of becoming a professor.

CLASS NOTES

Beta Kappa chapter. The national academic society honors the best and brightest liberal arts and sciences undergraduates from 286 top schools across the nation.

17 | Thomas Marshall ʼ14 received

a bachelorʼs of science in business administration from the University of Southern California in December 2017 and is currently pursuing a career in advertising and marketing.

18 | Alex Deddeh ʼ14 is studying

English at the University of San Diego and plans to pursue a career teaching English to high school students upon graduation. Alex is currently working at the writing center and as a resident advisor on campus.

11 | Sam Bagheri ʼ13 received a

bachelorʼs degree in international business and strategic communications from the University of San Diego in December 2017 and moved to Los Angeles for a position as management consultant at Booz Allen Hamilton in January 2018. Sam previously interned as a summer analyst with the company.

12 | Mark Klein ʼ14 is studying

international relations in global business at the University of Southern California and has accepted a position as a financial consultant at EY, a global leader in assurance, tax, transaction and advisory services, upon graduation.

19 | Kate Lemberg ʼ14 received a

14 | Mackenzie Rowe ʼ14 accepted

a position as business development representative at Oracle NetSuite, which she will begin upon graduation from Texas Christian University this.

Mackenzie is studying entrepreneurial management at the Neeley School of Business, and currently works as an athletic tutor for TCU Athletics and as a digital intern at Simpli.fi.

15 | Kim Svatos ʼ14 is studying

computer science at the University of California, Los Angeles and has accepted a position as an engineer at Facebook Headquarters located in New York City upon graduation, working specifically to improve user tagging in captions for Instagram.

Kim interned with the company in the summer of 2017.

16 | Sean Waters ʼ14 is studying

13 | Preetam Soundararajan ʼ14,

who is studying economics with a minor in math at Harvard University, was one of just 48 seniors selected for Alpha Iota, the schoolʼs Phi

business and political economics at New York Universityʼs Stern School of Business and accepted a position as product marketing manager at Microsoft upon graduation. Sean will serve as teaching assistant for a class on product management in Cape Town, South Africa before starting his new position.

bachelorʼs degree in cinema studies from Tisch School of the Arts at New York University, and has returned to Tisch to omplete her masterʼs degree in the same field. Kate plans to pursue a career in arts administration in New York City.

20 | Gwennie Gardiner ʼ14 is

studying English and history at Oberlin College and plans to pursue a career in advertising upon graduation.

21 | Seth Goldberg ʼ14 is studying

sports management at the University of Arizona. He interned with the Padres in 2017 and plans to pursue a career in baseball upon graduation.

22 | Sophie Woods ʼ14 is studying

political science at Davidson College and has accepted a position at CamberView Partners, a leading provider of investor-led advice to public companies, located in San Francisco.

23 | Elisa Martinez ʼ14 is studying

physiology and neuroscience at the University of California, San Diego and plans to pursue a career in professional soccer upon graduation.

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PARKER HIGHLIGHTS

24 | Jeremy Kahan ʼ14 is studying

WEDDINGS

BIRTHS

31 | Anne Gillman ʼ06 married

33 | Preston Cavignac ʼ06 and wife

psychology and Spanish linguistics at the University of California, Santa Cruz and plans to pursue a career in real estate upon graduation.

25 | Tanner Aiono ʼ14 is studying

biology at Dartmouth College. He is playing football for the “Big Green” and is on track to graduate in 2020.

26 | Michaela Dews ʼ14 is studying cognitive neuroscience at Harvard University. She plans to eventually pursue medical school.

27 | Matthew Alessio ʼ14 is studying

history at the University of Oregon and works as a clubhouse manager for a minor league team of the San Francisco Giants. He intends to pursue work in professional baseball upon graduation.

28 | Annaleis Giovanetti ʼ14 is

studying neuroscience and behavior at the University of Notre Dame and plans to pursue a Ph.D. in clinical psychology at the University of Kansas upon graduation.

Kevin Cronin on Oct. 28, 2017 at the United States Military Academy at West Point. Anne and Kevin met in graduate school at Johns Hopkins School of Advanced International Studies. Courtney Madowitz ʼ06 was a bridesmaid, and Chantal Blakeney ʼ04 and Fletcher Kelsey ʼ06 were in attendance. Anne and Kevin live in Nashville, Tennessee.

Kevin is in the Army and Anne works for the Department of Commerce.

29 | Annika Meurer ʼ15 was elected

president of Sigma Kappa Sorority at the University of Virginia for 2018.

Annika is an executive member of UVAʼs Relay for Life Team and equipment manager for the UVA Football team. In 2017, she interned in community relations for the San Diego Padres. She will graduate in the spring of 2019 with a major in media studies and a minor in sociology. She plans to pursue a career working with collegiate or professional sports.

RETIRED FACULTY

30 | Mary Brown, Judy Connor, and Diane Ruff traveled to Tecate, Mexico in January 2018 to spend five days at Rancho La Puerta Resort and Spa.

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Chelsea welcomed daughter Reese Everly on Oct. 21, 2017.

34 | Sarah Silverman ʼ00 and

husband Matthew Jorgensen welcomed son Miles Parker on July 5, 2017.

IN MEMORIAM

35 | Dr. Douglas Engelhorn ʼ52 died

32 | Jonathan Hendershott ʼ03

married Neena Lalchandani on December 16, 2017 at the Four Seasons Orlando, Florida.

Hudson Moore ʼ02 served as best man, and Dana Schaefer Peters ʼ03 and Jeffery Goodall ʼ03 were also in attendance. Jonathan and Neena currently reside in New York City.

on Oct. 10, 2017. He is survived by his wife, Helen; two daughters, Joni and Teri Troy; five grandchildren; and a sister, Tamra.

36 | Parker photography teacher

Lorenzo Gunn died on June 6, 2017.

Carol Jenson, Parkerʼs past Director of Community Programs, described him as a man whose “talent was immense, but paled in comparison to the quality of his character.”

PARKER NETWORKING sponsored by

On Feb. 1, Parker parents, alumni, and Upper School students gathered for an evening of panel discussions and professional networking. The event was sponsored by First Republic Bank and co-hosted by the Alumni Relations Committee of the Board of Trustees, Parents Association, and its D.A.D.S. Committee, as well as Robert Gleason and the Catamaran Resort and Spa.

1

2

3

4 IMAGE GUIDE 1 | “Why Can't We Get Healthcare Right?” speaker panel: Kevin Bryla; Joel Smith ʼ82, M.D.; Jennifer Tuteur, M.D.; Tracy Skaddan 2 | Isaac Pollock, First Republic Bank and event sponsor; Ryan Watson, Class of 2018 3 | Susan Maronde; Carrie Vilaplana ʼ97 4 | Tina MacDonald; Noa MacDonald, Class of 2020; Lily Loughridge, Class of 2020; Reese Ger-Herscott, Class of 2020 5 | Tom and Adriana Tremoulet; PA President Donna Sheridan

5

Nancee Lewis Photography

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last decade reunion On Friday, Nov. 24, members of the Classes of 2007 to 2017 gathered at Lauer Field to see each other, reconnect with current and retired faculty, and cheer on Parker football alumni during this yearĘźs alumni game.

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PARKER MAGAZINE WINTER/SPRING 2018

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5

IMAGE GUIDE 1 | Chris Harrington, Megan Swim ʼ08, Kali Lindsay ʼ08 2 | Rai Wilson, Deprise Brazel ʼ10, Marina Mattson ʼ10 3 | Indiana Yaley ʼ16, Isaac Gray ʼ16, Trevor Appel ʼ16, Mary Tobin ʼ16, Nick Watkins ʼ15 4 | Jack Driscoll ʼ11, Clare Miller ʼ12, Alex Klein ʼ11, Thomas Marshall ʼ14 5 | Marc Thiebach, Jenny Brewster ʼ09, K.C. Jaski ʼ09, Allison Werner ʼ09

3

6 | Solia Yaley ʼ13, Michelle Pond ʼ13, Nancy Anderson-Bruno, Louisa Frahm ʼ08 7|

Front row: Nick Saba ʼ07, Nate Abernethy ʼ14, Kit Barmeyer ʼ07, Jim Schultz ʼ07, Roland Jackson ʼ11, Head Football Coach Matt Morrison ʼ05, Matt Zubyk ʼ08, Scott Morrison ʼ09, Lucas Barmeyer ʼ10, Avery Brovick ʼ06

Back row: John Papatheofanis ʼ12, Matthew Wei ʼ15, DeMaree Harris ʼ10, Matt Anderson ʼ06, Ryan Risse ʼ15, Chris Papatheofanis ʼ14, Preston Cavignac ʼ06, Greg LaBarre ʼ07, Johnny Harari ʼ06, Evan Smith ʼ07, Michael Sylvan ʼ06, Brendan Ahren ʼ08, Guest, Max Wygod ʼ06

Nancee Lewis Photography

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10-year reunion

On the evening of Friday, Nov. 24, members of the Class of 2007 reunited at West Coast Tavern. The evening was hosted by Leela Harper ʼ07 and Coral Rudie ʼ07.

Nancee Lewis Photography IMAGE GUIDE: First row: Lizzy Bendrick ʼ07, Lindsay Gross ʼ07, Rohini Patel ʼ07, Coral Rudie ʼ07. Second row: Elliott Wolf ʼ07, Chelsea Robinson ʼ07, Andrew Paul ʼ07, David Price ʼ07, Dave Campbell ʼ07, Kyle Melvin. Third row: Nina Selby, Elise Crispen ʼ07, Leela Harpur ʼ07, Nick Saba ʼ07, Marc Thiebach. Fourth row: Galen Eckenroth, Niki Eckenroth ʼ07, John Selby ʼ07, CJ Grigoriadis ʼ07, Gunther Heyder, Amani Walker ʼ07. Fifth row: Sam Alexander, Nick Noonan ʼ07, Evan Smith ʼ07

DISTINGUISHED ALUMNI AWARD CALL FOR NOMINATIONS

The Francis Parker School Distinguished Alumni Award is presented to an alumnus/a who embodies the ideals of intellect, initiative, and social responsibility which are the very essence of a Parker education. This individual is one who has demonstrated remarkable leadership in their field of endeavor, attained local and/or national recognition, and has made an outstanding contribution to the School, community, or country. Visit francisparker.org/alumni for more information or to submit a nomination.

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PARKER MAGAZINE WINTER/SPRING 2018

DON’T MISS THESE UPCOMING EVENTS:

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PARKER REUNION (Classes ending in 3s and 8s) Alumni in milestone reunion years are invited to join their classmates for an evening event.

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Friday, April 27, 12:30-7 pm at the Linda Vista Campus

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FPS IN SAN DIEGO Alumni of all class years are invited to the Linda Vista Campus for a fun backto-school day followed by an afternoon reception on Lancer Lawn with past parents and current and retired faculty.

Join

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SAVE THE DATE ALUMNI GIVING DAY Parker helped us build the foundation that launched our futures. Join us and make a gift to ensure that those experiences continue for Parker students. Help us reach 100 alumni donors on May 17, 2018.

For more information, visit francisparker.org/alumnigivingday

A WINTER/SPRING 2018 PARKER MAGAZINE

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Lancer Orchestra Listen to ParkerĘźs premiere Upper School strings ensemble, the Lancer Orchestra, as they performed in J. Crivello Hall in winter 2018.

Visit francisparker.org/lancerorchestra.

Left to right: Joshua Lin, Class of 2019; Emily Potts, Class of 2018; Emily Park, Class of 2019; Tenzin Doldsang, Class of 2020; William Kwak, Class of 2021; Dr. Sarah Gongaware; Frances Lang, Class of 2018; Elias Jinich, Class of 2018.

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PARKER MAGAZINE WINTER/SPRING 2018

PARKER MOMENT

WINTER/SPRING 2018 PARKER MAGAZINE

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From the

ARCHIVES

In 1984, Francis Parker School graduated its largest class at the historic Mission Hills Campus. Fifty-one seniors received their diplomas and embarked on their next journey to college and beyond. Former San Diego Chief of Police Bill Kolender was the commencement speaker and addressed the students with themes of “togetherness,” which he said would “serve them well as they go out into the world.”

Police Chief Kolenderʼs words resonated with the students as he closed his address: “You will find success or failure in whatever you choose to do based on your ability to get along with others.”

Watching the Class of 2018 as they prepare to take the same procession to receive their diplomas this June, it is evident that the theme of “togetherness” lives on in them. Though 56

PARKER MAGAZINE WINTER/SPRING 2018

The graduating Class of 1984 at Parkerʼs Mission Hills Campus.

the class size has grown to 125, and the graduation venue now lives on the Linda Vista Campus, many of the great qualities of a Parker graduate remain: intellectual curiosity, creative thinking, a passion for learning, ethical responsibility—and still—togetherness.

If you are in town on Saturday, June 2, 2018, we invite you to join us for the Class of 2018 commencement held at 4 pm on the Linda Vista Campus.

Help us celebrate another year of Parker graduates.

LOOK CLOSELY AND YOU’LL SEE YOUR GIFTS AT WORK

EVERYWHERE!

G F A A I C J T Q F A C R R B Y T G C S J H F Q D W E Y F E S O Q P O E

C I L I T I E S A C A D E M I C S W R F E T K H U L T Y X E B O D K L T E C X L U V U W I H O A P O Y D G N V R K R V B U O O S T A E J K L U H B W T C P O G I T M D I M G O P N C Z G V Y A S

Search up, down, forward, backward and on the diagonal to find these hidden words:

FACULTY TECHNOLOGY SCHOLARSHIPS FACILITIES

B S C I T E L H T A S T

POETRY WEEK ARTS ACADEMICS ATHLETICS

THESE ARE JUST A FEW OF THE THINGS MADE POSSIBLE BY YOUR GENEROSITY. THANK YOU FOR SUPPORTING FRANCIS PARKER SCHOOL

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Is this your preferred address? If you did not receive this magazine at your current address (or parents of alumni, if your son or daughter no longer maintains a permanent residence at your home), please notify the Alumni Office (alumni@francisparker.org or 858 / 874-3372) to update our records. Thank you!

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