A PRIL-MAY 2014
The Park Parent in this issue: PARK21 INNOVATION & CHANGE // 4 DR. “O” ON MANAGING STRESS // 6 SPRINGFEST // 7 WHO AND WHAT IS PARK’S BOARD OF TRUSTEES // 8 AROUND THE LIBRARY // 11 THE PARKING SPACE // 13
Park21: Translating Ideas In Action B y mi chael Robinson, Head of School
T
he big idea behind Park21 is simple but profound: the world of education is rapidly changing and Park must too.
Fifteen years into the 21st century, the best minds in education are rethinking “school.” Our world demands students who are competent in traditional academic subjects and “21st century skills” like learning across disciplines; creative problem solving; understanding how to manage, interpret, and use new forms of information/technology; and embracing a global view of the world. In forward-thinking schools, educators are asking where and how do teaching and learning thrive? What do we know about how the brain works and how students learn best? A fifth-grader explains his PSite project to Michael Robinson. In these places, the form of school (time, space, teaching roles) follows the desired function (where teaching and learning thrive). In thinking about the forms that education will take, there is an inexorable movement towards greater integration of disciplines, more sustained instructional time, and changing learning spaces. In these types of schools, you’ll see fewer desks in traditional classrooms and more flexible seating arrangements and shared activity spaces where students can present, collabocontinued on page 3
Got Grit? By ANNE harvey Kilburn , Park Parent Editorial Board
A
s the parent of two Upper Division students, I often wonder how they manage a deep and fast-paced curriculum in addition to the ups and downs of social life, not to mention the pressures of our 24/7 culture. For one kid, the simple act of just showing up
each day might just demonstrate a good amount of grit and personal responsibility. And in
the other’s zest for excellence, could curiosity or gratitude possibly be compromised? vo l u me 46 nu mb e r 5 a pub lication of the park s c h o o l parent s’ assoc iation
These words got me thinking when I first learned of Park’s intention to include a checklist of character strengths called, “Habits for Scholarship and Citizenship” on the Upper Division comment form. Having read Stanford psychology professor Carol Dweck’s work on “mindset,” I understand the concept, but as with most continued on page 2
Got Grit? continued from page 1 important initiatives and the complicated nature of individual learners, the devil is in the details. “How do we actually get kids to develop grit?” “Can zest be taught?” “How does each kid’s unique developmental path affect the demonstration of gratitude or curiosity or personal responsibility?” I did a fair amount of googling and reading on the topic. Most recently, I read Park parent and child psychologist Dorothy Richardson’s article, “Helicopter Parenting,” in the February-March issue of the Park Parent, which honed in on the heart of the matter: “… parenting is a deeply emotional task and we are vulnerable to our anxiety; no matter how much we intellectually understand best practices. We react not just to the internal struggles from our own experiences in childhood, but also to considerable external pressures that seem to intensify every year.” In the spirit of operating with what Carol Dweck calls a “growth” vs. “fixed” mindset, I realized that it was important for me to dig in and learn more. “In the fixed mindset, people believe that their talents and abilities are fixed traits. They have a certain amount and that’s that; nothing can be done to change it. Many years of research have now shown that when people adopt the fixed mindset, it can limit their success. They become overconcerned with proving their talents and abilities, hiding deficiencies, and reacting defensively to mistakes or setbacks-because deficiencies and mistakes imply a (permanent) lack of talent or ability. People in this mindset will actually pass up important opportunities to learn and grow if there is a risk of unmasking weaknesses. In the growth mindset, people believe that their talents and abilities can be developed through passion, education, and persistence. For them, it’s not about looking smart
their studies of research done by Dweck, as well as the work done by Angela Lee Duckinformed risks and learning from the worth on grit, and Christopher Peterson results, surrounding yourself with and Martin Seligman’s work on character people who will challenge you to grow, strengths and virtues—all from the Univerlooking frankly at your deficiencies sity of Pennsylvania. (See Resources box on and seeking to remedy them.” page 10) – Carol S. Dweck, Mindset: The New In developing the checklist, the grit Psychology of Success, Ballantine group focused on five habits—curiosity, grit, Books, 2007 gratitude, zest, and personal responsibility. These habits are predictors of success, can On the evening of January 27, teachers be learned, and connect to Park’s longand administrators of the Park “Grit Group” standing mission of providing a nurturing environment in which children can develop including Mulian Chen, Comfort Halsey curiosity, express creativity, appreciate the Cope, Kristin Hoins, Steve Kellogg, Alice value of hard work and discipline, and expePerera Lucey ’77, Pamela Penna, and Scott rience the joy of learning. According to the Sandvik, initiated a community discussion on the “Habits for Scholarship and Citizen- grit group, this focus on certain character strengths is not new to Park as the school ship at Park.” has always been committed to encouragSteve Kellogg explained, “These charing its students to strive for intellectual and acter strengths are important in life… as a moral growth and to become contributing Park student all the way through to adulthood. We include these words as part of the members to the community. Establishing a feedback on the comment forms because we checklist offers common language for the believe they are important and that students entire community in understanding, qualitacan practice and get better at demonstrating tively, what it takes over a period of time to succeed in school and in life. “It’s like plantthem.” The grit group’s work is based on or grooming their image. It’s about a commitment to learning–taking
continued on page 10
The Park Parent // PAGE 2
Park21, continued from page 1 rate, and study independently. The clearer we are about knowing the function, then the form will be responsive to those aspects. Park21 exists because we want teaching and learning to continue to thrive at Park. In 2011, following in-depth, communitywide research, the School identified three broad strategic priorities: 1. Innovation in teaching 2. Adopting best practices in curriculum and instruction 3. Making Park a learning organization As Director of Park21 Implementation, Kimberly Formisano’s article on page 4 in this edition of the Park Parent illustrates, evidence of the School realizing the ambitious, innovative strategic initiatives articulated in Park21 is all around us. Arriving as I did in 2013, I have entered into the life of Park School at an exciting time—a time when innovative ideas and dreams put forth by teachers are being implemented. This February, following nearly 18 months of planning, Kimberly Formisano and Upper Division math teacher, Elaine Hamilton, introduced PSite Week for Grade V. PSite served as a pilot for the whole strategic plan; at least three quarters of the aspects of Park21 were on display! The project managed to combine many Park21 pieces: collaboration amongst students, learning infused with technology, global citizenship, alternative teaching models, faculty coaching, and time for teachers to partner and learn from one another.
Of course, some initiatives are not going to be as successful in practice as they are in concept. There will inevitably be bumps along the road. But in embracing the iterative process of trial and error, the Park community will learn as much from what doesn’t work as from what does. We need to ask, “what things created a thriving learning environment for students and how can we do more of that?” rather than simply, “was it successful?” So, with Park21 initiatives has the School become a more agile, flexible, learning organization? How are we doing with this work of embracing innovation? Are we becoming faster in our ability to implement change? The answer is yes, and it’s hard work. Teachers who look outward and identify best practices and bring them back to Park are deeply committed and passionate about their craft. We bump up against the constraints of time and resources, we make choices about what we can do and what we can try; sometimes we realize we need to examine how we make choices. But in the midst of this hard, important work is the unwavering commitment— simple and sincere—to be responsive and relevant to the rapidly changing world in which children, teachers, and schools are learning. The big idea behind Park21 is simple but profound: the world of education is rapidly changing. Park21 is about being agents and participants of progress, not passively allowing change to happen and then reacting. To learn more about Park21, please click here.
Save the Date • SunDay, april 27, 2014 (rescheduled)
Our Past
Promise
The Park School Community Celebrates 125 Years and Welcomes Michael Robinson, Head of School Invitation to Follow 5:00–7:00 pm • West Gymnasium • the park school For more information contact rena larusso ‘04 at events@parkschool.org or 617.274.6022.
APRIL – MAY 2014 // PAGE 3
INNOVATION & CHANGE
Park21 Implementation B Y K imberly formisan o, Director of Park21 Implementation
P
"I'm
excited by this new opportunity to learn from colleagues (and to share with them
when they come my way). There are so many ways ark School is an exhilarating place to be a learner for both students and teachers! As Director of Park21 Implementation, I witness daily the enthusiasm in children and adults
to teach, but too often we get locked into ‘our way’
as we're stuck in our rooms too much. Our ways can as they engage in learning and teaching in ways that simply were always improve and our vision of teaching changes not possible prior to Park21. Teachers are collaborating to design innovative curricula and quite easily once you get out and see more of it. incorporate best-practice teaching strategies thanks to the gift of Thanks, Park21!" time that having grade-level teaching assistants has provided. The impact of teacher collaboration in the classroom is powerful, as —Ted Wells, Grade IV teacher teachers observe one another teach and collaboratively improve techniques to reach their students in new and exciting ways. Faculty Coach Teachers’ efforts to refine and advance their skills are also Pamela Penna, Park’s faculty coach, works with teachers throughsupported by a faculty coach, a new position created by Park21. out the school. Her curiosity and ability to ask pertinent questions Coaching has encouraged teachers to enter into analytical and have led to: results-based conversations about their teaching, student learning, lesson and curriculum design—modeling the same growth mindset • Working with individual teachers to develop best practices we are intentionally targeting for students. • Collaborating with departments in the Upper Division on a Another prominent focus of Park21 is thoughtfully integrating chosen goal such as cross-curricular persuasive writing rubrics for new technology into the classroom. The addition of technology has each grade level created a productive environment, inspiring a new level of enthusi- • Leading Middle Division discussions of the book, Lost at School asm where students are deeply and meaningfully engaged. • Facilitating a Lower Division meeting around Rob Evans’s article The daily energy around learning is palpable! Park21 has an “Getting to No” impressive list of new initiatives, all of which are impacting student learning in exciting ways. Here are some of the initiatives that are Mathematics happening this year. By doubling the math support in the Lower and Middle Divisions, Math Specialists Steven Goldman and Katrina Mills, along with Grade-Level Assistants Elaine Hamilton, Upper Division Math Department Head, have The introduction of assistants in Grades I – V has led to numerous opportunities for grade-level teams to collaborate, reflect on their teaching, and design innovative ways to strengthen curriculum.
• Day of Collaboration: Grade III teachers met together for a day while grade-level assistants provided coverage. The Grade III team was able to adapt a fairy tale unit to include the North West Coast tales which will be taught in the spring. • Observation of colleagues: Grade-level assistants are allowing time for teachers to leave their classrooms and observe other teachers. It has been powerful for teachers to take time to learn from one another. • Reflection: Teachers are having more time to reflect and make improvements on their teaching. • Increased collaborations with specialists: Teachers are meeting more frequently with math and language arts specialists. Middle Division students collaborate in Math Club.
To learn more about Park21, please click here.
The Park Parent // PAGE 4
Faculty Coach Pamela Penna leads a curriculum workshop with the Grade V team.
Eighth graders program robots.
been able to make a real impact on Park’s math program and math culture. They have also made time for:
Science
• Teachers to do math as a group to appreciate how children
There have been a number of recent additions to the science curriculum:
approach the task; further supports cooperation, collegiality, and
• Beebots provides an early introduction in Pre-K, K, and Grade I
collaboration
to robotic coding
• Focusing on specific goals such as classroom management
• TIDBITS (an after-school science and tinkering club) continues in
during math instruction to improve students’ learning
the Middle Division
• Middle Division Math Club engaged students in geometric
• FIRST Lego League began in the Upper Division
thinking and problem solving
• Robotics continues in Grades VI and VIII, and is appearing in V
Global Education and Citizenship
and II as well
A group of faculty members worked over the summer to think about and discuss opportunities to further develop students’ global awareness. The summer workshop resulted in:
Recipients of these grants identify, study, and bring back to Park’s classrooms the most compelling ideas about teaching and learning.
• A statement of intent for global citizenship at The Park School
• Equity, Justice, and World Awareness: After 18 months of col-
• Four presentations in the Global Citizenship Speaker Series
Modern Languages teacher, Alan Rivera, concluded their work
• Grade IX students traveling to China for the first time meeting students from our partner school in Hangzhou Province
Peter Amershadian Grants
laborative research and inquiry, Grade II teacher, Kat Callard, and by making four recommendations: (i) hire a Director of Diversity, Equity, and Inclusion, (ii) implement grade-level benchmarks and ‘essential experiences’ for diversity/multicultural education, (iii)
Technology
initiate a thorough and comprehensive social studies curricu-
The increase in the amount of technology that is being used by teachers and students in the classrooms over the past three years is dramatic. Most recently Park invested in:
competence––the capacity and disposition to understand and act
• iPads in all classrooms for Kindergarten – Grade V • AV projectors in 98 percent of the classrooms
lum review for all grades with the goal of educating for global on issues of global significance, and (iv) initiate institutionalized Grade VIII programs in international educational travel to support both a new social studies curriculum and the School’s goals for service learning. They continue to bring their work to the forefront in the following ways:
• 1:1 program in Grade VI using Microsoft Surface Pros
• Faculty Diversity Committee – a group that meets throughout the year to think about ways to further awareness continued on page 10
APRIL – MAY 2014 // PAGE 5
MANAGING STRESS
When Is a Cookie More than a Cookie? B y Oli via Moore hea d-Sla ughter, Psychologist
C
an we talk about stress? Ask an adolescent about stress and you might be surprised to learn that they’re feeling it…a lot! Researchers at the
American Psychological Association (APA) did just that in a recent survey of over 1,000 13-17 year olds (the study also included over 2,000 adults) who reported that stress is negatively impacting all aspects of their lives. Importantly, over a quarter of them (27%) report experiencing “extreme stress” during the school year, compared with 13% reporting this level of stress during the summer months. The results from this survey are indeed sobering and cause for some serious concern due to both the immediate as well as long-term implications of experiencing high levels of chronic stress. Dr. Norman Anderson, a clinical psychologist and CEO of the APA wrote, “Our study this year gives us a window into looking at how early these patterns might begin. The patterns of stress we see in adults seem to be occurring as early as the adolescent years—stress-related behaviors such as lack of sleep, lack of exercise, poor eating habits in response to stress.” Alarmingly, when asked about the impact of stress in their lives, 40% report feeling irritable or angry; 36% stated that they felt nervous or anxious; a third felt that stress made them feel more overwhelmed, depressed or sad. Overall, teen girls are reporting feeling more stress than teen boys, a finding that mirrors the reports for women and men. Consider the following (excerpted from a February 11, 2014 article in USA Today by Sharon Jayson): • 59% of teens report that managing their time to balance all activities is a somewhat or very significant stressor
• 40% say they neglected responsibilities at home because of stress; 21% say they neglected work or school because of stress • 32% say they experience headaches because of stress • 26% report changes in sleeping habits • 26% report snapping at or being short with classmates or teammates when under stress The results of this national survey raise important considerations for adolescents and the adults who inhabit their worlds. Most of us would agree that both parents and school faculty have a sphere of influence in assisting adolescents (and younger children) to find ways to manage and ideally minimize the amount of excessive stress in their lives. It should be noted that the results of this study are not without skeptics who argue that teens may be using stress as an excuse for procrastination or as a rationale for opting out of arduous work.
Anderson notes that, “While one might argue that everything is affected by stress, what’s interesting is that they’re not doing that… They’re differentiating between the things they believe are negatively impacted by stress vs. others. Only 10% believe lower grades are due to stress. They seem to be very nuanced in their attributions of what stress does.” At Park, discussions with students about stress and how to manage it routinely take place within the Growth Education curriculum. In the fall, Dr. Sandra DeJong (parent of Park alumni) and I led several classes with ninth graders, including one where talking about stress was front and center. (Grade VII also has a Growth Education unit on stress.) Students were quite forthcoming in talking about their levels of stress as well as what they considered the greatest sources. Not surprisingly, many of their comments focused on the difficulty of balancing academic workload, sports, other outside activities and lessons, family time, continued on page 12
The Park Parent // PAGE 6
S U N D AY, MAY 18th, 2014 12 p m - 4 p m Springfest is Park’sbiggest community event and the PA’s largest fundraiser.
Don’t miss Park's annual COME: spring fair! Rides, games, raffle, silent
Event Chairs
auction, rummage sale, good-old-fashioned carnival food and more.
DONATE: The raffle and silent auction are only possible with your generous donations. Please contact the raffle and auction chairs with any donation ideas or questions.
We need over 300 volunteers and HELP: are counting on all of YOU! To the right is a list
of all of the fun ways you can help. Please sign up for a shift on the website or by contacting any of the Springfest chairs.
Thanks for your support. Springfest Co-Chairs: Carol Batchelder, Julie Saltzman, Sara Strand and Christina Vest
Auction
Carol Batchelder
cbbatchelder@gmail.com
Julie Saltzman
juliesaltzman@msn.com
Sara Strand
spstrand@gmail.com
Christina Vest
christinavest@gmail.com
Jen Eielson
jennifer.eielson@gmail.com
Sue Jeppson
suejeppson@gmail.com
Lawson Albright
lawsonaa@gmail.com
Dana Lewis
danalewis2010@gmail.com
Harley Creelman
hgcreelman@gmail.com
Admissions
Megan Zug
meganzug@gmail.com
Games
Laurie Glassman
glassano@aol.com
Melissa Potter
mgandmjp@aol.com
Set up
Jen Daly
JDaly@bridgebostoncs.org
Communications
Nancy Pinchera
nancy@cradockwoodworking.com
Software Chair
Natalie Wright
nwright@baincapital.com
Beverages
Mary Hull
mhull@aac.org
Wendy Pierce
wendygpierce@gmail.com
Food
Brian Duckworth
bcduckworth@gmail.com
Rummage Sale
Christian Porter
christian_porter@parkschool.org
Concessions
Amanda Lawrence
am.lawrence@neu.edu
Rides
Julia Clarkson
jclarkson@mba1998hbs.edu
Creative Corner
Brooke Laughlin
brookelaughlin@mac.com
Jen Dolins
mdolins@comcast.net
Prizes
Nikki Nudelman
nikkilfish@yahoo.com
Green/Recycling
Rebecca Mayne
r_mayne@altvil.com
Medical Info
Holly Oh
hollyoh@yahoo.com
Raffle
APRIL – MAY 2014 // PAGE 7
PARK’s BOARD
Park’s Board of Trustees: Who We Are and What We Do B y S uz ie Tapson, Chair, Board of Trustees
I
n the day-to-day operations of a well-run school like Park, it can be hard to see the impact of decisions made by the Board of Trustees, and so I often get questions about what
it is exactly that we do. It is easier to see the imprint of Board decisions over time, but this makes the Board’s role less immediately visible to the community. As Chair of the Board of Trustees, I attend all the new parent dinners to introduce parents to the workings of the Park Board, but for most of us, the new parent dinner was a long time ago (for me, 11 years have gone by quickly) and so I thought it might be time to re-familiarize the community with Park’s Board—how we are organized, what we do, and upcoming initiatives that lay ahead. First off, how we are organized. The Park Board of Trustees is made up of the following:
•
24 Park parents (including the Parents’ Association President)
•
2 leaders from independent schools
(Tower School and Milton Academy)
•
2 representatives of Park’s alumni community
•
Park’s Head of School (ex officio)
•
2 Park administrators (ex officio)
We hold seven regularly scheduled meetings during the academic year, but much of the work is done within the Board’s eight standing committees (see box on page 9). There are also usually one or two additional “ad hoc” committees working on particular issues of importance for the school. For example, an ad hoc committee oversaw the search for our new Head of School, and there is currently an ad hoc committee working on Park’s approach to security. The work of these many people within these various committees is all in the service of a clearly defined Board role. In support of Park’s mission, the Board of Trustees does essentially three things:
•
Hires and evaluates the Head of School
•
Sets policy and strategic direction for the School
•
Works to ensure Park’s ongoing financial viability
HIRES AND EVALUATES THE HEAD OF SCHOOL The hiring part of this effort has obviously been in high gear over the last few years and brought Michael Robinson to Park. What you may not know is that the evaluation process has also been ongoing with the goal of ensuring an open and honest dialogue between the Head of School and the Board. Park’s evaluation process is a thorough one. The Board and the Head of School work together in June to set goals for the coming academic year (and beyond) and those goals are then voted upon by the Board at our September meeting. We check in with the Head of School throughout the year on progress, discussing adjustments as needed. This year, we have added more times to check in with Michael to support his transition and help him work as effectively as possible with the School and the Board. In the spring, the head of the Committee on Trustees and the Board Chair spend a day meeting with eight members of the Park faculty and staff to hear their perspectives on how the year has gone—what has gone well, what could be improved upon, and how they feel about the direction the School is taking and particularly the leadership of the Head of School. To ensure people feel comfortable being open, these comments are kept anonymous. In addition, in the spring of each year, the Board fills out an extensive survey from the National Association of Independent Schools that assesses performance around all aspects of school leadership. The Head of School also completes a self-assessment. Toward the end of the academic year, the head of the Committee on Trustees and the Board Chair compile the feedback and then sit down with the Head of School to discuss it. This review is also shared with the Board. The process becomes a starting point for setting goals for the following year. Sets policy & strategic direction for the school Policies the Board is involved in are numerous and diverse and include things such as Park’s approach to curriculum review, our bullying policy, the level of financial reserves required, the structure of the academic calendar (number of academic days, vacations, etc.), and the right amount of financial aid to offer, to name a few. Every five years or so, the Board will take on a strategic planning continued on next page
The Park Parent // PAGE 8
effort to determine areas where the School needs to focus attention and resources. Park’s latest strategic planning process started in 2010 and led to our current strategic plan, Park21 (http://www. parkschoolcommunity.net/park21). Setting policy and the strategic direction for the school are the ways the Board, along with the leadership of the school, work to ensure Park is meeting its mission of delivering an excellent education for all Park students. Works to ensure Park’s ongoing financial viability The financial models for all independent schools are challenging. Park is in very strong shape compared to many schools, but challenges remain. We have an economic model that is designed to reflect and support the values of the school—we seek to attract and retain the best teachers and compensate them at the top levels of our benchmarked peer group, we support significant investment in financial aid, we keep our student-teacher ratios low, and we fund significant amounts of professional development. At the same time, we are mindful of the fact that affording an independent school education is difficult and want to keep Park as accessible as pos-
sible, and so work to keep tuition growth to a moderate level and maintain tuition levels lower than many of our peer schools. Managing all of this takes a good deal of planning and thought. The school leadership and the Board’s Finance, Investment, and Development Committees work through this balancing act by controlling costs, utilizing other sources of revenue above tuition (such as summer camps and facility rentals), financial planning, prudent management of Park’s endowment, and thoughtful stewardship of the tremendous and critically important generosity of the Park community. These three essential efforts undertaken by the Trustees have led to big changes for the school over time. Forty-five years ago, the Board voted to move the School from Kennard Road to Goddard Avenue. In the last twenty years, Park has very purposely grown from a neighborhood school with limited financial aid resources to a metropolitan school serving 30 cities and towns in and around the Boston area with financial aid levels that are the envy of our peers. In that time, the Board also made the decision to invest significantly in professional development in support of continued on page 13
Park’s Board of Trustees’ Committees The Committee on Trustees (Led by Marty Mannion) •
Oversees evaluation of the Head of School, identifies Board needs and potential trustee candidates, and acts as an executive committee for the Board
Building and Grounds Committee (Led by Garrett Solomon ’86) •
Develops Park’s five- and ten-year capital improvement plans and oversees maintenance and construction at the School
Development Committee (Led by Anne Mitchell and Pete Riehl) •
Works with the Park Development Office and the Park community to raise the additional operating dollars needed each year to run the School and the capital dollars needed to grow Park’s endowment to support new initiatives or new infrastructure
Diversity and Inclusion Committee (Led by Heidi Johnson) •
Oversees Park’s diversity mission and strives to ensure differences are both celebrated and welcomed at Park
Education Policy Committee (Led by Atul Dhir and Kate Olmsted) •
Reviews educational policies, such as curriculum review and the school calendar
Finance Committee (Led by John Connaughton) •
Sets the budget for the school every year and oversees the longer-term financial health of Park
Investment Committee (Led by Pete Riehl and Sam Wilderman) •
Oversees our endowment investment policies
Audit Committee (Led by Happy Rowe) •
Oversees the selection and evaluation of Park’s independent auditor and works with the Business Office to evaluate the School’s financial and compliance reporting processes
APRIL – MAY 2014 // PAGE 9
Got Grit? continued from page 2
ing seeds,” said Alice Lucey. “So much of what is taught in school is learned later. These habits are something to aspire to and give teachers another way to give feedback to students beyond a letter grade.” Recently, Grade IX advisors ran into two Park alums. Now education majors, the former Park students had recently been to a lecture given by Carol Dweck. They quickly realized and voiced, “you are putting into words all of the things we learned at Park.”
"It
is not the final grade that matters, it is the journey of the year and how you will
Park21 Implementation, continued from page 5 • Book database that pinpoints Anchor Texts for Grades Pre-K – V. Teachers are using the books within their classrooms to have conversations about identity in an ageappropriate manner. • Global Speaker series launched in Fall 2013 • Supervision and Evaluation: Grade III teachers, Jen Riley and Peter Bown designed a framework that identifies the attributes of an excellent teacher at Park. They continue to work with the faculty about how to most effectively use the framework.
get there ... it takes these words to get to the destination ... the words are like a map ... " —Grade VI student I take heart in the knowledge that our kids are works in progress. The kid we see today is not the same one we’ll see at the end of another academic year. As growth-minded parents and teachers, we can all give students the opportunity to demonstrate these character traits on their own developmental timetables by, according to Dweck, “praising effort instead of intelligence” and reinforcing the concept that the young brain is not fixed in time, but grows directly with the work we put into ourselves. It’s not a perfect science, yet, but it’s something we can all learn more about as a community to help our children grow.
Kimberly Formisano helps a student during Grade V PSite week.
• PSite, Park School’s Institute for Transformative Education: The first PSite week in February coincided with launching the Grade V
ADDITIONAL QUESTIONS FOR CONSIDERATION
unit on immigration. 19 Park parents who have immigrated to the
• What can parents do to support our children in developing these character traits, beyond what we may already do at home with our own family’s values?
United States shared their immigration stories. Additional parent
• How will the knowledge gained on a student-by-student basis be transferred from year to year from teacher to teacher?
their learning. While Grade V students were immersed in the
• Does the developmental continuum affect children’s attainment of these character strengths?
volunteers assisted students in developing and using interviewing skills and designing and creating interactive exhibits to showcase PSite project, Grade V teachers explored and further developed their social studies units around immigration. • Academic Support: Language Arts Specialist, Anita Brush, Grade
• As parents who know our children best, how do we navigate advocacy while at the same time letting go?
I teacher, Sarah Rose, and Academic Support Coordinator, Peggy
• What role does relationship between student and teacher play in the context of a child developing these character strengths? How might a sense of “belonging” affect mindset?
port. They have interviewed faculty and learning specialists. They
Blumenreich, are investigating best practices for academic suphave had conversations with and visited peer schools and read current research on effective intervention. The team is currently meeting with teams of teachers in the Middle Division and Lower
CHARACTER STRENGTHS RESOURCES How Children Succeed: Grit, Curiosity and the Hidden Power of Character by Paul Tough Mindset: The New Psychology of Success by Carol S. Dweck Character Strengths and Virtues: A Handbook and Classification by Christopher Peterson and Martin Seligman “The Key to Success? Grit,” by Angela Lee Duckworth, TED Talks Education, http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit “What If the Secret to Success Is Failure?” by Paul Tough, New York Times, http://www.nytimes.com/2011/09/18/magazine/what-if-the-secret-to-successis-failure.html
The Park Parent // PAGE 10
Division to think further about a pilot program.
As we come to the end of the third year of Park21, it’s exciting to see how many aspects of the school are being touched by the strategic plan. As teachers reflect on best ways to impact student learning, Park21 strategies will be refined and changed so that only the most influential work will continue. It is indeed an exciting time to be a student and teacher at Park. To learn more about Park21, please click here.
nd
o r A u
coincidentally, Mr. Porter’s favorite book of the year – The Boy Who Loved Math: The Improbable Life of Paul Erdos by Deborah Heiligman. BOOKS OF THE MONTH Our Book of the Month program for April and May highlights two important, recently published, nonfiction titles that actively promote historical and global
The Library
awareness for young readers: April When Thunder Comes: Poems for Civil Rights Leaders (2012), J. Patrick Lewis
VISITING AUTHORS
histories, such as Bomb, Lincoln’s Grave
We are celebrating
In April, Park welcomes two highly
Robbers, and The Port Chicago 50. Mr.
National Poetry
acclaimed authors of nonfiction for chil-
Sheinkin meets with students in the Upper
Month with
dren: Jason Chin and Steve Sheinkin. Jason Chin writes and illustrates innova-
Division to discuss his research and writing
illustrated collection of poems, notable
historical curiosities.
for its focus on lesser-known civil rights
tive nonfiction picture books that span the vast range of the natural world,
this beautifully
process, inspiring students to explore their
pioneers, such as Dr. Suu Kyi (nonviolent COOK PRIZE
reformer in Myanmar), Harvey Milk (first
When the new year begins, the Middle
openly gay elected official in California),
woods, Coral
Division, almost in unison, turns its instruc-
and Professor Muhammad Yunus (founder
Reefs, Island,
tional reading to non-fiction. In Grade III,
of Grameen Bank, a microcredit milestone,
and Gravity.
students use emergent skills to evaluate
and winner of the Nobel Peace Prize).
Known for his
finalist for the Bank Street School Cook
including Red-
meticulous
Prize. The prize honors “the best S.T.E.M.
May
research and
picture book published for children aged
Handle With Care: An Unusual Butterfly
stunning art-
eight to ten.” Our students participate in
Journey (2014), Loree Griffin Burns & Ellen
work, Mr. Chin
voting with children across the country,
Harasimowicz
promises to edu-
selecting what they consider the very best
Author and
in nonfiction.
photographer travel
cate Lower Division students in the craft of nonfiction. This visit is co-sponsored
to Costa Rica to
by the P.A. Diver-
This year we are considering a book about
live and work on
sity & Inclusion
sanitation systems – Toilet: How It Works
a farm that raises
Committee.
by David Macaulay; a book that asks what kind of animal would we be if we walked
a most unusual “crop”: Blue Morpho
Steve Sheinkin
on three toes – Bone by Bone: Comparing
butterflies! An engaging adventure story,
is the Newbery-
Animal Skeletons by Sara Levine; a book
with wonderful first-hand photographs,
honor award-
full of puny worm commentary about
that brings a unique global story to
winning author
ecosystems – No Monkeys, No Chocolate by
younger and older readers alike.
of narrative
Melissa Stewart and Allen Young; and,
APRIL – MAY 2014 // PAGE 11
Cookie Chats, continued from page 6
recreational time with friends, relaxation, and sleep. Many, if not all of them, were amazed to learn how far short they are falling in terms of the amount of sleep recommended for adolescents (9 to 9-1/2 hours per night) compared with the amount of sleep that they are actually getting. They were also taken aback to learn about the research that indicates the negative impact of using screens within 2 hours of bedtime on effective sleep. This includes screens of any kind—television, tablet, computer, or smartphone. And, though it is helpful to catch up on sleep during weekends, this is much less than ideal and does not promote optimal physical and emotional wellbeing. The evidence strongly suggests that getting enough sleep is not optional: it’s essential. Importantly, there were also Growth Education classes that addressed stress management and healthy ways to manage stress, such as yoga. On the heels of so much distress about stress, it seemed like a good time to share one of the ways in my role as Park’s psychologist that I attempt to provide some regular infusions of downtime for Upper Division (UD) students. If you happen to have a student in Grades VI-IX, you may have heard about a weekly occurrence known as Cookie Chats. Cookie Chats take place in my office during Wednesday recess. Typically, each Wednesday, one grade gets a turn and it’s either announced during Morning Meeting or at the end of lunch which grade (VI – IX) has a Cookie Chat. Attendance is completely voluntary and kids are free to stay for 10 seconds or the entire 25 minutes. They can sit and fiddle with one of the many brain puzzler toys on the table, sink into a bean bag chair, flop on the sofa with other kids, or find a spot on the floor. Depending on the day, it’s very lively or more quiet. That’s the chat part. Some of the “chat” involves me and some of it is with friends. I’m available but not insistent, doling out cookies and juice in exchange for “thank you.” The name is almost a complete giveaway of what this time involves: freshly baked cookies (many thanks to Robert Brooks, Lidiette Hernandez, and the entire Food Service team!) and time to chat with their friends and me. What’s perhaps not so obvious is that the Cookie Chat is meant to provide a predictable “sweet spot” during the week when UD students can come by for a cookie, a cup of juice, and some conversation. It’s also an opportunity to take a break and to breathe. I’d like to believe that it’s very easy to cross
the threshold of my office at any time, but dropping in for a Cookie Chat is really easy. The chats are filled with little moments about how the day is going, who they’re playing in sports, what quiz they are having the next day, what plans they have for after school, who’s excited about the weekend, how much homework they have, etc. While a Cookie Chat is not a particularly good time for kids to present more private concerns, it does give them a non-threatening way to get to know me, and to experience my office as “normal” and open to everyone. It also makes it much more likely that they will come my way when they need to talk about something that is bothering them or when they discover that a friend is in need of help. During Cookie Chats, we talk about life and, mostly, life is good. However, inevitably, when it’s not, there’s the option of a more private chat…with or without a cookie.
Healthy Ways to Manage Your Child’s Stress
P P P P
P P
Ensure they get enough sleep. Adolescents need 9 to 9-1/2 hours. Younger children require 10-11 hours each night. Manage their schedules. Is s/he over-scheduled? Is there downtime for leisurely meandering and relaxation? Lead by example. Keep discussions about work/life balance on the table for your child(ren) and yourself. Model taking care of yourself and support your child(ren) in doing the same. Promote exercise. Regular physical activity is a great way to relieve stress and to support a healthy lifestyle. Focus on fun. Do something that’s enjoyable and relaxing everyday. Breathe. Namaste.
CALLING ALL WRITERS! The Park Parent is a newsletter of the Parents’ Association that discusses issues of broad interest to Park parents and the Park community. If you are interested in joining the editorial team, please contact Stanley Shaw (stanley.y.shaw@gmail.com), TC Haldi (thaldi@mit.edu) or Kate LaPine (lapinek@parkschool.org).
The Park Parent // PAGE 12
Board of Trustees, continued from page 9
attracting and retaining teachers eager to learn and improve their craft to the benefit of our faculty and students. Just before I joined the Board in 2008, the decision was made to build a new wing that would increase classroom space, allowing Park to enroll additional students while reducing the number of children in each class. In 2013, we saw the beginning of a new era with the hiring of Michael Robinson, the purchase of the land next door to support future growth opportunities for Park, and further implementation of Park21. There have been so many Board decisions in Park’s history, each developed in partnership with the leadership of the school, and enabled with the support of our community, and each has helped mold Park into the school our children experience today.
Conversations About Identity, Inclusion, and our Collective Community
Engaging deeply on the Park School Board of Trustees requires a significant commitment and I have been profoundly impressed by the many busy and talented Park parents, alumni, and independent school educators who have made serving on the Board a priority. It has been an honor to lead this group for the past three years –– together, I believe we have made Park an even better place for our Vinny Chang will become entire community. the Chair of Park’s Board of My own term as Board Chair Trustees in June 2014. comes to an end this June and I will be handing the mantle off to Vinny Chiang who I know will do a tremendous job leading Park in partnership with Michael Robinson. Looking ahead, there are many exciting issues the Board and the School will address: a school re-accreditation process; a new effort at facilities master planning and strategic planning; a review of the full scope of Park’s afterschool programming; and potentially a rethinking of the structure and schedule of the school day and week, to name just a few. I look forward to seeing the continued imprint of the Board on our community as these many efforts unfold.
All-School Evening with Randall Kennedy “The Virtues and Challenges of Seeking to Teach Our Children Progressive Values”
The Park School
Mr. Kennedy, Harvard Law Professor and parent of Park Alumni, has written numerous books on discrimination, race, and affirmative action.
PARKING SPACE
Wednesday, April 23, 2014 7 p.m. in the Theater
A Discussion of Unconscious Bias and Stereotype Threat Thursday, May 8, 2014 7 p.m. in the Conference Room
Using Claude Steele’s Whistling Vivaldi as a starting point, Dr. Olivia Moorehead-Slaughter will moderate the discussion. Hosted by the P.A. Diversity and Inclusion Committee in partnership with the P.A. Roundtable Committee. Questions? Samantha Kaplan sekmhl@aol.com, Heeten Kalan hkalan@igc.org, or Russ Porter russ_porter@harvard.edu
Parking space ads are free! Contact Kate LaPine by phone (617-274-6009), or e-mail (communications@parkschool.org). The deadline for the June issue is Monday, May 19th.
Park family looking for a 3-5 bedroom house to rent for June and July. Prefer Brookline or surrounding area. We have 2 kids ages 11 and 13, and no pets. Please contact Laura Wilmerding at 617-7840014 or lawilmerding@comcast.net. Experienced babysitter with car available for summer child care. Park graduate (‘08), and current junior at Hobart & William Smith Colleges, majoring in sociology with minors in education and child advocacy. Contact Olivia Cinquegrana at 617-959-1853 or olivia.cinquegrana@hws.edu.
APRIL – MAY 2014 // PAGE 13
Upcoming Dates of Note April 21
Monday NO SCHOOL – Patriots’ Day
April 22
Tuesday
125th Tree Planting, 7:30 a.m.
April 23
Wednesday
All-School Evening: Randall Kennedy, 7 p.m.
April 24
Thursday Spring Benefit Concert, 7 p.m.
April 27
Sunday Our Past & Promise event, 5 – 7 p.m.
May 2 Friday May Day (Pre-K-V) 10:30 a.m., Dress Day, Pre-K–IX noon dismissal, NO ASP Faculty/Staff Appreciation Luncheon May 8
Thursday
Unconscious Bias Discussion, 7 p.m.
May 17
Saturday
Alumni Reunion
May 18
Sunday Springfest 2014, 12 – 4 p.m.
May 22
Thursday
May 26
Monday NO SCHOOL – Memorial Day
The Park Parent Editor: Editorial Board Chair: TC Haldi Stanley Shaw Director of Communcations: Kate LaPine Editorial Board: laura barkan, Carol batchelder, Laura Carroll, Chris Hartmann, Paula Ivey Henry, Todd idson, Anne Harvey Kilburn, Kate Olmsted, Padmaja Raman, dorothy richardson, darshak sanghavi, john strand President, Parents’ Association: katie mcweeny
Spring Play: Treasure Island, 7 p.m.
Spring Play: Treasure Island Thursday, May 22 7 p.m. Visit the calendar on the Park School website for more dates!
Parents’ Association Communications Network: Emilie Kendall AlISON HONG (photographer) Chair, Board of Trustees: Suzie Tapson Head of School: michael Robinson
We want to hear from you! If you have a story idea or issue you’d like to see covered or thoughts about something you’ve read, please let us know.
TheParkParent@parkschool.org
Read The Park Parent online at www.parkschool.org The Park Parent is a newsletter that highlights academic, extracurricular, social, and fundraising activities at The Park School. It is currently published six times a year, and its readership includes parents, grandparents, faculty, alumni, and other friends.
The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456 APRIL – MAY 2014
The Park Parent