Letter from the Head of School and Board Chair New Trustee Profiles:
Ivy Alphonse-Crean ’07
Nadia Fenton-Rahim
Sara Ofosu-Amaah
Susanna Whitaker Waters ’99 In Memoriam
Around Park: Alumni Clambake Picnic at Park
Centering the Child & Childhood: Belonging in Park’s Upper Division
The Many Faces of Student Support at The Park School Graduation 2024
Editors
Suzy Akin
Lauren Corvese
Emma Hobart-Sheran
Design
Robert Beerman, Onward Upward
Photography
Flo Farrell
John Rich
Tony Rinaldo Photography
Student artwork in the Report on Philanthropy was created during the 2023–24 academic year.
Printing
Puritan Capital
Development Office 617.274.6018 development@parkschool.org
Shannon O’Leary, Director of Development
Lauren Corvese, Senior Director of Annual Giving
Meredith Hauser, Director of Alumni Relations & Major Gift Officer
Rebecca Schultzberg, Director of Capital Giving & Major Gift Officer
Abbie Weaver, Manager of Development Operations & Special Events
The Development Office has taken great care to ensure the accuracy of the information in this report.
If your name was inadvertently omitted, misspelled, or otherwise listed incorrectly, please accept our apologies and let us know so we may correct our records. 2023–24
Letter from Development Leadership Budget & Philanthropy Summaries Volunteer Leadership Giving Day 2024 Donors by Constituency The
Dear Park Community,
This issue of The Park School Bulletin comes at a very satisfying moment in the academic cycle. It’s the second half of November as we write, with the whirlwind of the first days of school, Back to School nights, and the first round of conferences behind us, and we can enjoy both looking back over the smooth start of another school year, and enjoy the prospect of what’s ahead. In addition, this issue shares the Annual Report on Philanthropy, an important reflection of the Park community’s belief in our mission, vision, and values, and the generosity it inspires. Looking back, and looking forward, we couldn’t be more proud of all this community has and will accomplish.
Park’s core values—Academic Excellence, Diversity, Equity, Inclusion & Belonging, and Social Emotional Learning—provide the philosophical grounding that inspires us to invest ourselves every day in the work that makes Park “Park,” and guide everything we do. This year, we are thrilled to welcome new program leaders whose roles will intentionally work to build and strengthen the administrative structures necessary to implement these values throughout the program.
Ken Rogers, who joined Park as Upper Division Head in July 2020, has been named Assistant Head of School for Curriculum and Instruction, and brings his decades of independent school experience to focus on Park’s PreK–8 instructional practice. Jimmy Manyuru brings 15 years of independent school experience, most recently at Beaver Country Day School, to his new role as Upper Division Head. Jimmy is joined in the Upper Division by Elaine Hamilton, who brings deep knowledge of Park’s programs and students, having served as a math teacher, Math Department Chair, and Makerspace educator, not to mention parent of two Park alumni, to her role as Assistant Upper Division Head. Together with Park’s Lower Division leaders, Tina Fox and Ildulce Brandao-DaSilva, Ken, Jimmy, and Elaine bring new strength to the structures that support Academic Excellence: Ken’s new role provides a dedicated focus on curriculum design and instructional growth, while our Upper and Lower Division leaders are now able to deepen their focus on student and family experience.
In addition, in welcoming Park’s first Director of Student Support, Anndrew Reinfeld, we have enhanced our leadership for Social Emotional Learning. An experienced school counselor with a background in social work and an advanced graduate degree in Human Development and Education, Anndrew loves working with this age group and looks forward to the opportunities ahead in partnership with school counselors Annie Maness
and Julie Mumford. The Student Support team expands its scope to both guide SEL learning and support teachers, students, and families in negotiating social-emotional challenges as they arise.
These important additions complete our values-driven leadership structure, alongside the Diversity, Equity, Inclusion & Belonging team established in recent years under the leadership of department director Alile Eldridge and assistant director Erina Spiegelman. In the pages ahead, you will have the opportunity to learn more about our new program leaders, and we hope you will share our excitement for the vision and partnership they bring. As exciting as it is to see each of these areas expanding their impact, it’s even more exciting to see the benefits arising from the collaborations of these professionals as they work together on behalf of Park’s programs and students.
As educators, we both value the thoughtful process that has allowed us to lift our core values with the deliberate, substantive programming this leadership provides. We know, also, that this growth builds on great accomplishments made possible through the first two phases of The SPARK Campaign, positioning us so well to maximize the benefit of our programs to our students. And day to day, everything we do is made possible by the community commitment to annual giving and volunteerism. We are grateful to every member of the community for all they do.
There is more opportunity ahead, more growth, and more benefit, and we look forward to sharing more plans in the months to come.
Warmly,
Lesley Ryan Miller Chair, Board of Trustees
Scott Young Head of School
New Trustees
IVY ALPHONSE-CREAN ’07
Alumni Representative to the Board
Ivy Alphonse-Crean is a Diversity, Equity and Inclusion practitioner, author, and mother from the greater Boston area. Her writing focuses on education and dystopian short fiction. Ivy’s work can be found in the anthology Teaching Beautiful Brilliant Black Girls and the upcoming anthologies Apocalyptic Pedagogies and You Hear Us Knocking BUT Won’t Let Us In: Voices and Reflections of Diversity Equity and Inclusion Experiences, Practice and Policy. Shorter articles and personal essays can be found in Independent School Magazine and WBUR’s Cognoscenti. In addition to her growing writing portfolio, Ivy is also a 200-hour certified yoga teacher and Social-Emotional Learning Facilitator. She serves on Park’s Alumni Committee, on the Board of Horizons at Dedham Country Day School, and on the Stoughton Cultural Council. She has apprenticed in herbal medicine at Sacred Vibes Apothecary in Brooklyn, NY. In her free time, she enjoys knitting, making tea blends, and singing classical works.
NADIA FENTON-RAHIM Parents’ Association President
Nadia Fenton-Rahim is the Assistant Vice President of Internal Communications at State Street Bank. She has over 17 years of experience in marketing and graphic design, and has worked in the publishing, architecture, higher education, and financial industries.
Nadia attended Northeastern University as an undergraduate student and went on to earn a Masters in Business Administration from Simmons University. In addition to working at institutions like Harvard and State Street, she has worked at several start-ups and currently sits on the board of Mattapan Square Main Streets and Dimock Community Health Center.
Nadia and her husband, Sean, have been members of the Park community since 2012, serving together as Class Reps in addition to Nadia’s many other volunteer roles on the Parents’ Association (PA) over the years.
In SY24–25, Nadia will serve as the PA president. Nadia has a daughter, Samira, at Park (Grade 6) and her son, Noah, is a student at Roxbury Latin School (Grade 11) who attended Park through Grade 6.
SARA OFOSU-AMAAH
Sara joined Park’s board this year, bringing two decades of experience in education reform to the role, with a particular passion for building educational environments that help young people realize their academic and personal potential. A graduate of Harvard College, Sara completed graduate work at Pace University School of Education and the Harvard Graduate School of Education. She began her career as a special education teacher and most recently served as the Chief Operating Officer and Senior Advisor of the Phoenix Charter Academy Network.
Sara served as a Trustee of Deerfield Academy and as the first female President of the school’s Alumni Association. She and her husband, Nii Amaah, live in Jamaica Plain with their three children, Isabella (Grade 3), Julia (Grade 1), both at Park, and Jack, who is in preschool. They are active in the Park community, having served as Class Reps and in other PA roles.
2024-2025
BOARD LEADERSHIP & OFFICERS
Lesley Ryan Miller, Board Chair
Greg Woods, Vice Chair
Rahul Ballal, Secretary
Sara Leventhal Fleiss ’95, Treasurer
Darren Abrahamson
Ivy Alphonse-Crean ’07, Rahul Ballal
Celina Barrios Millner
James Benenson
Kent Bennett
Kelly Caiazzo
Lise Charlier
Nicole Danforth
Nadia Fenton-Rahim
May Hara
Julia Lloyd Johannsen ’93
Lesley Ryan Miller
Ted Noon
Femi Obi
Sara Ofosu-Amaah
Rich Quincy
Sean Abdur Rahim
Anna Sinaiko
Amanda Teo
Susanna Whitaker Waters ’99
Greg Woods
SUSANNA WHITAKER WATERS ’99
Susanna joined Park’s Alumni Committee in 2019, has served as a Reunion Volunteer, and has been an active Class Representative. In addition to these roles, she has also served as a Co-Chair for The SPARK Campaign. Susanna has served on the Park Board of Trustees as the alumni representative since 2022, and is delighted to continue her service. Susanna has been a member of the Finance, Development, and Building & Grounds Committees as well as the Sustainability Task Force. Susanna graduated from Park in 1999 and continued on to Concord Academy. Thereafter she earned a BA in history and MEd in secondary education from St. Lawrence University, and a MEd in private school leadership from Teachers College, Columbia University. After working at Holderness School and Brooks School, she now serves as the head of school at Fay School in Southborough, MA. Her husband Willie also works at Fay, and her children Ainsley (11), Callum (7), and Camilla (3) all happily attend the school as well!
Betsy Ball
Park friend and long-time staff member Betsy Ball died on Saturday, September 14. She was 95. Her 65-year tenure at Park was, and remains, without precedent at the School. During that time, she helped shape the lives of nearly four generations of Park students.
Betsy first joined the Park community in 1954, teaching three-year-olds in the nursery program until 1966. She returned to Park in the 1970s with her husband, Bob, and two sons, Rob ’83 and David ’85. The centennial history of The Park School reports that “Betsy Ball may have worked even harder for Park as a mother than she did as a teacher.” She was a stalwart volunteer, running the famous Clothing Sale and staffing the entrance to the Harvest Fair with her trademark smile.
Once both sons were in high school, Betsy assumed the essential job of running the front desk—greeting visitors, answering phones, delivering messages, and coordinating dozens of volunteers. From this vantage point, Betsy watched hundreds of students grow up, including her own great-nieces, Eliza Perry ’12 and Sophie Perry ’14. Working with Betsy was the single most sought-after volunteer role among the Parents’ Association offerings. Parents loved working with her, and continued to stop by and visit her after their children graduated. In her signature cardigan sweaters, headbands, and floral patterns, she represented a reassuring constant for alums and families, a touchstone of familiarity and connection.
In recognition of her historic service, the main lobby on Park’s ground floor was named in her honor. In addition, upon her retirement at age 90, Park established The Betsy Ball Endowed Fund for Financial Aid and invited all who wished to celebrate her impact to contribute. Rob and David stepped forward to make the very first gifts, and hundreds of Park families followed suit. Financial Aid is an initiative as core to Park as Betsy herself, and the fund extends her indelible legacy. Betsy was very pleased and touched that a fund established in her name would directly benefit students, as it was her heartfelt connection with students that she most cherished. Through the generosity of the Park community, the Fund has topped $250,000. We are honored that Rob and David suggested that memorial gifts be directed to this Fund, furthering Betsy’s unmatched legacy at Park.
Betsy remained in touch with the School and with Park friends over the years—and received a celebrity’s greeting when she arrived at the event celebrating the 50th anniversary of 171 Goddard Avenue in October 2021!
When she retired, Betsy shared these sentiments with the community: “Every day I have spent at Park—in the classroom, as a parent, and at the front desk—has brought me immeasurable joy. I am thankful for Park’s children: their curiosity, their humor, their bright, friendly smiles. To walk the halls of The Park School is to immerse oneself in the energy and happiness of childhood. For many years, Park has shared these simple, timeless gifts with my family. To every child, parent, and teacher, I am most grateful.”
All of us at Park are most grateful for Betsy Ball.
Charles C. Cunningham, Jr.
Former Trustee and Board Chair
Charlie Cunningham, whose long and dedicated service to Park was nothing short of transformative, passed away on October 13, 2024, at 90 years of age.
A native of Boston educated at Milton Academy, Harvard College, and Harvard Business School, his devotion to The Park School began with the arrival of his three daughters—Lisa, Class of 1972, and Caroline and Eleanor, Class of 1974. It continued through eight grandchildren who are Park alumni, and to two great-grandchildren who are current Park students. Through all his decades of connection, we have appreciated his devotion, just as so many at Park have been devoted to him.
Charlie served as a Park trustee from 1966–77, serving as Board Chair from 1965–1968. After a long range plan studied the school’s needs and determined that the Kennard/Hedge Road campus could no longer effectively support Park’s growing programs. Charlie Cunningham was approached by Kim Faulkner, Class of 1945, who said his parents, Dr. James and Mary Faulkner, would be interested in making the gift of 14 acres of rolling fields and woods, which became Park’s new campus. While he credited the Faulkners as “the real heroes of the story” for providing “the keystone of the entire building program” and “the inspiration to get us going,” Charlie was essential to bringing the new campus into being, including raising an unprecedented amount of money. He remained active at Park through the years, serving as first chair of The Faulkner Planned Giving Society and through his active participation in the School’s annual Current and Former Board Chairs’ breakfasts.
A devotee of the arts who served on the Board of Trustees of The Museum of Fine Arts and the Harvard Art Museums, Charlie shared that passion with Park with the gift of two sculptures by American artists—one by Alfred Duca, located in the School’s entrance stairwell, and one by George Rickey, located in the Kindergarten/Grade 1 Courtyard. He and his wife, Georgia, also created the Headmaster’s Discretionary Fund, an endowed resource Park’s head could use to meet unexpected or unmet needs. Considering his Park service, Charlie was pleased “that succeeding Boards of Trustees have taken up the torch and the School keeps getting better than ever every year. Successive Heads of School have done a fantastic job of working with their Boards and the faculty to bring Park into a better position.”
A passionate sportsman deeply attached to North Haven, ME, Charlie loved sailing on Penobscot Bay, golfing at the North Haven Golf Course, and skiing. He also served on the boards of Milton Academy and The Country Club, and for decades led the North Haven Foundation, which offers financial support to island residents pursuing post-secondary education.
In addition to his children, grandchildren, their spouses, and eight great-grandchildren, Charlie Cunningham is survived by Georgia, his wife of 69 years. As his obituary noted, “Charlie was a quintessential gentleman of great warmth and kindness who will be remembered for his thoughtful intelligence, wonderful sense of humor, genuine interest in others, visionary leadership, and optimistic engagement with the world.”
ALUMNI CLAMBAKE
In September, Park hosted its Annual Alumni Clambake. Over 130 Parkies with class years spanning from 1953 to 2024 gathered to catch up, relive their favorite Park memories, and of course, enjoy some delicious New England seafood! To all those who attended, thank you for making the Alumni Clambake a part of your end-ofsummer celebrations.
PICNIC AT PARK
Every September, Park kicks off the school year with Picnic at Park! This simple and sincere tradition provides an opportunity for students, parents and guardians, and faculty and staff to reconnect after summer break. Hundreds of members of the Park community joined us on September 6 for a picnic meal on Park’s Main Field and games on the Turf Field.
At Park, we intentionally call Grades 5 through 8 the “Upper Division.” Unlike at schools where the spotlight shines mainly on the efforts of high school students, the students in Park’s Grades 5 through 8 are the leaders of the school—growing in confidence and accomplishment, finding joy in challenge.
CENTERING THE CHILD & CHILDHOOD:
BELONGING IN PARK’S UPPER DIVISION
By Suzy Akin, Director of Strategic Marketing and Communications
It takes a special kind of educator to channel the energy inherent to adolescents’ rapid change toward constructive growth. Park’s Upper Division is the best place to be an adolescent because Park’s Upper Division leaders and teachers, led by led by Upper Division Head Jimmy Manyuru and Assistant Upper Division Head Elaine Hamilton, are educators who are experts in and deeply enjoy this age group. As Jimmy observes, “The Upper Division team knows what’s right for fifth through eighth graders. We celebrate who they are now, and who they are becoming.”
Central to this knowledge is the understanding that at this age, what’s most important is a sense of belonging, which stems from a deep sense of emotional connection not only to a place, but to the people within it—connection that makes you feel seen, valued, and able to be yourself. With the foundation a deep sense of belonging provides, students gain the resilience and empowerment that shape who they are today and prepare them to succeed in high school and beyond.
Jimmy has observed students’ unselfconscious enthusiasm and pride in what they do, whether it’s the fifth grader eagerly explaining the challenge they solved in after
BECAUSE THEY FEEL SEEN, SAFE, AND SUPPORTED, PARK STUDENTS GAIN THE CONFIDENCE TO PUSH THEMSELVES, TRY NEW THINGS AND TAKE RISKS, AND MASTER DEVELOPMENTALLY APPROPRIATE CHALLENGES.
school Robotics, the sixth grader expounding about yesterday’s print-making class, or the seventh grader reliving the previous day’s athletics contest at morning carpool. “It grows, I think, from the history they are continually building as they grow up at Park,” Jimmy notes, “and the safety that comes from the company of caring, supportive friends.” A Park eighth grader recently told him that she appreciates that her teachers understand and value her particular way of learning—an observation that reveals not only the depth of the student’s self-awareness and metacognition, but the depth of the relationship between student and teacher.
The Morning Meeting tradition is one of Elaine Hamilton’s favorite Park experiences. Twice a week, Upper Division students and teachers begin their day in community, and every session begins with opportunities for praise. “Teachers recognize and celebrate
Top: Elaine Hamilton and Jimmy Manyuru at morning carpool
students or groups for a wide range of accomplishments—from winning a soccer game to trying a new leadership role to cleaning up after the entire Upper Division in the dining room.” Students are invited to perform or present on topics important to them—and their contributions, creativity, and engagement are highlighted and acknowledged. The power of that community recognition—the feeling of being fully seen, known and appreciated—builds and strengthens a sense of belonging for all. Elaine says, “They know they are safe, even as they push outside their comfort zone… they are proud of who they are, what their passions and interests are, and how strong their sense of self is becoming.”
Elaine points out that the way in which teachers support and challenge students recognizes that adolescents grow and develop at different times, with countless interests and curiosities. The structure of Park’s Upper Division provides students many opportunities to explore—from electives to Affinity and Alliance groups, team sports, performing arts, robotics, and clubs focused on a wide range of student-generated interests. The opportunities for discovery and leadership at Park are significant and distinctive—possibilities that are available
PARK STUDENTS GET TO GROW, NATURALLY, INTO ADOLESCENCE AND YOUNG ADULTHOOD, FINDING THEIR VOICE AND ASSERTING THEMSELVES, WHILE ALSO EMBRACING THE UNABASHED JOY OF BEING KIDS.
at Park because Upper Division students are the leaders of the school. This choice-making empowers students to gain a better sense of themselves and others while they build empathy and curiosity.
The Upper Division Advisory program also supports their growth and skill building, and provides opportunities for students to have fun together. Grade 7, for example, recently worked together on a clean up project at Jamaica Pond, while Grades 5 and 6 had a great time playing miniature golf on campus at their “Welcome Back” event.
That element of fun is also crucial to the strength of the Upper Division experience. Jimmy recalls a conversation with Head of School Scott Young in which Scott observed that Park’s culture intentionally seeks to “protect childhood.” It seems increasingly clear these days, with the pressures induced by social media that our children
experience every day, that childhood does, in fact, need protection. Park students get to grow, naturally, into adolescence and young adulthood, finding their voice and asserting themselves, while also embracing the unabashed joy of being kids.
Jimmy and Elaine are excited by all the possibilities ahead. In particular, their work on restorative practices puts relationships at the center. Elaine notes, “We want them to be empowered through all this work. Students will make mistakes, and mistakes help them learn to better advocate for themselves and others. The community offers both high expectations and support.” High accountability, yes, but also high support, creating a safe environment where, if they make a mistake, they can look at it and learn, rather than burying it and feeling shame. Jimmy notes, “People need to be able to share their truths, their experiences. They need to
KEN ROGERS: STEWARDING TEACHING AND LEARNING
After serving as Park’s Upper Division Head for four years, Ken Rogers stepped into his new position as Assistant Head of School for Curriculum & Instruction on July 1. The goals to which his title point, he says, really come down to “teaching and learning”—what and how we teach, and the ways in which both students and teachers learn. In his newly created role, Ken focuses on providing strategic leadership to define and deliver Park’s student-centered, data-informed, standards-based PreK through Grade 8 curriculum and instruction model. As he researches and develops Park’s curriculum and instructional models, Ken is working in partnership with Park’s division heads and teacher-leaders to assess, design, implement and guide curricular and instructional change. Central to his work is articulating and sharing what and how Park teaches—in pursuit of Park’s mission, vision, and values. Along with leading the curriculum review process, observing instructional practice PreK to Grade 8, and defining professional development programs, Ken serves as host of Park’s new podcast series, Park Progress, where we get curious about an aspect of the Park program with a member of our team. Check it out on Spotify!
feel heard by others, to be able to reflect on challenging moments and create responses they can own as they move forward. What they create is the best fit for them, rather than top down—and it sticks.”
This enthusiastic embrace positions students to make the most of that challenge and growth. At Park, curiosity, academic achievement, and leadership are cool, and making one’s best effort is appreciated. Investing themselves unreservedly in the experience, Park students build the skill set that readies them to carry that motivation and engagement forward to secondary school and beyond.
All of this speaks to the sense of belonging students feel, and Jimmy believes that makes everything else possible. So often in schools, the focus is squarely on academic achievement. Jimmy, Elaine, and Upper Division faculty know that sense of belonging is what makes that achievement possible. Because they feel seen, safe, and supported, Park students gain the confidence to push themselves, try new things and take risks, and master developmentally appropriate challenges. They learn how to advocate for themselves, and how to manage conflict and setbacks. They learn from experience, building competency as they gain clarity, showcase their voice, and explore boundaries. From that position of emotional strength, they can know that countless different types of success are achievable.
The outcomes speak for themselves. Next schools and former parents report that Park kids thrive at future schools that are highly academically competitive, even as they are also appreciated as “the nice kids” who build friendship and strengthen community. It’s not “either/or.” They do their best work in all they pursue because, as strong community members, they look to grow as they contribute with their whole selves.
The Many Faces of Student Support at The Park School
By Emma Hobart-Sheran, Assistant Director of Marketing and Communications
From the door greeters at morning carpool who greet students with a smile to the school counselors who help navigate emotional challenges, every adult at Park plays a vital role in ensuring that students are seen, valued, and supported. The school’s collaborative and holistic approach means that each child benefits from a network of care— both formal and informal—that helps them thrive academically, socially, and emotionally. This philosophy prioritizes the health and well-being of all students, recognizing that their emotional and social needs are just as crucial as their academic pursuits.
BUILDING A STRONGER NETWORK: Leadership and Growth in Student Support
Central to this support system is the newly-appointed Director of Student Support, Anndrew Reinfeld. With a master’s degree in education focused on school counseling and social work and an advanced graduate degree in Human Development and Education, Anndrew brings a unique perspective and a wealth of experience—including several years as an English as a Foreign Language teacher in China, which deeply influenced his understanding of educational spaces. He finds particular joy in working with Middle School students, appreciating the challenges and opportunities this developmental stage presents. “It requires you to check your ego at the door and bring a huge amount of empathy,” he notes, highlighting the importance of understanding students as they navigate their identities and emotions.
Anndrew is joined by a talented team, including Annie Maness and Julie Mumford, who collectively enhance the student support network. Julie, who has been instrumental in fostering connections with students at Park for seven years, emphasizes the importance of being present for students outside formal meeting times. “I love wandering the halls, being out there with the kids. Every day looks different, and that’s what makes this work exciting,” she shares. Annie is enthusiastic about her new role as
School Counselor. Her background in public schools as a School Psychologist equips her with valuable insights, particularly in understanding students’ learning profiles through neuropsychological evaluations. In addition, Annie’s husband, William Maness ’07, is a Park alum who has shared his appreciation for growing up at Park, which deepens her sense of connection with the Park experience. She is eager to contribute to the supportive atmosphere her husband cherished during his time at the school.
The Student Support team operates within a multitiered framework designed to address various student needs effectively. Tier 1 initiatives focus on schoolwide programs that promote a sense of belonging and emotional well-being. Morning Meetings and Community Time gatherings as well as events like the annual Picnic at Park are not just social gatherings; they are vital for creating connections that help students feel part of something larger than themselves.
In Tier 2, the focus shifts to classroom-based interventions. Here, teachers collaborate closely with the Student Support team to integrate social-emotional learning (SEL) into daily lessons. This alignment ensures that topics such as empathy, resilience, and growth mindset are seamlessly woven into discussions across subjects—from literature to math. All Park educators equip students with essential emotional intelligence skills alongside their academic learning. This approach encourages students to view mistakes as opportunities for growth and perseverance is key to success.
All Park educators equip students with essential emotional intelligence skills alongside their academic learning.
Tier 3 involves more individualized support. One-on-one counseling remains a crucial part of the student support system, addressing a range of issues from anxiety and peer relationships to organizational skills. This is what many may think of when they think about 1:1 “school counseling.” Although that individual time to connect and learn new skills is beneficial to some students, we also incorporate structured group interventions to expand our reach. Programs like “Lunch Bunch” are designed to provide informal support, allowing students to connect with counselors in a relaxed setting. “We want to ensure that students have access to us and stay top of mind when they need support,” Annie explains. This can also help to inform more Tier 1 and Tier 2 work to capture all student needs, not just the ones coming to us with these challenges. “It showcases to students that we’re always learning and builds empathy for other people that may have struggles that you don’t.”
An essential part of the Student Support team’s mission is fostering an environment where students feel comfortable seeking help. Park’s student support program has evolved since its early days under the leadership of former Park Psychologist Dr. Olivia Moorehouse-Slaughter (“Dr. O”), whose 26-year legacy and welcoming presence continues to influence how the counseling team interacts with
students today. Annie emphasizes the importance of accessibility: “We want kids to feel they can drop by at any time, whether it’s for a quick chat or something more serious. Our office is a safe space.” This philosophy helps normalize the conversation around mental health and encourages students to reach out when they need assistance. Annie shared that the team is reading stories to PreK–2nd grade for SEL story time to connect with students in their regular settings. She is also finding ways to connect with Upper Division students by being part of affinity/ DEIB groups and clubs.
The Student Support team also recognizes the vital role teachers play in this ecosystem. Regular meetings between learning specialists and educators facilitate open lines of communication regarding student needs. This collaboration ensures that classroom strategies are effectively tailored to support individual students. “When teachers reframe a student’s challenges as skills that need more development, they start playing an active role in that education. Then the student feels more supported, the teacher feels more in control of the environment, and the entire classroom benefits,” Anndrew explains. This partnership is essential for creating a cohesive learning environment where students and teachers feel supported.
The challenges with which counselors support students range from academic hurdles and complex social situations to working through and with their evolving emotional capacities. The support team is trained to recognize these issues and provide targeted interventions. This work extends beyond the counseling team, and the collaborative efforts with other specialists, educators, and families ensure that our student’s needs are addressed comprehensively. By evaluating academic skills alongside social-emotional concerns, the team seeks to paint a complete picture of each student, promoting strategies that lead to success in and out of the classroom.
As the Student Support team continues to grow, their capacity to provide proactive support has nearly doubled with the addition of new staff members. “The sky’s the limit for what we can achieve now,” Julie expresses with enthusiasm.
LAYING THE FOUNDATION:
Collaborative Academic and SocialEmotional Support at Park
Park’s Learning, Literacy, and Math Specialists work closely with the Student Support team to analyze literacy data across Kindergarten to Grade 4 and develop targeted support strategies. This datadriven approach allows the school to intervene early, addressing potential hurdles before they become significant barriers. As Jeannine Sullivan, Lower Division Literacy Specialist, shares, “This layered support is akin to paving a road, allowing students to navigate their educational journey while the team fills in any potholes along the way.”
Unique to Park is the seamless integration of academic and social-emotional learning support, especially in a setting where one-on-one assistance is readily available. This approach fosters a thorough understanding of each student’s unique learning journey, allowing educators to tailor their strategies effectively. As Deb Dean, Interim Director of Academic Support, shares, what really sets Park apart is its ability to provide tailored support to a significant number of students.
The emphasis on early intervention ensures that every student receives the support they need from the outset, creating an environment where they can flourish. Deb notes, “The partnership with the Student Support team has been seamless; we are so fortunate to have Anndrew, Annie, and Julie so well-loved by students, and well-known. They all have a different lens on student needs, so the partnership between the academic focus and the SEL focus is valuable for children, teachers, and parents.” Ultimately, Park strives to cultivate an environment where all students feel seen, supported, and empowered to succeed.
The overarching goal of the student support system at Park is to empower students: increasing self-awareness leads to confidence, and knowing yourself means loving yourself. Through structured programs, informal check-ins, and a collaborative approach, the Student Support team is dedicated to equipping every student with the skills needed to navigate both school and life with resilience, empathy, and assurance and partners with every other team at Park.
A comprehensive audit, conducted in partnership with the American School Counselor Association (ASCA), including the school’s clarification of our core values, led to growth in Park’s counseling department, the creation of the Director of Student Support position, and a greater alignment with current standards for a data driven, student-centered school counseling program.
Everyday Touchpoints: Faculty and Staff Supporting Students Beyond Their Roles
Both faculty and staff members share their time for various duties during their work weeks which can include Carpool, Door Greeter, Recess Supervision, or Lunch Table. This is an opportunity for those in non-student-facing roles to get to know and engage with Park students. These roles become informal hubs for students to share their thoughts and build rapport with staff.
Most days at 11:30, I get to step out of my role in the Business Office and step into being a lunch table friend. At the lunch table with first–second graders, conversation is easy. ‘How was your weekend’ usually leads into ‘What’s your favorite sport or television character?’ Other than the water spills and back and forth of suggesting a more substantial or healthier lunch, the conversations and relationship building are what I have come to love about this duty and it is also one of my favorite responsibilities at Park. The connections I can make with the students, as a staff member, last beyond the lunch table and continue when I see them in the halls, or at an event.”
— STAFF MEMBER
The highlight of my mornings three days a week is monitoring first and second-grade recess, where students engage in imaginative play. As the excitement builds, it begins with a reminder that we walk to the playground, ensuring all students are always safe during recess. First and second grade students bring this overwhelming sense of joy and creativity to recess, whether using wood to create homes for the animals that may visit or sorting out a basketball game while problem-solving in fundamental ways with occasional teacher interference. Seeing students problem solve and use their wildest imagination warms my heart. On rainy days, the students read a good book, color, or engage in other creative activities. It’s a joy to see the first and second graders learn and grow so much on and off the playground or during indoor recess.”
— STAFF MEMBER
As a member of the Development Team, I dedicate much of my time to engaging with the adults in Park’s community. However, three days a week, I have the joy of connecting with our youngest learners during carpool and bus duty. Each interaction is a chance to dive into the delightful world of our PreK students and experience the magic of being four years old. ‘Did you know my favorite animal is a tiger?’ ‘Look what I brought to school!’ and ‘Guess what— today is my BIRTHDAY!’ are just a few of the conversations I share with them. Stepping away from my desk to support PreK reminds me of the impact of my work. My colleagues and I truly treasure each moment spent on the PreK playground, often visiting their classrooms for special presentations or story time. It’s genuinely one of the highlights of being part of the Park community!”
GRADUATION 2024
On Friday, June 14, The Park School proudly celebrated the graduation of the Class of 2024. The day was sunny and bright, as were the smiles of our graduates, their families, and Park’s faculty and staff, coming together in appreciation of the journeys that have brought us this far.
As Head of School Scott Young noted, “In many ways, I can imagine that today feels like the end of a journey, and it is. Today, you end your journey as a student at Park. Whether you arrived here in PreKindergarten or you joined in the Upper Division … today is an ending; however, and maybe more importantly, today is a beginning.”
Congratulations, Class of 2024!
ALUMNI GRADUATION SPEAKER
Each year, Park’s faculty choose the Alumni Graduation Speaker from the alumni class currently completing their junior year in college.
Having disappointing experiences is just as important as the successes in life because it is where the true learning lies. When we grant ourselves the privilege to fail, we are able to reflect on what went wrong and how we can improve.
And Grade 8, this is what I really want to say to you. Go out and fail a little. Step outside of your comfort zone. Try a new activity, take a more advanced class in high school, or make a new friend. You all have shown me, your teachers, your coaches, and your parents how much you care for each other.
So have trust and take the leap of faith. Step into the uncomfortable because you’ll never want to go back once you do. — Bill Eugene ’17
STUDENT SPEECHES
Each year, students who wish to serve as graduation speakers submit writing samples for consideration by a faculty committee, which selects two speakers without knowing the identity of the writers. The speakers chosen for the Class of 2024 were Margot Murphy-Hara and Lizzie Woods.
Of course, intellectual interest is encouraged by excellent teaching.
From guiding us through a tricky piece of literature to coaching us through an improv scene to building a bike-powered sander for us to use in Woodshop, our teachers are truly remarkable.
Whether we are going to boarding school or art school, down the street or to a whole other state, we are ready for the future. This is not by accident. It is as a result of the challenges we have faced, the teachings we have received, and tight bonds we have forged with each other. I hope that we will carry these with us forever. I can’t wait to see what everyone does next! —
Margot Murphy-Hara
’24
Now that I am here in eighth grade, I envy the PreKers.
Because they get to do it all with each other. Which is why I hope everyone at Park school knows how lucky they are that they get to have the experience of growing up here. Of being small and yet so big, big and yet so small. And my experience has come full circle because going into high school next year, I feel so small, yet so big at the same time all over again.
I encourage you to recognize how far you have come from when you came to Park—and how proud that version of you would be of where you are now. Because all of the experiences that younger versions of you have had, led to this moment. Those stepping blocks have led you to who you are right now as a person and who we are as a class. — Lizzie Woods ’24
NEXT SCHOOLS CLASS OF 2024
BEAVER COUNTRY DAY SCHOOL (1)
BERKSHIRE ACADEMY (1)
BOSTON ARTS ACADEMY (1)
BOSTON COLLEGE HIGH SCHOOL (1)
BOSTON UNIVERSITY ACADEMY (7)
BROOKLINE HIGH SCHOOL (3)
BUCKINGHAM BROWNE & NICHOLS SCHOOL (5)
CANTON HIGH SCHOOL (1)
CATHOLIC MEMORIAL HIGH SCHOOL (1)
CONCORD ACADEMY (4)
DANA HALL SCHOOL (1)
DEERFIELD ACADEMY (2)
FENWAY CHARTER SCHOOL (1)
MIDDLESEX SCHOOL (1)
MILTON ACADEMY (7)
NEEDHAM HIGH SCHOOL (1)
NOBLE AND GREENOUGH SCHOOL (7)
PHILLIPS ACADEMY ANDOVER (2)
ACADEMY
COUNTRY DAY SCHOOL (1)
ST. MARK’S SCHOOL (1)
ACADEMY (1)
THAYER ACADEMY (1)
THE COMMONWEALTH SCHOOL (2)
SCHOOL (1)
PROCTOR
(1)
SAVANNAH
TABOR
THE GROTON
THE RIVERS SCHOOL (2)
Dear Friends of Park, I
am delighted to celebrate the 2023–24 year in philanthropy at The Park School. Marked by inspiring investment, enthusiastic volunteerism, and building connections across the country, 2023–24 was a year like no other. On behalf of my colleagues and our students, thank you so much for all the ways you supported Park last year. We are profoundly grateful.
FINANCIAL INVESTMENT
Last year, the Park community invested $4,428,572 in gifts and pledges to sustain the mission and advance the goals of The Park School.
The Annual Fund is the foundation of philanthropy at Park. In 2023–24, we raised $2,134,845 for the Annual Fund from 1,055 donors. Last year, for the first time, the community was invited to direct their Annual Fund support in new ways—to Educators, Student Experience, Financial Aid, or Area of Highest Priority. Park is proud of this new approach, which extends the donor agency often experienced in the context of giving to capital campaigns to the Annual Fund experience, and allows more community members to give in a personally meaningful way.
A few specific Annual Fund outcomes deserve special note. First, parent and guardian participation increased to 93%, the highest level since 2018–19. It has also been heartening to see growth in the overall number of Annual Fund donors community-wide, with a 16.5% increase since FY22. Alumni giving is thriving, as well, with a 94% increase in Annual Fund dollars raised from alumni over the last two years. Our successful Giving Day program is a key driver of these successes. Giving Day 2024 was, once again, record-breaking, raising $356,725 from an incredible 509 donors.
The collective impact and strength of the Park community is clear in these outcomes, and across our Development program. Whether you fulfilled a pledge to The SPARK Campaign, celebrated your Reunion with a gift to the School, embraced the opportunity to direct your Annual Fund support to a specific institutional priority, or otherwise supported the School with a financial gift or gifts, thank you so very much.
VOLUNTEERISM
Volunteerism is deeply rooted and valued in Park’s school culture. Hundreds of community members share the gift of time each year to help make Park, “Park.” Whether you facilitated a parent / guardian affinity group, toured prospective families, shelved library books (almost 30,000 in 2023–24!), guided guests on Grandparents’ & Special Friends’ Day, or volunteered your time in another of the myriad ways that Park community members do, you gave to the School in 2023–24. Thank you!
We would like to especially acknowledge and appreciate the volunteerism of the leaders listed below. Their partnership is the cornerstone of Park’s Development program.
• Development Committee Co-chairs: Young Ju Rhee P’27, ’22, ’20 and Ken Frieze P’27, ’27, ’24 led the Development Committee of the Board in 2023–24, their final year as Park trustees. We are deeply grateful for the long-standing leadership and generosity demonstrated by Young Ju and Ken as trustees, as Development Committee members and co-chairs, and as ambassadors within the broader Park community. With their inspiring commitment to the orientation and engagement of new families in Park’s culture of philanthropy, their legacy will be felt for many years to come.
• SPARK Campaign Co-chairs: Ashley and Jamie Harmon P’28, ’25, Lesley and Harold Miller P’26, Susanna Whitaker Waters ’99, and Julia Lloyd Johannsen ’93 and Pete Johannsen P’29, ’27, ’24
• Major Gift Committee Co-chairs: James Benenson P’29, ’26, ’24 and Liz Morningstar P’28, ’25
• Annual Fund Co-chairs: Darline and Ramsay Cadet P’30, ’20 and Amanda and Campe Goodman P’31, ’29, ’27
• Alumni Committee Co-chairs: Astrid Levis-Thorne Burns ’98 P’30, ’28, Alexandra Connors Craig ’99 P’29, ’27, and Daly Franco ’05
• Alumni Annual Fund Co-chairs: Anne Collins Goodyear ’84 and Cary Williams ’09
• Coyne Fund Co-chairs: Nancy Popper, Kev Ouellette, and Fab Sanon
Please see page 26 for a further celebration of volunteerism at Park.
ENGAGEMENT AND CONNECTION
In 2023–24, Parkies came together in new and renewed ways. Alumni Reunion was reimagined following a break in 2023. Around 100 former faculty and staff and alumni from the class years of 1956 to 2013 returned to campus for a Friday afternoon filled with classroom visits, featured alumni speakers, and a special panel conversation with Headmaster Emeritus Bob Hurlbut, Head of School Emeritus Jerry Katz, Former Head of School Cynthia Harmon, and Head of School Scott Young. Festivities concluded with a cocktail reception at Scott’s house on campus and the inaugural presentation of Class Awards. The Class of 1974, celebrating their 50th Reunion, led the way with their characteristic enthusiasm and love for Park (and one another).
We also hit the road in 2024, SPARKing connection with alumni, grandparents, parents of alumni, and former faculty and staff living beyond Boston. This first-of-its kind regional event series brought us to Portland, ME, Washington, D.C., and Florida. We are excited to do it again in 2025. (And if you are excited to bring Parkies together in your city, I’d love to hear from you at olearys@parkschool.org!)
On behalf of Park’s Development Team (Lauren Corvese, Meredith Hauser, Rebecca Schultzberg, and Abbie Weaver), thank you for all the ways you give to Park, sustaining and advancing the institution and our shared community.
With great enthusiasm for all that is ahead in 2024–25!
Sincerely,
Shannon O’Leary Director of Development
93%
$4.8M
PARENT / GUARDIAN PARTICIPATION FOR FINANCIAL AID
108
574 SOLAR PANELS INSTALLED AVERAGE FINANCIAL AID PACKAGE 80% OF TUITION
PROFESSIONAL DEVELOPMENT EXPERIENCES FUNDED
$10,034 IN MEMORIAL GIFTS TO THE NANCY HURLBUT VISITING AUTHORS FUND 24% INCREASE IN ALUMNI SUPPORT LAST YEAR 94% INCREASE OVER TWO YEARS
30,000 BOOKS SHELVED BY LIBRARY VOLUNTEERS
14 CHICKS HATCHED IN KINDERGARTEN
10 PEOPLE OF COLOR CONFERENCE ATTENDEES
2
HAWK TOWERS AND A CAMERA INSTALLED
1956 — 2013 CLASS YEARS REPRESENTED AT ALUMNI REUNION
28
PREK MARATHON FINISHERS
21
AWARDS RECEIVED BY MODEL UN PARTICIPANTS, PLUS THE LARGEST DELEGATION!
21 / 100 PROGRESS TOWARD GOAL OF 100 TREES PLANTED ON CAMPUS IN 10 YEARS
65 COMMUNITY MEMBERS VOLUNTEERED TO SUPPORT PARK’S DEVELOPMENT PROGRAM
23 ADMISSION AMBASSADORS GAVE
300TOURS
130
FACULTY AND STAFF PARTICIPATED IN A CONTEMPORARY ANTISEMITISM WORKSHOP
1,310
DOZEN PARK GLUTEN-FREE CHOCOLATE CHIP COOKIES CONSUMED (BY ADULTS!)
7 ENSEMBLES CONCERTS
Annual Fund Priorities
In 2023–24, Park was proud to introduce the opportunity for donors to support the Annual Fund in new ways. For the first time, Annual Fund donors could direct their operating support to the institutional priority most meaningful to them. It is important to the School that everyone have the opportunity to direct their gift in the way they choose, knowing that all gifts, to all areas, are incredibly impactful. At right, please find an overview of each institutional priority within the Annual Fund and the number of donors to each in 2023–24. We are excited to see how this evolves in the coming years as more people learn about this opportunity to direct their support. And, it is wonderful to have a community that values fully unrestricted gifts, which give Park the most flexibility to meet program needs.
EDUCATORS
This fund directly supports faculty and staff salaries and benefits, as well as professional development. Each year, about 70% of Park’s budget is directed to educator compensation and benefits. Gifts directed to Annual Fund – Educators honors those who play a pivotal role in shaping the Park experience.
DONORS
FINANCIAL AID
This fund directly supports the School’s robust financial aid program. The program awards an average package of 80% of tuition to 22% of Park students. Support directed to Annual Fund –Financial Aid makes a Park education accessible to more families.
DONORS
STUDENT EXPERIENCE
From classroom technology and library books to Diversity, Equity, Inclusion, and Belonging programming and the maintenance of our learning spaces, this priority supports every aspect of the student experience at Park. Gifts directed to Annual Fund – Student Experience equip students with the resources they need to flourish both inside and outside the classroom.
AREA OF HIGHEST PRIORITY (Unrestricted)
Gifts directed in this manner give Park the most flexibility to address emerging needs, including everything named above and more. All gifts without a designation support the Area of Highest Priority.
DONORS
DONORS
PARK GIVING DAY 2024 From Four Until Forever
The Park journey takes place between ages 4 and 14. The impact lasts forever.
Park Giving Day 2024 was a huge success! The energy was palpable throughout the Park community, and especially on campus, where students celebrated with a week-long Spirit Week leading up to the big day. From fun themed dress days, to reconnecting with alumni, to showing school pride at the pep rally, the entire community came together to celebrate the Park journey, from four until forever
For the second consecutive year, the Park community set a new record for Annual Fund dollars raised on Giving Day, surpassing last year’s total by over $55,000, and raising an impressive $357,400 for the School!
Thanks to the inspiration and leadership of community members who offered matches, challenges, and personal pleas, a record 509 parents and guardians, grandparents, alumni, parents of alumni, faculty and staff, and friends were inspired to make an impact on Giving Day.
We are extremely grateful to all who contributed to the success of Giving Day 2024, listed throughout the pages that follow.
260 CURRENT PARENT GIFTS
$323,356 CURRENT PARENT/GUARDIAN CONTRIBUTIONS
163
ALUMNI GIFTS
$25,496 ALUMNI CONTRIBUTIONS
DONORS FROM 26 STATES GIFTS RECEIVED FROM CLASSES OF 1955 TO 2023
Rooted
As you’ve seen throughout this Report, support from the Park community ensures we can continue to fulfill the School’s mission and vision. Here, our students find joy in challenge, lead with compassion, achieve with integrity, and advocate for self and others. This vision shapes everything we do at Park, taking root from the first day students step onto campus and growing with them through graduation and beyond. Your gift to the Annual Fund brings this vision to life.
Scan the QR code or visit www.parkschool.org/give to make your gift to Park’s 2024–25 Annual Fund today!
Please note that Park’s Annual Fund closes on June 30, 2025. All gifts must be received before this date.
For more information about Park’s Annual Fund, please contact:
Lauren
Senior
Corvese
Director
of Annual Giving CorveseL@parkschool.org 617.274.6019
