FEBRUARY- M AR C H 2015
The Park Parent in this issue: TECHNOLOGY USE // 2
Ninth-Grade Spanish Trip to Andalucía
FACULTY COLLABORATION // 3
by CAROLINE BICKS, Park Parent Editorial Board
EXTRACURRICULAR ACTIVITIES // 5 SPRINGFEST // 7 AROUND THE LIBRARY // 8 WINTER SNAPSHOTS // 10 PARKING SPACE // 11
T
he March language trip is one of the highlights of Park’s Grade IX experience. For over 20 years, the Spanish students had been traveling to Salamanca to immerse themselves in the culture and language of that region. But last year, for the first time, the trip moved to the southern region of
Andalucía, where students spent seven days in Granada and a weekend in Sevilla. continued on page 4
Welcome, Mark Vialva b y ANNE HARVEY KILBURN, Park Parent Editorial Board
A
t Park we hear a lot about grit and resilience as key principles of being a successful student. The newest member
of the Park School music faculty, Mark Vialva, is a
example of these character traits.
vo l u me 47 nu mb e r 4 a pub lication of the park s c h o o l parent s’ assoc iation
Mark was born and raised in Waterbury, Connecticut. His family was musical, but his path to music was solely based on his ears: he didn’t see the point in learning how to read music. He admits he didn’t like school, but he absolutely loved everything about music. Based on support and encouragement from his family he made it through high school and in his senior year he enlisted in the Marine Corps with the hope
of auditioning for the Marine Corps Band. He signed a four-year contract and despite his enormous talent, he didn’t make the band was because he couldn’t read music. He had no choice but to put down his beloved trumpet and pick up a gun. He went through boot camp at Parris Island in South Carolina continued on page 6
DIGITAL INNOVATIONS
Technology Use at Park: What’s Happening in the Classroom? B y E MILY RAVIOLA, Park Parent Editorial Board
O
ne intention of technology use in the classroom
“is to help students grow as effective communicators by using a variety of tools to share their thinking and understanding” explains Kristin Hoins, one of Park’s Upper Division science teachers. Learning to use technology is part of the daily experience at Park, and it’s important for students to receive support and feedback as they adapt to these new tools. Strong support and feedback is exactly what Cailin Eaton’s Grade I students are receiving as they, using KidBlog (kidblog.org), take their first forays into the world of blogging. Cailin is using this technology platform to help her students learn through a process of inquiry. By walking her first graders through the world of blogging, students explore, document, articulate, and disseminate their learning. Thus far, Cailin’s first graders are capturing their ideas through writing, photographs, a video recording, or even using voice threads.
Cailin Eaton helps a first grader record his blog post.
At a recent circle discussion, Cailin saw evidence that her students are “getting it.” There was a collective sentiment that “now we have a way to share what we do with more people!” Going forward, Cailin hopes to connect her young bloggers with students in another school, possibly from another part of the world. In the Upper Division, math teacher Elaine Hamilton finds that technology helps her “reach learners better and more effectively.” Elaine posts video content to the Park website, which students, as part of their homework assignment, watch prior to attending class. Following the initiation of this practice, Elaine noticed
In Grade I, Ms. Eaton’s students use a four-step process to communicate and share their favorite ideas about books.
that there was “greater participation in class across the board, and a reduction in math anxiety that sometimes blocks the processing of information.” In addition, posting video content online prior to class, known as “flipping the classroom,” affords more time for students to collaborate on challenging, multi-step application problems when they are in class together. Elaine’s students also are learning to understand the graphic representation of algebraic functions, using a tool called GeoGebra (geogebra.org) which links geometry and algebra in a compelling and visual way. Using GeoGebra, Elaine argues, “helps visual learners, promotes experiential learning, and leads to a greater sense of ownership over learning.” Due to the growth in technology and information resources, Dorothea Black, Head of the Library Department, explains that Park teachers and staff are helping students become fluent in a greater number of literacies. Historically, students focused on reading and writing. Now students incorporate voice and visual presentation into their work, and they have to become adept at information literacy. To help students achieve these new literacies, Dorothea and her team in the library—which includes Tory Lane, who serves as a liaison between the Technology Department and the Library Department—are collaborating on iPad projects with teachers and students to: • Make video tours of the library, and learn to use the library’s online catalog (Grade III) continued on page 9
The Park Parent // PAGE 2
HEAD’s LINES
Collaboration: The Bonus Benefit of the Self-Study Year B y M ICHAE L ROBINSON, Head of School
T
his winter marks the mid-point of our self-study year.
Since September, we—the 150 members of Park’s faculty and staff—have been gathering regularly on 30 distinct committees to review every aspect of the school community, from the academic program and the governing structure to school services and the details of extracurricular programs. This is required as part of our 10-year re-accreditation procedure. Through this exhaustive process of reflection and evaluation a great benefit has emerged— faculty and staff are connecting across the school and collaborating in ways that engage, empower, and inspire. Thanks to the planning skills of self-study co-chairs Kimberly Formisano and Maria Alvarez, the pacing and organization of this vast assignment has felt very manageable. Faculty and staff meet regularly. The frequency (nearly every other week since Labor Day) not only helps make the task of writing the report less daunting but it also provides a consistent time for collaboration. Time, as we all know, is a precious commodity. For years, Park teachers have been asking for more time to think, reflect, revise, and collaborate with peers about curriculum, instruction, and assessment. With the inclusion of new resources such as Grade-Level Assistants, Division Math Coordinators, and a Faculty Coach (all funded through the Park21 endowment), time for collaboration is becoming a regular feature at Park. Teachers now have more time in the school day to meet regularly with each other, talk with specialists and the Faculty Coach, and observe each other’s classes. During this self-study year, teachers are also finding time to collaborate in the unlikely guise of a committee meeting! Middle Division Math Specialist Katrina Mills explains, “The power of giving teachers time to talk about what they feel is going well and what they would like to work on is extraordinarily valuable. We often wonder what we can do to make teachers feel less pressured and less stressed... and this process demonstrates the power and value of giving time for talking and discussing curriculum and instruction.” The simple act of taking time to work with colleagues—often colleagues from another division or subject area—to think, reflect, and revise can be enormously invigorating. Grade III teacher Peter Bown remarks, “I have really enjoyed having the opportunity to work with so many colleagues from all three divisions. We work with so many intelligent, insightful, and passionate people, though on a day-to-day basis, I only get to see—let alone work with—a handful of them.”
The work of this self-study has provided valuable professional development experiences for us all. My colleague and Middle Division Head, Cynthia Harmon comments, “Opportunities to think across the continuum of developmental ages and stages is good for broadening everyone’s understanding and ownership of what a Park educational program provides. [This work] highlights the areas in which we have strong alignment and areas where further exploration and explanation are warranted.” It has been energizing to hear my teammates on the Mission and Philosophy Committee reflect on their own teaching and lean into the tough questions of how our daily instructional practices align with our mission and core values. It has given me a chance to see in action the authentic, heartfelt dedication, and commitment to not only best instructional methods but to overall educational/ academic excellence. Recognizing the importance and value of the mission and philosophy discussion we have been having in our committee, our group has expressed a genuine interest in how we can keep the conversation going—to be intentional and operationalize the regular, honest reflection and analysis of how “what we do” aligns with “what we aspire to do.” We recognize that this shouldn’t be work that we do just at self-study time, or when we can squeeze it in, we should make it a priority. All of us who have been involved in this process agree that we are committed to keeping this dialogue going.
FEBRUARY-MARCH 2015 // PAGE 3
Ninth-Grade Spanish Trip continued from page 1
Upper Division Modern Languages teacher Alan Rivera explains that the idea for this shift started developing back in 2006 when he made an initial visit to Granada and “could see some exciting ways to incorporate elements of North African/Moorish/ Islamic influence in Andalucía into our Grade IX curriculum.” The timing for the move wasn’t right at that moment, but in the summer of 2013, Park Spanish teacher Kathy Come traveled to Granada to do some trip research, meeting with local vendors and visiting language schools. She was later joined by Alan, who agreed that they were in a good position to move the trip the following spring. In preparation for the new trip, Kathy and Alan, along with fellow Park Spanish teachers Maria Alvarez and Liga Aldins, participated in an intensive online course on Islamic Art and Architecture during the 2013-2014 school year. This course enabled them to begin more in-depth conversations about Islam and Islamic influence in southern Spain with their students. Kathy led the first trip to Andalucía in March 2014, accompanied by Maria and nine Park students. Kathy has many connections to the region, having studied abroad there and developed a real passion for all it has to offer. The experience of taking students to southern Spain, she says, is invaluable for teaching them about global citizenship: “The kids hear so much negative information about Islam in the media, and this allows them to see that there’s so much more to it. It changes their perceptions and assumptions.” In preparation for their trip, the Spanish students devote one class a week leading up to March to “trip day.” The goal is to prepare for their journey by learning about the region’s rich cultural and political heritage. They read articles about different points in its history and do research projects and presentations that focus on different regional aspects. Granada is unique in that it was the last Moorish stronghold in Spain (until 1492). “That legacy is visible everywhere,” explains Kathy—especially in the Alhambra, a palace built for Muslim
The Park Parent // PAGE 4
emirs in the 12th-14th centuries on the 9th-century ruins of a fortress. This was one of the most memorable sites for many of the students who took the trip last spring. As a former Grade IX student put it: “I think everyone on the trip would agree: it was like nothing we’d ever seen. The view of it from afar at night, and seeing the intricacies of the inside of the Palace was unforgettable.” The focus on southern Spanish culture is a new feature of the trip, but in many ways the core experience is similar to how it’s been structured in the past. For the first seven days, students stay with host families, an opportunity which a former Grade IX student described, as “unparalleled. I gained a lot of conversational skill by being fully immersed in the language I had been studying.” Every morning students take language classes, followed by an afternoon activity that is different every day: a leather workshop with a local artisan, a cooking class where everyone learns how to make paella, or horseback riding in the Sierra Nevada Mountains, to name a few. A former Grade IX student remembered one of her favorite days, “when we visited a beautiful chapel, ate churros in a gorgeous square, had 45 minutes to shop around on our own, went to a flamenco class in a cave house, then took pictures of the city and Alhambra under the moon and returned home for a delicious dinner with our host families. Every day was equally as full of adventures.” For their final weekend, the group went to Sevilla where they got to see professional flamenco dancers—a performance art form that they could more fully appreciate having taken classes in it themselves the previous week. This March, eight more Park students will be experiencing the cultural riches of southern Spain with their teachers. Kathy will be leading the group again, accompanied by Liga Aldins and Physical Education instructor Paul Toussaint. If it’s anything like last year, they’re in for the trip of a lifetime. As a former Grade IX student put it: “I can honestly tell you that I haven’t had as much fun as I did in Spain ever before, and I might not for the rest of my life.”
BEYOND THE CLASSROOM
Extracurricular Activities at Park Park offers a wide array of extracurricular activities for children across all divisions. Here’s a listing of the offerings available this winter and spring. For details on any activity, please contact:
Lower Division: Andrew Segar segara@parkschool.org Middle Division: Cynthia Harmon harmonc@parkschool.org Upper Division: Alice Lucey luceya@parkschool.org
Lower & Middle Divisions (Pre-K – Grade V) After-School Program and
After-School Program, daily until 3:00, 4:30, or 6 p.m. Fee required.
Study Hall After-School Athletics: Winter
After-School Athletics: Spring
Upper Division (Grades VI – IX)
After-School Care, Tues only, until 4:30 or 6 p.m. Fee required. Study Hall, M/W/Th/F until 4:30 p.m.
Grades IV & V: Boys’ & Girls’ Basketball, 2 afternoons/week
Boys’ & Girls’ Basketball (some AM practices), 4 days/week
Co-ed Wrestling, Tuesday afternoons
Co-ed Ice Hockey (AM practices), 4 days/week
Grades IV & V: Boys’ & Girls’ Lacrosse, 2 afternoons/week
Boys’ & Girls’ Lacrosse, 4 afternoons/week Girls’ Softball, 4 afternoons/week Co-ed Track and Field, 4 afternoons/week
Drama
Music
Grades I – III: Storybook Theatre by Freelance Players: Three 8-week sessions, 2 afternoons/week Fee required.
Winter: Musical for Grade VI
Ms. Allen’s Inspirational Freedom Choir: Grades K-III: Junior Choir IV & V: Intermediate Choir (by audition) Saturday rehearsals; Fee required.
Members of the Music Department are available for private instruction in cello, guitar, and piano.
Grade III – V: Math Club, 2 afternoons/week (2 fall sessions)
Grade VI Math Team, 2 days/week
Grade III – V: TIDBITS Club (engineering), 2 afternoons/week (2 winter sessions) Recess and After-School Clubs
Grade V: Math Team, last period, 2 days/week
Mr. Cassie’s Birdwalks, selected mornings Chess Club, winter, Fri. afternoons Garden Club, spring, seasonal Friday mornings
Other Park Clubs
Winter: Play for Grade VIII – IX Spring: Play for Grades VI – IX
Grades VI – IX: Book Club, 1 day/week Gay-Straight Alliance, 1 day/week Improv Club, 1 day/week Math Counts Team, 1 day/week Pangaea/One World Club, 1 day/week Ping Pong Club, 1 day/week Service Council, 1 day/week Student Council, 1 day/week Writing Club, 1 day/week Grade VII – IX: Park/St. Stephen’s Partnership, After School tutoring, spring Mondays, 3:005:45 p.m.
Grade VII: Literacy project, Wednesdays Junior FIRST Lego League (FLL), ages 6-9, spring, February 4 , 11; March 4 and 11, 3:00-4:30 1 afternoon/ week p.m. Culminates with a visit to Horizons for Homeless Children in Jamaica Plain. Model UN, weekends
FEBRUARY-MARCH 2015 // PAGE 5
Mark Vialva, continued from page 1
and was then stationed in Camp Lejeune in North Carolina to serve as an Artillery Cannoneer Section Chief. Trained to carry out multiple missions, Mark deployed to Iraq, Kuwait, Qatar, Djibouti, France, Spain, Sicily, and Turkey from 2004-08. That experience made him realize how important it is—at some point—to prepare for the real world. “I made lifelong friendships in the military and experienced a lot at a young age, which helped me get my act together,” recalls Mark. But he knew his passion for music would not be entirely realized unless he had a formal music education. He entered Berklee College of Music in 2010, received an Outstanding Scholar Award for outstanding academic accomplishments in 2011, and graduated in 2013. He did some observation work at Park in 2010, returned as a student teacher from January – March 2013, was a substitute teacher in the fall of 2013, and joined the faculty in September 2014. In a Middle Division Morning Meeting this past November, Mark delivered a presentation on Veterans Day from a very personal point of view. He started out by asking the young audience if anyone knew when Veterans Day is. A student replied, “the 11th hour of the 11th month of the 11th day.” Mark smiled, raised his eyebrows and then asked the same student, “which war?” The young voice, replied, “World War I,” to which Mark remarked, “you should be up here giving this presentation!” He showed numerous photos of his years in the military and passionately explained what it means to him to make the sacrifice of serving our country. (To watch Mark’s Morning Meeting presentation, please visit the Park web site at: https://parkschool.myschoolapp.com/app/ parent#searchresults/summary?q=vialva) Even though Mark didn’t realize his dream of playing in the Marine Corps Band, he knew he wanted a career in music. His early resistance to school in general is what led Mark to realize he had a role to play in music education. “Park students are lucky to have music education, unlike many public schools which continually suffer from a lack of funding,” says Mark. He teaches Grades II, VI, and VII, as well as the school’s jazz band. Improvisation is important to him, and he feels that it gives the kids a real creative
The Park Parent // PAGE 6
outlet within a structured environment. He incorporates improvisation to Grades II and VI in different ways like using body percussion and African drums. With the Grade VIII and IX jazz band he does more focused melodic improvisation work, where students convey feelings through their instruments and play their own ideas on the fly, but within the confines of a specific chord. “Adults and kids often listen to music and don’t know what is happening aside from understanding the lyrics,” explains Mark. “A proper music education should equip a student to understand and be able to identify a few things in a song. For example, what time signature a song is in, what key a song is in, what genre a song may fit into or even the historical context of a song.” Mark would like to see Park offer students the option of choosing instrumental music (concert band, orchestral, guitar) or vocal instruction when entering Grade III like many public schools. He believes that having an electronic music option for those kids who may not be interested in singing or playing an instrument is also beneficial and inclusive of each student. He feels fortunate to have a wealth of resources and support from administration and faculty around him, especially with three veteran teachers by his side! Mark is currently playing trumpet with a “yet to be named” Boston band that plays jazz, fusion, neo soul, and some blues. They’ve booked some gigs at Ester restaurant in Dorchester in the upcoming months. He also continues to perform at Berklee and is booked at several Simmons College events. Mark is an enthusiastic ambassador for music education, especially at Park. He loves the sense of community he has found here and says he’s never met any student at Park, or any other school for that matter, who didn’t love music. He loves teaching music because it offers an outlet for self-creativity and expression. Those lucky Park students!
10 REASONS WHY MUSIC EDUCATION IS SO IMPORTANT Source: https://www.dosomething.org/facts/11-facts-about-music-education 1. Children who study music tend to have larger vocabularies
6. Schools with music programs have an estimated 90.2%
and more advanced reading skills than their peers who do
graduation rate and 93.9% attendance rate compared to
not participate in music lessons.
schools without music education, which average 72.9%
2. Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music
graduation and 84.9% attendance. 7. Regardless of socioeconomic status or school district, students who participate in high-quality music programs
lessons. 3. Music programs are constantly in danger of being cut from shrinking school budgets even though they’re proven to
score 22 better on English and 20% better on math standardized exams. 8. Much like expert technical skills, mastery in arts and
improve academics. 4. Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have
humanities is closely correlated to high earnings.. 9. Young children who take music lessons show different brain
enhanced critical thinking skills, stay in school, and pursue
development and improved memory over the course of
further education.
a year, compared to children who do not receive musical
5. In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs)
training. 10. A 2004 Stanford University study showed that mastering a musical instrument improves the way the human brain processes parts of spoken language.
SPRINGFEST AUCTION 2015! Runs ONLINE Sunday May 3rd 6am to Sunday May 17th 9pm. Did you know the Park Parents’ Association funds Student Enrichment, Faculty Support, and Community Building initiatives? The Springfest Online Auction raises nearly 75% of the PA annual budget and relies 100% on parent participation – we need your help! Think about items you’d like to bid on or turn your interests into a donation. Community building and unique access experiences, tickets, restaurants and getaways are always popular. Go to www.biddingforgood.com/springfest to learn more and donate online. For any questions, contact the Auction co-chairs: Lawson Albright (lawsonaa@gmail.com), Sue Jeppson (suejeppson@gmail.com), and Lori Whelan (lfwhelan@gmail.com). Thank you for your supporting the PA!
FEBRUARY-MARCH 2015 // PAGE 7
Sneaker Century: A History of Athletic Shoes, by Amber J. Keyser
nd
o r A u
Middle Division (selected by Tory Lane)
Sneaker fever is strong at Park, and Sneaker Century skillfully informs the reader about this ubiquitous footwear, from it’s early beginning in the late 1800’s to today’s coolest fashion trends.
The Library Notable, Recent Nonfiction
Neighborhood Sharks: Hunting with the Great Whites of California’s Farallon Islands, by Katherine Roy Seals beware! This terrific informational
At this point in the school year, Park students across the
picture book for older readers cleverly
Divisions turn their attention to great nonfiction. The
explains the life cycle, biology and habitat
Library eagerly participates in this focus, and we welcome
of the ocean’s most fearsome and famous
you to join us in a celebration of nonfiction matters.
predator. Beautifully, at times alarmingly, illustrated.
Lower Division (selected by Christian Porter) Tiny Creatures: The World of Microbes,
Upper Division (selected by Dorothea Black) A Woman in the House (and Senate):
written by Nicola Davies, illus. by
How Women Came to the United
Emily Sutton
States Congress, Broke Down
A perfect elementary introduction to
Barriers, and Changed the Country,
microbes, the tiniest lives doing some
by Ilene Cooper, illus. by Elizabeth
of the biggest jobs in our world. An
Baddeley
intellectual and visual delight.
Inspiring portraits, spirited illustrations, The Scraps Book: Notes from a Colorful Life, by Lois Elhert A lovingly illustrated inside look at the
and an easy conversational tone distinguish this history of women in American politics. The author excels at offering just enough historical context for middle school readers.
life and career of the artist responsible for many picture book classics, including
Eyes Wide Open: Going Behind the
Color Zoo and Chicka Chicka Boom
Environmental Headlines, by Paul
Boom.
Fleischman A highly celebrated children’s author Separate is Never Equal, by Duncan Tonatiuh
tackles the complex topic of climate change, making it personal and approachable, while also providing
Sylvia Mendez and her family fought
motivation and tools for interpreting
for desegregated schools in California
complicated messages about the
nearly a decade before Brown v. Board
environment.
of Education. An extremely important story beautifully presented to our youngest readers.
The Park Parent // PAGE 8
Technology Use, continued from page 2 • Combine pictures and audio recordings about their reading lives (Grade V) • Create visual poems (Grade VI) • Develop a series of essays called, “This I Believe,” modeled off of the popular 1950s radio series hosted by Edward R. Murrow, which are being recorded and then published to the Park website (Grade VIII)
At the beginning of any project, Dorothea explains to students the specifics of what they are trying to learn. With her Grade VI students, for example, who are using Adobe Voice (getvoice.abobe. com) to create visual poem projects (combining animation, typography, and audio in very interesting ways), Dorothea is helping students understand how to use visual images to supplement meaning, something the students can observe everyday in the “real world” through advertising. Recently, the library team successfully launched into the world of loaning eBooks via the OverDrive app. It’s an exciting step that allows a portion of the library collection to be accessed via the web and/or mobile devices. To access, go to: https://parkma.libraryreserve.com/10/45/en/SignIn.htm?url=Default.htm and login using the student’s email address (Grade V and up). Across the board, Park staff and teachers point out that time constraints associated with learning new devices and applications are the main challenges in using technology to enhance their students’ learning. Mulian Chen, Park’s Upper Division Mandarin teacher, comments, though, that applications are becoming more user-friendly and accessible. This trend is enabling Mulian to use an ambitious number of technology platforms with her students. To promote language acquisition Mulian’s students are, for example: using VoiceThread (voicethread.com) to record or type answers to the visual or audio prompts that Mulian uploads; and memorizing content via Quizlet (quizlet.com), an online flashcard platform, which allows students to receive immediate feedback on areas where they need more practice. Technology is also a key tool in the Growth Education program’s Digital Citizenship unit. For the last few years, Grade VII students in Growth Ed have been tackling big ideas surrounding the appropriate use of social media. This year, Growth Education Department Head Margo Smith has layered in greater personal exploration—asking students to identify their “passions” and then reflect on how those passions play out in their offline and online lives. As evidenced by the myriad ways teachers are leveraging technology to promote learning, Dorothea comments that Park’s culture supports innovation and experimentation, both of which
Laptops aid research while students work in the library.
are essential to working effectively with technology. She has found that Park’s IT Department provides critical resources to staff and teachers, which are absolutely necessary to adopting these tools successfully. Despite the surge of educational technology implementations, Park teachers and staff voice a strong commitment to making sure that the learning time needed for technology does not overwhelm the intended learning goals. Kristin explains that teachers are dedicated to making sure their teaching remains “focused on the important content learning and skills, and that the novelty of the technology tool doesn’t overshadow the instructional objectives.” Teachers strive to balance and manage this issue, since technology can be very exciting and engaging. One strategy to support this aim is to have students watch technology tutorials at home, so that class time can remain focused on learning through direct instruction and peer-to-peer collaboration. Additionally, teachers can spread instructional responsibilities for the target technology skills over time. With strong collaboration among teachers, Kristin notes that technology skill lessons can be shared by teachers across content areas and grade levels. For example, if Kristin is teaching video skills, Math is teaching spreadsheet use, and English is teaching online collaborative peer editing, the students gradually develop an abundance of technology skills and capabilities that can be used in any setting. The sophistication of use increases as the students move through the divisions at Park. Currently, Park is in the beginning stages of undertaking a comprehensive curriculum mapping project, of which technology is a key piece. Under the leadership of Jorge Vega, Park’s Director of Technology, the School will survey grades to understand which devices, technologies, and resources are being used. With this information, the school will examine its value in furthering Park’s mission to educate and support its students.
FEBRUARY-MARCH 2015 // PAGE 9
Winter Snapshots ABOVE: In December, Janice Allen’s Inspirational Freedom Choir performed at the White House for President and Mrs. Obama! Also pictured with the choir are Mark Vialva, Janice Allen, and Robert Brooks.
The Park Parent // PAGE 10
BELOW: On a cold Friday morning in January, hundreds of current families and faculty gathered to dedicate the new front entrance to Betsy Ball.
Stomach Aches, Sleepless Nights, and Stressed for Success: The Spectrum of Stress and Anxiety in Children All-School Evening with Catherine Steiner-Adair, Ed.D.
Thursday, March 5, 2015 6:30 – 7 pm, Wine and Cheese 7 – 9 pm, Lecture, Park Theater Dr. Steiner-Adair is an internationally recognized clinical psychologist, school consultant, and author. She has worked in more than 350 independent schools throughout the United States and abroad, leading workshops for administrators, teachers, and parents on a wide range of topics related to strengthening the social and emotional intelligence and resilience of children Hosted by the P.A. Roundtable Committee.
What Do You Want To Know?
Ask Dr. O!
We are planning to pilot a new column in future editions of the Park Parent called “Ask Dr. O.” Do you have a question about parenting, child development, learning, or socio-emotional health and well-being that you would like to have answered in the
Park Parent? You can remain anonymous or not, your choice. Please note that questions will be selected for publication by Dr. O in conjunction with the editorial staff of the
Park Parent. Questions can be submitted to: MooreheadO@parkschool.org or by placing your question in the box in the lobby of the Park School. Again, thank you!
Parking space ads are free! The Park School
PARKING SPACE
Contact Kate LaPine by phone (617-274-6009), or e-mail (communications@parkschool.org). The deadline for the April/May issue is Friday, February 27th.
Babysitter Available. Our parttime babysitter is looking for extra work! She is very kind and reliable. Her name is Leeba Wicker and she can be reached at 617-888-0591 or lbwicker@yahoo.com. For more information feel free to contact Vicky Joshi at victoriajoshi@yahoo.com. Suzuki Cello Lessons. Melanie Dyball, professional cellist and teacher with 20+ years of experience has limited spaces available for new pupils in her Jamaica Plain studio. For more information, contact Melanie at 857498-1677 or www.CelloLessonsBoston.com, or Park parent Christina Baker. Dog Sitter Available. Going away? Worried about your pet? Park alum and graduate nursing student available for dog/house sitting nights and weekends. References available. Please contact Hilary Segar at segar.h@husky. neu.edu
FEBRUARY-MARCH 2015 // PAGE 11
Upcoming Dates of Note FEBRUARY
The Park Parent Editor: TC Haldi
Feb. 12
Thursday
Feb. 16
Monday NO SCHOOL – Presidents’ Day
Feb. 17
Tuesday NO SCHOOL – Winter Vacation Day
Feb. 19
Thursday
Grade V Parent Social, 6:30 p.m.
Feb. 20
Friday
Upper Division Winter Sports end
Feb. 24
Tuesday
Grade VIII Parent Social, 6:30 p.m.
Feb. 26
Thursday
Grade VII Parent Social, 6:30 p.m.
Feb. 27
Friday
Grade VIII/IX winter play, The 450 From Paddington, 7 p.m.
Feb. 28 Saturday
Grade IX Parent Social, 6:30 p.m.
Editorial Board Chair: Stanley Shaw Director of Communcations: Kate LaPine Editorial Board: HARLYN AIZLEY, laura barkan, Carol batchelder, CarolINE bicks, Anne Harvey Kilburn, Todd idson, DAWN oATES, Emily raviola, SARAH SMITH, Nicky Tolliday Syken, SARAH HALL WEIGEL
Hoopfest at Park, 9 a.m. Grade VIII/IX winter play, The 450 From Paddington, 2 p.m.
President, Parents’ Association: Shannon Falkson Chair, Board of Trustees: vinny chiang Head of School:
MARCH
michael Robinson
Mar. 3 Tuesday
NO SCHOOL – Pre-K–V (parent/teacher conferences) Regular schedule VI-IX
Mar. 6
Friday
Grade VI musical, The Frog Prince, 7:30 p.m
We want to hear from you!
Mar. 13
Friday
Spring Vacation begins, 3 p.m.
Mar. 30
Monday
School resumes
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.
Visit the calendar on the Park School website for more dates!
TheParkParent@parkschool.org
Read The Park Parent online at www.parkschool.org The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456 February-March 2015
The Park Parent