DE C EMBE R 2013 – JANUA RY 2 0 1 4
The Park Parent GLOBAL
Park21: The True Learning Organization
CITIZENSHIP // 2
By M ichae l Robinson, Head of School
in this issue:
SUE SEUFERT IN PROFILE // 4 NAVIGATING TECHNOLOGY WITH KIDS // 5 AROUND THE LIBRARY // 10 125th EVENT // 11
H
istorically, education has been something we do to students: “Eighth graders are taught
to solve binomial equations…”
It’s clear that Park takes a different approach. Our mission states that we provide a nurturing environment in which children can develop curiosity, express creativity, appreciate the value of hard work and discipline, and experience the joy of learning. Park’s faculty encourages individual students to strive for intellectual, physical, and moral growth, and to become contributing members of the community. If we are to be successful in developing creative and curious students, we must have a teaching faculty who are encouraged to develop and model these very same attributes. During the summer, as I was getting acclimated Lower Division teachers engage in professional development. to my new post, I was inspired by the many faculty taking advantage of professional development programs. Park has a long tradition of promoting professional growth and a continued on page 3
The Traditions and History of Yule Festival By Stan ley Shaw, Editorial Board Chair, and Kate L aP i ne, Director of Commincations With special thanks to Maria Alvarez and Andrea Sparks for their assistance with the Park School Archives.
A
s Park School’s annual Yule Festival approaches, many of us can recount our favorite moments from past celebra-
tions: the lump in our throats the first time we heard “Christmas in the Trenches,” the entire school singing “Light One Candle” (with the
volu m e 4 6 num b e r 3 a p u b li c ation o f t he par k s c h ool parent s’ a s s oc i ation
ninth graders’ descant), or perhaps the serenity of a Buddhist reading. Janice Allen leads the School in a rousing Yule Festival finale: Children, Go Where I Send Thee.
continued on page 6
GLOBAL CITIZENSHIP
Emerging Global Citizens B y Padmaja RAMA N, Park Parent Editorial Board
N
ew York Times columnist and Pulitzer Prize winning
author Thomas Friedman has eloquently brought to our attention that technology and social events have made the world “flat,” making resources and countries around the globe easily accessible. There are “long-term opportunities and challenges that the flattening of the world puts before the United States,” says Friedman, that require us to be flexible and adapt to changes. This means having to evaluate how to educate our children to be successful global citizens. The Park21 Initiative has enabled Park faculty and staff to tackle such daunting questions realistically through the Global Citizenship Initiative. Learning to be nimble and adapting to globalization has become a critical part of education. Over the last few years, The Park School has offered eighth grade students the opportunity for cultural immersion through the Costa Rica Service Learning Program. Through this program, students have the chance to live, study, and observe the daily lives of people in Bello Horizonte, Costa Rica. The eighth graders teach English at a local school, work alongside their new friends to improve school grounds, play soccer, and enjoy meals and music together. Park students also learn about reforestation efforts and sustainable practices for local agriculture and small businesses. As one Park student observed, “A highlight for me was seeing the joy on the children’s faces when we played the bilingual game we made up. Actually, everything in Costa Rica filled me with joy. The birds, plants, animals, friends, volunteering, but especially the new people I met. Costa Rica was indescribable. I wanted to stay there forever.” Making such experiences accessible for all students at Park is the eventual goal of the Global Education and Citizenship Initiative. This past summer, Secondary School Counselor and Service Learning Head, Comfort Halsey Cope, and Modern Languages teacher, Alan Rivera, brought a group of Park faculty and administrators together to define the best ways to foster global citizenship at Park. As part of this initiative, they created a database of books on global diversity for Grades K-V and launched the Global Citizenship Speakers Series. The book A Is for Africa by Nigerian children’s author Ifeoma Onyefulu, for example, can be found in this database and Ms. Onyefulu was invited to Park this past November to speak to children and share her story. Comfort and Alan articulately describe their mission as encouraging students to experience diverse environments in order to broaden their world-views. “Each Park student, and each one of us, inhabits only a very small part of a very large world,” Alan said.
Eighth graders work with Costa Rican students in the village school of Bello Horizonte.
“Perhaps we consider our lives, our ways of being, and our ways of doing things as ‘normal.’ My hope is that young people will have the opportunity to experience other people’s lives, other ways of being, and other ways of doing things—and that they will be open to and embrace a whole world of differences.” Alan recalls a 10 week summer homestay experience in Colombia as life-changing. “As a fourteen year old, I remember being energized by seeing an entirely different part of the world that looked nothing like my home state of Michigan. I met really wonderful people and learned about the history, geography, and social conditions that shaped their lives—lives that I previously knew nothing about. In retrospect, I realize that a result of this personal exchange of stories and ideas was that my own world view had become broader, wider, and more informed that it had been before.” Comfort added that in order to be a successful global citizen, “students have to know their own environments and culture. This will enable them to identify commonalities and shared values across boundaries.” In the first of the Global Citizenship Speaker Series, Park’s Social Studies teacher Adam Young presented “Links to the Land: The 5 Themes of Geography in Kenya.” Through his narrative and visuals, Adam did an impressive job of transporting the audience to various points of interest including Nanyuki, a town on the Northwest side of Mt. Kenya. Located on the equator, Nanyuki is home to an old-growth forest under threat from tree poaching. Listening to Adam, one could sense how he was moved by his guide’s passion to preserve this ancient forest. The theme of an accessible global world could not have been continued on page 9
The Park Parent // PAGE 2
head’s lines Learning Organization, continued from page 1 commitment to funding professional development opportunities. Under the Park21 initiative, funding expanded to focus on key elements necessary for 21st century learning—programs in math and sciences, globalism, technology, service learning, collaborative learning, and cross-cultural competency. Park’s commitment to investing in faculty professional development is a signal to prospective teachers and peers alike that the School is serious about faculty improving their craft and augmenting their learning. One of the most exciting prospects for me about leading Park School was knowing that the School was truly engaged in organizational learning. Now that I am in my 15th year as a Head of School (and 25th working with students and teachers Pre-K–12), I appreciate that this is a context in which students authentically learn to be capable, agile thinkers and citizens of the world. Students benefit most when the emphasis is on the process of learning, not a predetermined outcome. Indeed, the proverbial “right answer” may be far less valuable than deep insight into how one arrives at that answer. Whether an answer is correct or incorrect, understanding the process of learning and then transferring knowledge to new challenges is the essence of education. Asking the right questions, having the right insights and perceptions, and gathering “data” to assess whether one is headed in the right direction are the hallmarks of innovative, agile learning. A highlight of my first semester at Park has been my exposure to the many strategic initiatives of Park21. Park21 innovations are enhancing each Park student’s academic experience, but what sets Park21 apart from many school improvement campaigns is the awareness that student learning is predicated on teachers’ learning. Park21 provides a platform for the entire Park organization
the learning organization in practice
Professional Development By The Numbers Summer 2013 – Present ALL PROFESSIONAL DEVELOPMENT
143
programs/workshops
116
individuals participating
79.5% faculty & staff participating (out of 146 eligible)
PARK21 PROFESSIONAL DEVELOPMENT 26 programs/workshops (includes Peter Amershadian grants) 47
individuals participating
32%
faculty & staff participating (out of 146 eligible)
to engage deeply in the learning process. Park faculty, not just students, are learners themselves as they seek to find, study, understand, and bring back to Park classrooms the most compelling ideas and techniques for teaching and learning. The central, driving force of Park21 is a true spirit of innovation in which opportunities are identified, new solutions are proposed, test programs are evaluated, and this iterative process directs future planning. Park21 is not just a set of strategic initiatives that enhance students’ academic experience; it is a framework for Park School to be a creative and curious organization, driven by creative and curious teachers. The Park21 strategic mindset is that education is emphatically not something that we “do to” students. It is something that the entire organization embraces and models for the students who are, in turn, authentically engaged and inspired by the community of learners.
DECEMBER 2013 – JANUARY 2014 // PAGE 3
Faculty profile
Call It Physical Education, Call It PE, But Please Do Not Call It Gym (Where PE Takes Place)! B y C AROL BATCHELDER, Park Parent Editorial Board
A
t a time when physical education programs across the
country are being squeezed, Park children are lucky to be part of the PE renaissance that is taking place under the leadership of Sue Seufert, Park’s new Head of the Physical Education Department. The timing could not be better as evidence mounts in support of the power of exercise in facilitating learning and boosting IQs while also curbing depression, attention deficit hyperactivity disorder, fatigue, and stress (Landers & Arent, 2007; Sibley & Etnier, 2003, JOPERD vol 8 No 3 March 2010). Studies of both animals and humans show that exercise promotes brain growth. When physical activity takes place, more oxygen-rich blood feeds the brain, more neurotransmitters are released, more endorphins are freed, and more neural networks are affected. Research on mice shows that physical exercise triggers chemical changes in the brain that spur learning. These research findings as well as numerous articles on the benefits of physical activity on a child’s overall health can be found in Sue Seufert’s folders and represent her extensive knowledge and commitment to making Park’s Physical Education program a vital component of children’s learning. So, who is Sue Seufert? Sue comes to Park after 17 years in the Physical Education Department at The Brearley School (K-12) in New York City, seven of those years as head of the department. Before that, Sue worked at various schools and camps and also obtained a Bachelor of Science with a PE concentration and a Masters in Education. Sue brings passion, hope, and energy
Sue Seufert encourages fifth graders to keep the ball in play.
The Park Parent // PAGE 4
to Park’s Physical Education program. As she settles into her new role, Sue is quick to praise the work of her colleagues in the PE Department—Kara Fonesca, Tim O’Brien, Steve Savage, and Paul Toussaint—as well as Bob Little, Athletic Director, and Dana Welshman-Studley, Assistant Athletic Director. The renewed collaboration and commitment of the team to physical education and Park’s children is exciting. Where does Sue plan to take physical education at the Park School? I went directly to her to find out. The overall mission is to shift to a curriculum that meets children where they are and inspires them to make physical activity a core part of their lives. Thanks to Park’s Professional Development Program, the PE staff is getting more knowledgeable and accredited in Functional Movement Screening (an assessment that documents movement patterns that are key to normal function), Project Adventure (a curricula that encourages positive risk-taking, social emotional learning and group development skills), and Yoga, as well as other strength and conditioning certifications. Sue believes that PE should be one of the best parts of a kid’s day. I was surprised to find, however, that a theme among certain Park students is that PE is not that fun and, in some cases, a cause for angst. When I asked why they don’t like PE, children replied: “We have to wear sneakers on PE days,” “We have to run laps around the gym, the BIG gym,” “I’m always last,” “It’s not athletic enough.” Sue is open to this feedback and eager to hear what kids want from Physical Education. This way the department can combine their goal of helping students achieve lifelong success surrounding movement and fitness with what children enjoy, for example— more gymnastics, dance, and yoga-type activities that are so popular these days; varied warm-up exercises to replace laps around the continued on page 8
TECHNOLOGY
Brave New World: Mark Kline on How to Navigate Technology Use with Children B y L aura Barkan, Park Parent Editorial Board, and Be nn a Ku s hle f s k y, Parent Roundtable & All-School Evening Committee
T
here is scarcely a more hotly debated parenting topic
these days than children’s use of technology and the internet. And it’s no wonder—excessive media use is associated with obesity, poor school performance, aggression, and lack of sleep (“Pediatricians Set Limits on Screen Time,” Andrea Petersen, Wall Street Journal Online, October 28, 2013). In an eagerly anticipated Parent Roundtable on October 10th, clinical psychologist Mark Kline met with a group of Park parents with the goal of allaying some fears and providing expert guidance. Mark began: “Technology is not all bad. It’s a dilemma that we’re going to live with, not a problem to be fixed. So as parents, it’s appropriate to be worried… but not to have catastrophic fears.” The goal, Mark explained, is to develop a wide-ranging dialogue with our children on the use of technology. Like other complex social and ethical issues, children will be best served to internalize their own moral compass with respect to using technology. “That means the internet security software needs to be INSIDE our kids, not on our computers.” With three teenage girls of his own, an enthusiastic video gamer himself, and as the Clinical Director of The Human Relations Service (HRS) in Wellesley where he specializes in children’s issues with technology, Mark speaks from both personal and professional experience. “Children need to understand what’s right and wrong about their use of technology well before they get to college… and it’s our job as parents to get them there,” Mark said. To help parents navigate how to do this, Mark offers four general principles: 1. Approach technology use with a sense of curiosity: “It will be much more difficult for you to understand what to do (not to mention gain your children’s respect) if you have no idea what the technology is they’re using and are fearful of using it yourself.” Instead, Mark suggests demonstrating an ability to learn new technologies and to be careful not to approach all technology with inherent suspicion or fear.
2. Participate in internet activities with children: For example, Mark encourages parents to have their own Instagram or Twitter accounts to interact with and follow children online. “Play video games with your children! You’ll be surprised that some have some very good redeeming elements,” Mark said. For example, Minecraft is very creative and encourages children to build 3D spaces with their own vision. 3. Expect children to make mistakes and run into problems on the internet: Technology offers opportunities for trial and error learning and when children make mistakes, it’s a “teachable moment.” Mark emphasized that developing mutual trust is critical: “it is important that our children believe that if they run into problems online, they can trust parents to try to understand and help them.” 4. Reflect on our own use of technology and discuss it: How often do you trail off in the middle of a conversation as a new email comes in? Or are you working on your computers around the clock? These behaviors send strong messages to children. Mark provided an example of when his teenage daughter was texting a friend while he was trying to talk with her on a drive. “I said, ‘I’m feeling kind of left out. I’d love to talk with you too.’” The honesty led to a great conversation and more awareness from his daughter about how it feels when someone next to you is completely consumed in a device. For more specific, age appropriate advice, Mark offered the following tips:
P
According to the American Academy of Pediatrics, children ages Pre-K through Grade II should have no more than 2 hours per day of screen time (including television). The national average is more than 7 hours. (The American Academy of Pediatrics guidelines also suggest that children under two years old shouldn’t have any screen time exposure.)
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Elementary and middle-school aged kids, despite what they may tell us, are not endowed with a divine right of internet privacy. Parents should maintain passwords to all accounts and kids should know that parents will check continued on page 8
DECEMBER 2013 – JANUARY 2014 // PAGE 5
Yule Festival, continued from page 1 The Yule Festival we know, however, is a relatively recent vision. Park’s December celebration has evolved significantly over time, reflecting changes in Park’s student population, the increasing commitment to diversity, and the growth of the music program.
Carols and wassail
Consider the Christmas Pageant program from 1926, which included a traditional Christmas play, European carols, and the following program note: “During the singing of these Christmas songs, pictures by the Old Florentine and Venetian Masters will be thrown on the screen.” In the 1960s, Park celebrated the Christ-
The Park Parent // PAGE 6
mas story with plays and traditional carols (“The Holly and the Ivy,” “Personent Hodie”) performed by a subset of students, followed by a Wassail party for parents and faculty. The Boar’s HEAD ERA AND “A FESTIVAL of Traditions”
Longstanding members of the Park community fondly recall the era of the Boar’s Head Yule Log Festival, coinciding with Bob Hurlbut’s tenure as Headmaster. According to program notes from that time, presentation of the Boar’s Head is likely “the oldest continuing festival of the Christmas season,” dating to 1340. As reimagined at Park, students would enter bearing a stuffed boar’s head on a platter, accompanied by Bob Hurlbut brandishing a lacrosse stick refashioned as a shepherd’s staff, and resplendent in green tights and a sheepskin vest. “I was some combination of the Lord of the Dance, a shepherd, and an emcee,” Bob recently recalled. The processional was accompanied by the “Boar’s Head Carol,” with the refrain for all to sing: “Caput apri deferro, reddens laudes Domino,” or, “This boar’s head I offer, giving praises to the Lord.” In 1971, Yule Festival moved from the Kennard Road campus to the newly completed building on Goddard Avenue, which allowed the entire school to congregate for the first time. The programs incorporated a growing variety of songs from different traditions, many of which have become fixtures. Songs related to Hanukkah were sung regularly beginning in 1979. “Children, Go Where I Send Thee” debuted in 1980, as did “Christmas in the Trenches” (1985) and “Light One Candle” (1987). In 1987, art teacher Fern Cunningham-Terry founded the One World Club (now called Pangea), and student members helped select readings for Yule Festival. “We would add something
every year based on the club membership,” Fern explains. “We had a girl who spoke fluent Arabic, so she read about Eid from the Koran. Likewise, we had a Hanukkah reading in Hebrew, and a Three Kings reading in Spanish.” Soon after, the subtitle to Yule Festival in the program was changed from “A Festival of Gifts” to “A Festival of Traditions, Cultures, and Peoples”—wording that persists to this day.
chose to celebrate the many religious traditions represented in the student body, but grappled with how to strike the appropriate balance at Yule Festival. Minutes from a 1993 Multicultural Committee mention that “Yule Festival was a frequent focus of the evening… Past and possible future areas of both joy and discomfort for students and parents were addressed… Several parents commented that by enrolling our children at Park, where respect for diversity is a stated mission, we embrace the value of learning from all traditions. Many agreed that some discomfort might be part of sincerely experiencing diversity.” And longtime music teacher Janice Allen recalls talking with students about their discomfort singing songs from a different faith. “I just said that we’re sharing each other’s music, each other’s songs. We have a Christian girl singing ‘Light One Candle,’ and a Jewish girl singing a Christmas carol. Some parents have had reservations about the blend of traditions, but in the end they come and enjoy it.” Despite (or informed by) these challenges, Yule Festival in the 1990s evolved into the celebration familiar to today’s Park community. Based on input from faculty, parents, and Jerry Katz, songs and readings from different cultures or religions would be
Yule Festival today
While previewing his first Yule Festival in the December 1993 Park Parent, new Head of School Jerry Katz wrote, “December… provides us with an occasion to celebrate both the common values that bind us together at Park and the diverse traditions that students learn to respect and appreciate at our school… Although we shall no longer be continuing the Boar’s Head Procession (due to the retirement of the Headmaster’s green tights), I trust that you will find this a wonderful opportunity to celebrate our students, your own holiday tradition, and the richness that others bring to the Park community.” In an era of “political correctness,” some school communities turned to bland, non-denominational winter songs. Park, however, suggested and discussed throughout the year. New traditions have been established, including Grade VII performances on dulcimers, the jazz ensemble, and the Indian dance introduced by Grade V teacher Shalini Rao in 2009. Soon, the West Gym will reverberate with another joyous rendition of “Children, Go Where I Send Thee.” Old Yule Festival programs informed us that Yule Logs are traditionally lit with the embers from last year’s fire, imbuing the ceremony with a sense of continuity. In this 125th year of The Park School, and our first with Michael Robinson as Head of School, Yule Festival will again bring our community together in a celebration of Park’s past and its future.
DECEMBER 2013 – JANUARY 2014 // PAGE 7
Navigating Technology, continued from page 5 them periodically. Computers in the home should not be used where parents cannot easily see the screen. In addi-
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personal computers.
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Privacy is an illusion: Children should know that what they do and say online can end up anywhere, so they actually need to be accountable to a higher standard than in-per-
little, but it is important to understand that all children
son communication.
approach should be customized for each child.” Monitoring of children’s internet use should be frequent, and can be made a regular family activity. “Have them show you their favorite sites and online activities. You can use technology as a way to strengthen your relationship.”
P
P
By 5th grade, Mark said parents can “let out the string a are different when it comes to using technology. Your
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home address, phone numbers, credit card numbers, etc.— should not be shared online.
tion, elementary school children do not need cell phones— especially smart phones, which should be considered
Children should know that personal information—such as
As a general rule regarding when the use of the internet, social media, or gaming is excessive, Mark suggested asking, “What else isn’t happening while your child is on a device? If a child displays an intense desire to be on a device at the expense of all other activities, it’s likely a problem.” He advised that children should always make time for outdoor activities, free imaginative play, board games, books, and other non-technological pursuits.
Some social media sites are worse than others. Mark suggested keeping children away from Snapchat and ask.fm, for example. “These sites are like the wild west. I suggest
Mark’s articles and tips can be found on the HRS website, and he is available to answer questions at MKlinePsyD@comcast.net.
checking commonsensemedia.org regularly for a list of the good, the bad, and the ugly when it comes to social media sites.”
Supporting an Inclusive School Culture February 5, 2014 6:30 – 9 p.m. in the Conference Room Wine & Cheese Presentation & Interactive Activity
6:30 – 7 p.m. 7 – 9 p.m.
Join Christine Savini of Diversity Directions in an interactive activity session asking: • Why Do 21st Century Schools Need Inclusive Cultures?
• Why Does Affirming Identity in a School Community Enhance Teaching and Learning?
• In What Ways Can We Affirm Identity and Examine Privilege in a School Community? Hosted by the P.A. Diversity and Inclusion Committee. Questions? Samantha Kaplan sekmhl@aol.com, Heeten Kalan hkalanigc.org, or Russ Porter russ_porter@harvard.edu
The Park Parent // PAGE 8
Physical Education, continued from page 4 gym, especially for the younger kids for whom laps are not always as fitting for their minds or bodies; innovative ways of boosting mobility, stability, and strengthening for the older kids. Sue also plans to expand the scope of programs within the Physical Education curriculum. Some ideas include integrating discussions around nutrition, learning what people around the world are doing, adding activities that are new to everyone so no one feels they have an advantage or disadvantage, and including problemsolving situations. The opinions from parents vary. Some want a PE curriculum that gives kids a solid attainment of the fundamental skills necessary to help establish a lifelong love for, or at least appreciation and understanding of, the benefits of physical movement. Other parents would like to see Park’s PE program be more about athleticism and sports (although related, these are not the same as PE). Part of the PE department’s job is to manage these competing points of view from the myriad personalities that form the student body and the large Park community to devise a PE curriculum that everyone is excited about. Perhaps that means adding some Project Adventure programs or learning what other cultures do for movement. Maybe it means exploring new models such as giving kids a choice about what they do during PE. One thing is for sure, Park’s Physical Education department is working hard towards making PE a favorite part of the day. Leading with passion, energy, and hope, the PE department is committed to inspiring Park kids to lead productive and healthy lives.
Global Citizens, continued from page 2 better underscored when Adam mentioned the town of Iten where many Boston Marathon winners have trained. Iten is the home of the high altitude-training center where many of Kenya’s best runners practice and prepare. At the end of his presentation, one student said, “the people (in Kenya) are looking for the same things as we are!” Achieving such engagement from Park students is the goal of the Global Citizenship Initiative. The Speaker Series manages to hold the attention of the young audience while providing depth of learning. Alan described an aspect global citizenship as “having both the curiosity and the disposition to engage people from diverse backgrounds in conversations about their lives.” At the most recent presentation, Alan described how a unique storefront in Cambridge caught his attention. On further exploration, he discovered that this store stocked with exotic and beautiful handcrafted items is the brainchild of Raja and Benedicte Moubarak, who hail from Lebanon and France respectively. Through their social enterprise Beyt/2b Design, the Moubaraks have trained disenfranchised individuals in war-torn Syria and Lebanon to make beautiful handcrafted home décor. Closer to home, Beyt/2b Design has partnered with Pine Street Inn and is providing training and hiring homeless women to make handicrafts from salvaged items. These items are sold in the U.S. and abroad. The Park21 Global Citizenship Initiative is providing Park students with a unique opportunity to think within a global context. This challenges students, as Comfort said, “to know one’s own
culture in order to be successful learners in a new culture. Over the long term, our ‘global learners,’ can effectively identify commonalities across geographic and cultural borders, which in turn have the potential to enrich their academic environment.”
Upcoming Speaker
Nicole Maddox
Former Park School Science Teacher and Intern Swahili proverb:
Haba na haba hujaza kibaba (The small things amount to a great thing)
Wednesday, December 18 8:15 a.m. Morning Meeting in the Theater
THANK YOU for your support of the 2013-14 Annual Fund. Over 60% of current families have contributed so far this year! The Park School relies on your generosity as the Annual Fund provides over 9% of operating revenue for the School. Your generosity to the Annual Fund ensures that Park can be Park: small class sizes, outstanding teachers, and students who love coming to school. If you have already given to the Annual Fund, thank you! If you have not yet contributed, please consider making a year-end gift at parkschool.org/development/waystogive, or call Jessica Conaway at 617-274-6019. Thanks and happy holidays!
DECEMBER 2013 – JANUARY 2014 // PAGE 9
nd
o r A u
After losing both of her parents in a tragic accident, Willow Chance, a quirky genius, finds herself thrust into the lives of near-strangers. This heartbreaking and hopeful novel will appeal to readers who loved Wonder and Out of My Mind.
BOOK OF THE MONTH A longstanding tradition, the Library’s Book of the Month provides an opportu-
The Library LIBRARIAN PICKS FOR PARK
nity to celebrate an exceptional, recently published title from our collection. For the winter months of December and January, the selected theme books focus on “light” as it relates to vision, faith, celebration, and inspiration. Please
Lower Division (selected by Christian Porter)
Einstein!
Xander’s Panda Party, by Linda Sue Park, illus. by Matt Phelan
Golden Domes and Silver Lanterns: A
join us as we learn more about Eid and
Muslim Book of Colors, by Hena Khan, illus. by Mehrdokht Amini
Upper Division (selected by Mindy Lawrence) Xander is planning a dandy bear affair, but his party plans keep changing! Clever word play and charming illustrations distinguish this wonderful readaloud. Middle Division (selected by Tory Lane) Flora & Ulysses, by Kate DiCamillo, illus. by K.G. Campbell Who would guess that a friendship between a superhero squirrel and a selfdescribed cynic of a girl would fuel Kate DiCamillo’s newest heartfelt wonder? As the unlikely pair battles the mysteries of parents, vacuum cleaners and love, this offbeat chapter book reminds us why reading is magical. Holy Bagumba!
The Park Parent // PAGE 10
Counting by 7s, by Holly Goldberg Sloan On a Beam of Light: Story of Albert Einstein, by Jennifer Berne, illus. by Vladimir Radunsky
SAVE THE DATE • THURSDAY, JANUARY 16, 2014
Our Past
Promise
The Park School Community Celebrates 125 Years and Welcomes Michael Robinson, Head of School Invitation to Follow 6:30–9:00 PM • WEST GYMNASIUM • THE PARK SCHOOL For more information contact Rena LaRusso ‘04 at events@parkschool.org or 617.274.6022.
PARENTS’ ASSOCIATION CORNER
Guest Mandarin teacher Ying Lei-Zhang and her students in Grades VII-IX hosted a traditional Chinese tea ceremony for faculty, staff and parents to learn about and taste the varieties of Chinese tea.
The P.A. Community Service Committee organized a successful Chop-a-Thon service day for the Park community in October. More than 200 students and 110 parents and faculty helped to peel, snap, and chop over 900 pounds of vegetables for the Pine Street Inn.
DECEMBER 2013 – JANUARY 2014 // PAGE 11
Upcoming Dates of Note December 20 Friday Yule Festival (Pre-K – IX Dress Day), 9:30 a.m. 11:30 a.m. dismissal – No ASP Winter Vacation begins January 6
Monday
School resumes
January 16
Thursday
125th event, “Our Past & Future,” 6:30 p.m.
January 20
Monday
Martin Luther King, Jr. Day – NO SCHOOL
January 22
Wednesday
Grade V Parent Social, 6:30 p.m.
January 23
Thursday
Grade II Parent Social, 6:30 p.m.
January 28
Tuesday
Grade IX Parent Social, 6:30 p.m.
January 29
Wednesday
Kindergarten Parent Social, 6:30 p.m.
January 30
Thursday
Grade VII Parent Social, 6:30 p.m.
Grade VI – IX Winter Athletics
December 2 – February 21
Grade VI Drama
December 2 – February 13
Grade VIII, IX Drama
December 2 – March 7
Grade IV After-School Sports
December 2 – January 17
Grade V After-School Sports
January 22 – February 28
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 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!
Visit the calendar on the Park School website for more dates!
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 DECEMBER 2013 – JANUARY 2014
The Park Parent