FA LL 2015
The Park Parent in this issue: TRANSITION TO UPPER DIVISION // 2 KYRA FRIES IN PROFILE // 4 ASK DR. O // 5 NEW FACULTY & STAFF // 6 NEW TEACHING APPRENTICES // 8 STAFF IN NEW ROLES // 10 VOLUNTEERING FOR THE PA // 14 WEBSITE TIPS // 14
Parents’ Association Welcome b y Shannon Fal kson, PA President, A N D L I S A D iA D A MO, PA Vice President
N
ow that we’ve had a year to settle into our roles as President and Vice President of the Parents’
Association, we’re still amazed by the breadth and depth of the work of the PA and the commitment of the parents to dig in to support the faculty and staff, our kids, and each other as parents.
We have the privilege of serving as the President and Vice President of the PA for another year before Laura Barkan and Sue Jeppson take over as the next President
and Vice President. We couldn’t be more excited about this dynamic duo who have tirelessly, thoughtfully, and skillfully supported the PA in countless ways. Park is unique in how parents are invited to be a part of the life of the School and how they support the School in meaningful ways. The work of the PA touches every parent, child, and faculty and staff member from supporting innovation and collaboration in the classroom through grants administered by the Faculty Grants and Curriculum Support Committee to coordinating Student Picture Day. How do we do that? With lots of parent volunteers! Here are just a few examples: • The New Parent Dinner Committee is run by parents who organize the dinners that every new continued on page 12
Living the After-School Life b y Paul Newmark, Grade III Assistant, A N D El i z a b e t h Janse n , Pre-Kindergarten Associate
I
t’s almost six o’clock on a sunny evening in June, and the fields at Park’s far northwestern border are abuzz with activity.
A first-grader stands at the top of a gentle rise before a privet hedge. He raises a football
vo l u me 48 nu mb e r 1 a pub lication of the park s c h o o l parent s’ assoc iation
aloft, proclaims “Five thousand, dead or alive!” and hefts it to a waiting crowd, who swarm around in an attempt to be the first to recover the prize. Nearby, an impromptu game of World Cup soccer has taken over a grassy corridor between two lilacs. From the playground come the enthusiastic and slightly frenetic sounds of structure tag. Two children—brother and sister—are continued on page 13
R e ad y
fo r
Parent-to-Parent Tips on What to Expect
the
B y LAURA BARKA N, Park Parent Editorial Board
A
s I write this, my oldest son is visiting the Grand
Canyon with many of his Grade VII Park School peers and several brave chaperones. Looking at the amazing pictures that Park teachers Karen Manning, Bob Little, and Heather Offen post daily on the blog, I’m reminded how many Upper Division experiences are designed to bring exciting new challenges that truly help students to grow in so many ways— they learn more about who they are as learners, they deepen their bonds with each other, they expand their depth of knowledge, and they become more independent in how they navigate their academics and their world.
with less supervision. The same goes for after-school activities—if they run late getting off the field or out of an activity, the after-school buses will leave without them. They need to be aware of departure times. • Choosing subjects: Beginning in Grade VI, students can select their preferred foreign language to study, and in Grades VIII and IX, they are able to select a musical preference— chorus, jazz ensemble, percussion, or acoustic guitar. In Grade IX, students are also able to choose a studio art elective. Note: foreign language selections determine where students will travel on their Grade IX trips. • Attending TEACH: Time for Enrichment, Adivsory, Challenge, and Help (TEACH) is both a study hall and a peer-to-peer learning opportunity as part of the Upper Division advisory system. Students can take advantage of working together, getting advice from their advisor or working one-on-one with one of their teachers. There are advisory “parties” at lunch three times per year and you may be told by your student the day or morning before “oh, I need to bring cookies” or money—try to ask your child’s advisor when these will be held so you know well in advance!
Park’s Class of 2017 at the Grand Canyon in June.
Of course, so many new experiences coupled with the increasing expectation that students learn to handle them more independently means new logistics and a learning curve for parents too! We hope this set of parent-to-parent “tips” relating specifically to what may impact you (logistically and otherwise) will help you to get the inside scoop on what to expect as a parent of a new Upper Division student. WHAT’S NEW? New forms of independence and freedom… • Getting to class: In the Upper Division, students are sectioned into groups and have different teachers and classrooms for each of the classes they take. Students are expected to get themselves to classes independently—and there are consequences for being late!
• Attending all-school performances: Upper Division students participate in Yule Festival, and attend May Day if they have younger sibling in Grade III at Park. They do not participate in the Grandparents’ & Special Friends’ Day assembly, however are still required to dress up. If they attend May Day, they also have to dress up. Mark your calendars for dress days! • Receiving technology devices that can be taken home: Starting in Grade VI, Park provides all students with a school-owned laptop that is meant to go back and forth between home and school. Upper Division teachers assign classwork and homework that requires students to access the internet as well as their Park School Google accounts. The Chromebooks are designed to serve that need and are preconfigured with monitoring software to ensure a safe experience wherever our students may be. Students are expected to abide by Park’s behavior policies whether they’re online or offline, and understand that they are responsible for returning their laptop in good, working condition at the end of each school year.
• Getting to carpool: Students are expected to get themselves to the right place to get home, whether by bus or at carpool, continued on page 9
The Park Parent // PAGE 2
Upper
Division?
Students’ Perspectives on What to Expect B y Harlyn Aizley, Park Parent Editorial Board
W
hether a student enters Park’s Upper Division from
within Park or as a transfer student from another school, Grade VI marks a time of noticeable personal and academic change. In acknowledgement of this fundamental time of transition, Park makes the journey into Grade VI a fulfilling rite of passage for all students. Below are perspectives from four Park students, two who entered the Upper Division having attended Park since preschool and two who entered the Upper Division from other schools.
Q: How would you describe your transition into sixth grade from the Middle Division? A: The transition to sixth grade was a big one and no amount of preparation could diminish that, but it wasn’t difficult, just different and, in many ways, exciting. There’s a lot more trust and responsibility that you carry in sixth grade that makes you feel older, freer, and more respected by the adults around you. Q: How would you describe your transition into sixth grade from another school? A: Everyone was very accepting and made me feel like I’d been there forever. Kids from Park were also going through a change, so it felt like we were all transitioning into the Upper Division together. A: It was easy; everyone was really nice. It wasn’t just new for us; having lots of different teachers instead of one main teacher and not being with the same kids every class was new for everyone. Q: How did the Park Middle Division prepare you for the transition from the Middle to Upper division? A: There was a large change in the schedule and the way we did things from fifth to sixth grade, but the change wasn’t so drastic that you felt unprepared. A: The first thing that happens to help with transitioning is going to what was known as the “big kid” Morning Meeting. Being in the same room and hearing the same announcements as the “older kids” made us see what we were about to become. We also went to Total Day for the first time which one of my classmates called an “initiation” into the Upper Division. The main thing I remember, however, is the first time we got to walk to class by ourselves. As the end of the fifth grade came, we were trusted more and more with these kinds of small responsibilities that would become necessities and staples of our school days in sixth grade. I remember feeling prepared, but still overwhelmed.
Q: Did you feel prepared when you joined the Park community in the sixth grade? A: I felt the academics gradually got harder as sixth grade went on, but we always were well prepared for what was ahead. Q: What were some of the most significant differences between the Middle and Upper Divisions? A: More freedom in how you do things was the most drastic change, no more lines going from class-to-class and the teachers simply trust you to get to your assigned class. A: One of the most significant differences I remember is not having a class or group of people you see all the time. Suddenly, the people in one class weren’t always in your other classes and not everyone does drama or the same sport. It really put things in your own hands. Q: Do you have any advice for Park students transitioning from the Middle to the Upper Division? A: Just go with the flow. Don’t be late but also don’t be too early for class. Proofread all your work. And have fun (cheesy but is the most necessary!) A: Observe and accept the changes that come with entering the Upper Division. But don’t let that change your perception of who you are as a person and student. Enter your harder classes with the confidence that you will get better and the knowledge that one class doesn’t define you. Entering the Upper Division like this is almost a wake-up call to tell you that you are growing up. The best advice I can give is to let yourself grow with and around all the fresh things that come with being a sixth grader at Park. Q: Do you have any advice for students entering sixth grade at Park from another school? A: Be yourself, do what you’re passionate about, and always continued on page 9
FALL 2015 // PAGE 3
FACULTY PROFILE
More Than Just A Production: Kyra Fries B y EMI LY RAVIOLA, Park Parent Editorial Board
K
yra Fries, who serves as an English Teacher and Head of
the Drama Department at Park, has had a passion for drama ever since she was a first grader in Ann Arbor, Michigan. At that time, she was lucky to study theatre with a student of Marcel Marceau, the famous French actor and mime. In an early memory from that period, she recalls when her parents brought her to a Marcel Marceau performance, after which she encountered Marcel Marceau on the street and he instructed her to “do a wall.” Kyra proceeded to mime with him on the streets of Ann Arbor. While a lot has transpired since that encounter, a constant thread in Kyra’s life has been the theatre arts. To complete a Bachelor of Arts from Hampshire College in Amherst, Kyra concentrated in theater education, creative writing, and theatrical design; during this period she engaged young children in a big theatre production she wrote, designed, and directed, involving puppets and masks. It was this experience that clarified in her a desire to become a teacher. Following college, Kyra was delighted to join the Park community as an intern. From 2001-02, she interned with Curt Miller, English teacher, advisor, and then head of the Drama Department, and Juliet Baker, who was the head of the English Department and teaching Grade VII and VIII English along with advising Grade VIII. Kyra also helped direct the three plays the drama department did that year. In both Curt and Juliet, she found “kindred spirits.” During Curt’s sabbatical the following year, Kyra took a head-first plunge into solo teaching and directing. While she spent three years teaching English and directing plays at a boarding school, Gould Academy in Bethel, Maine, she never lost ties to Park. In fact, Kyra harbored a dream to return one day. That day come sooner than she would have guessed. In 2006, she returned to visit Park, and former Head of School Jerry Katz, upon seeing her in the hall, offered her a job. Happily, she returned to her old desk in the fall of 2006 to teach English and head the Drama Department. Kyra completed a Master of Arts at Bread Loaf School of English at Middlebury College in Vermont during five summers. At Bread Loaf, she was able to further pursue her deep interest in literary study, as well as dabble in other hobbies such as poetry (she won the Bread Loaf Poetry Contest one summer!) and theater design (her work-study job on campus was in the costume room). Kyra sees drama and literature as being intimately connected, with drama serving a critical role of helping students unlock the
Kyra Fries giving direction to student actors in Hamlet.
texts. In order to embody the meaning of a story, the students are challenged to wrap their minds around situations and characters presented in the text. Kyra focuses on the process rather than just the product. She emphasizes that “it’s about more than just the production.” Rather, the process of rehearsing teaches students acting skills, self-knowledge, and team skills. As the lead drama teacher at Park, Kyra enjoys creating an atmosphere of learning and helping her students foster a strong sense of self-identity. While Kyra focuses on helping students develop skills through theatre games and acting exercises, she also helps her students use the dramatic process to enhance their own self-awareness. She’s excited to see her students building confidence: “drama is a gateway to finding out more about who one is and what one can offer to the world.” Kyra believes that if students stretch themselves to reach beyond what they imagine they can do, there will be surprising benefits. As an example, she tells a story of a shy Upper continued on page 11
The Park Parent // PAGE 4
What Do You Want To Know?
Ask Dr. O!
By Olivia Moorehead-Slaughter, Psychologist
Is it just me or is life getting more and more stressful
I have a very responsible 13 year-old who is yearning for
and more and more complicated? As my children get
more independence. There are times when her decisions
older and more involved in activities both in and out of
and mine are not the same. She takes some of my rules
school, I’m finding that our family schedule can become
as not trusting her and thinks that I should assume that
crowded and unwieldy. What do you suggest?
she will make good choices. What to do?
You are not alone! Many share your observation that life is
You have a very normal 13 year-old who is yearning for
more hectic and more stressful. It can be really difficult to
freedom and independence. This answer actually applies to
step back, intentionally “dial it back,” and commit to staying
adolescent girls and boys. Hearing you acknowledge that you
the course with a schedule that works for your family. Why?
find her to be quite responsible will likely be important to
There is quite a bit of pressure out there that encourages
your teen. You should also explain that as her parent, you are
just the opposite. You don’t have to look far to see images of
ultimately still responsible for taking care of her and making
adults and children who appear to be uber accomplished in
sure that she continues to grow up safe and healthy. Along
multiple areas and seemingly having a good time. Glimpsing
the way, there will be many opportunities for conversations
these images on multiple strands of media day after day and
about what this will look like. Be ready to talk about the 3-4
then choosing a more moderate path, may require a good
rules that you have determined to be in her best interest and
deal of personal clarity and courage. I, for one, think it’s a gift
which are non-negotiable. For instance, in many families,
to yourself and to your child(ren) to create space and time to
these rules may include school attendance, use of alcohol and
breathe and for all of you to spend time with each other.
other substances, attendance at family events, participation
The beginning of the school year is actually a good time to
other decisions about which you as the parent will need to be
in religious activities, and curfew. For sure, there will many restructure your family schedule. Make a family calendar
the ultimate decision maker. When can she date? And, what
using a different color for each family member. Put activities,
does she mean by dating? Under what conditions might she
upcoming events, homework projects, and travel dates on
be able to attend a party? When are you willing to give her a
the calendar. Make a decision about how many after school
cell phone? Will this cell phone be a smart phone? What are
or weekend activities or lessons each child can undertake at
your rules about computer/internet use? What is a reasonable
a time. Life is filled with hard choices and this will be good
bedtime?
practice in how to make them. You can assure your child(ren) that not now does not mean not ever.
Assure your daughter that her voice is important to you and that you value communication about things that are important
Have a conversation with your child(ren) that clarifies your
to her. Listen. When you can, give her options and be flexible.
values around creating space for what is most important. Then,
When necessary, be the parent and set the limits that will
take on the task of modeling how to make this happen. Be
keep her safer. This is not about a lack of trust in her, but
open to making adjustments as needed. Involve your children
rather your understanding of what it takes to be a responsible
in the process so that they learn to problem solve around
parent. Though your daughter may be smart, she is not yet
their own lives. However, be prepared to set limits about the
wise. Her judgment and yours are not the same. Remembering
number of commitments that are ultimately made. You are,
this will help you to weather her displeasure when she is
after all, the parent!
displeased with your decisions. Again, be flexible when you can, but firm when it really matters. In time, she’ll be ready to
Have a question for Dr. O? Submit questions in the box in
be independent and to make decisions for herself. That day is
the lobby or email MooreheadO@parkschool.org.
surely coming!
FALL 2015 // PAGE 5
New Faculty & Staff for 2015-16 B y Kat e lapine, Director of Communications
Grace Cinquegrana ’03 (Spanish Teacher)
’08, have left the nest, she is very excited about joining Park’s
Grace (BA George Washington University,
Academic Support team.
MA Middlebury College) has always loved the Spanish-speaking world, and can’t wait
Robert Donahue
to share travel stories with her students. She
(Social Studies Teacher)
is happy to be home in Boston after three
Bob Donahue joins the faculty teaching
years in Albuquerque, New Mexico, where
Grade VII social studies. After graduation
she taught Spanish to eighth and ninth
from Holy Cross, he taught middle school
graders. Grace loves the Southwest, music, art, singing, dogs,
history and coached at both St. Louis
and travel. She also loves Park, having attended the School for
(Missouri) Country Day School and St.
three years, and serving as a Teaching Apprentice in 2010-11,
Albans School in Washington DC. After
and is excited to be back!
seven years teaching, he left to receive a master’s degree and subsequently held various analytical
Julianne Damaskos (Grade I Teacher)
positions at Municipal Market Analytics, Deutsche Bank, Fidelity
Julianne (BA University of Florida, MEd
Investments, and T. Rowe Price. He has held numerous leadership
University of Florida) taught second grade
positions in his field and has frequently been quoted in the Wall
the past three years at Dunedin Elementary
Street Journal and New York Times. The father of two teenage daughters, he has remained connected in education and youth sports, coaching with Brookline Club Soccer, serving on the Board of Trustees of Hebron Academy and served a term as an elected member of the Bedford (New Hampshire) School Board. Bob is very pleased to return to the classroom this fall and share his excitement for learning and US history with his students.
in sunny Clearwater, Florida. In 2011, she interned in a fourth grade classroom at P.K. Yonge Developmental Research School in Gainesville, while pursuing her master’s degree in elementary education with a specialization in problem solving based math education. Julianne uses technology and inquiry-based teaching methods to inspire and pique the curiosity of her young students. Julianne is a newlywed and
Valerie Foster
recently moved with her husband to Brookline as he pursues
(Assistant to the Division Heads)
his Master’s of Divinity degree from Hellenic College Holy Cross.
After living in Washington DC area for
She is ecstatic to begin this new chapter of her life at Park and
the past 30 years, Valerie is thrilled to be
to work with the Grade I team.
joining the staff at Park and returning to
Deb Dean (Academic Support)
the past 14 years at Sidwell Friends School
her home state of Massachusetts. Spending After working at Park with Raine Miller for
in the Office of Admissions and Financial
three years as a Kindergarten Assistant, Deb
Aid, most recently as the Associate Director,
(BS University of Vermont, MA Santa Clara
she is excited to cultivate this new position in support of the
University) pursued her Orton-Gillingham
Division Heads. She is a huge Red Sox and Patriots fan and
training and practicum. She has spent
cannot wait to be able to watch her favorite sports teams more
several years building a tutoring practice
regularly. Valerie holds a BS in English from Springfield College.
focused on reading and writing support for dyslexic students who attend Metro West independent
Bethany Greene (Kindergarten Teacher)
schools. While the flexibility of her practice was fabulous while
Bethany joins the Kindergarten team with a wealth of
her children were still at home, she missed the collegiality and
experience, including five years as a head kindergarten teacher
community of Park. (She managed to keep in touch with Park
at Buckingham Browne & Nichols. She is a proud Duke alumna
colleagues during the winter months for the past 13 years by
and holds master’s degrees in Mind, Brain, and Education from
reading admission folders for the Admission Department.)
Harvard University and in Early Childhood Education from Lesley
Now that her three children, Nathaniel ’01, John ’05, and Abby
University. She has trained as a math specialist and educational
The Park Parent // PAGE 6
New faces therapist, and has extensive experience
Cicely Morris (Grade V Teaching Assistant)
tutoring students in grades PreK-6. Most
After graduating from Boston University
recently, Beth worked as a consultant for
in 2013, Cicely taught third grade at
Scholastic Education and taught third grade
Renbrook
at The Dalton School in New York City. As
Connecticut. This past year, she worked
School
in
West
Hartford,
a graduate of Milton Academy, Beth has
at The Pike School in Andover where she
strong ties to the Boston area and is looking
interned in kindergarten and first grade
forward to becoming part of the Park
classrooms while obtaining her MEd from
community.
Lesley University. Cicely is looking forward to working with the Grade V Team and is excited to become
Beth Holzman (Kindergarten Assistant)
immersed in The Park School community.
Beth graduated from Boston University with a degree in early childhood education and
Liza Talusan (Director of Diversity, Equity, and Inclusion)
a master’s degree in public administration
Liza (PhD candidate at UMass Boston, MA in
from Suffolk University. She worked for
Higher Education from New York University,
several years as a management consultant
and BA in Psychology from Connecticut
for KPMG and PricewaterhouseCoopers,
College) joins our community after having
specializing in the healthcare arena. Her
served at Stonehill College for the past 11
last position, before having children, was
years. She is a nationally recognized leader,
at Harvard Pilgrim Health Care where she was a project manager
facilitator, and speaker and has supported
working on health care policy and information technology. Beth
numerous organizations as they work to be
is the mother of three Park School children: Sydney (Grade VI),
more culturally inclusive. Liza’s expertise includes, among others,
Maya (Grade V), and Chase (Grade III). She enjoys spending time
issues of race, disability, LGBTQ, class, and the intersections of
on the Cape in the summer with her husband, children, and their
identity. Liza previously worked at an independent school on
dog. She is thrilled to return to her first love, teaching young
Long Island where she founded the Academic Coaching center,
children, and is delighted to have the opportunity to be part of
taught psychology and health, and worked closely with students
the Park faculty as a Kindergarten Assistant.
from underrepresented backgrounds. Liza (who is married to
Carol Moran (Science Teacher)
Joli (Grade VII), Jada (Grade IV), and Evan (Grade I) who are
Park was lucky to find this experienced
all excited to be at Park. In her spare time, she loves singing,
science teacher who wanted to return to
running, and hanging out with her family!
Park’s Director of Technology Jorge Vega) has three children:
the East Coast to be closer to family. Most recently, Carol taught fifth and sixth grade
Carly Westman
science at Burkes School near Lands End
(Grade IV Teaching Assistant)
in San Francisco. While Carol had a blast
Carly Westman graduated from Trinity
immersing herself in the California culture,
College in 2011 with majors in French and
she was looking for a school similar to
Human Rights. After college, Carly worked
Burkes and found Park! Prior to San Francisco, Carol taught
as a fourth grade intern at The Fessenden
fifth grade science and reading in Connecticut at the Mansfield
School in Newton. She spent the next two
Middle School in Storrs, and also served as the Enrichment/
years exploring pediatric nursing as a career
Science Coordinator at a K-8 school in Ashford. Carol received
by volunteering at Boston Children’s Hospital and took courses
a BA from Middlebury College and master’s in Gifted Education
in a nursing program and trained as a health coach at Duke
from University of Connecticut. She is looking forward to
Integrative Medicine in Durham, North Carolina. Carly returned
exploring the very cool science in Boston!
to the Boston area this past fall and coached three sports at Gann Academy, was a substitute teacher at Fessenden, and took three courses in graphic design. This summer she is enrolled in an education class at Boston College with plans to pursue a master’s in education with a focus in human development. She is thrilled to be joining The Park School community this fall! continued on next page
FALL 2015 // PAGE 7
New Teaching Apprentices for 2015-16 Each year, six teaching apprentices become respected and valued members of Park’s dedicated and talented faculty. Our program attracts college graduates who wish to explore a teaching career, often while they are pursuing a master’s degree.These placements allow apprentices to gain experience in the classroom, thanks to the veteran teachers who host them, and engage in the extracurricular life of the School. Here’s a look at this year’s crop.
Ivy Alphonse-Leja ’07
Alisha Saini
Ivy Alphonse-Leja is a 2014 graduate of
A recent graduate of Bucknell University,
Brown University where she majored
Alisha majored in English with a minor
in Africana Studies with a focus in post-
in Women & Gender Studies. Alisha
colonial literature and black ontological
participated
theory. In college, Ivy performed with
Outdoor Education Leadership courses
in
two
major
National
Brown Opera Productions in principal
involving backpacking throughout the
roles, along with Opera Providence and
Southern
the Brown BIARI conference. She participated in Brown’s Applied
Talkeetna
Mountain
Range
of Alaska and a thirty-day expedition across the Himalayan
Music Program and received the David Laurent Prize for 2014,
Mountains. Last year, Alisha served as the Grade IV Assistant,
an award given annually to a vocalist for musical excellence. In
and is excited to learn more about teaching as a Teaching
Boston, she sings with Marsh Chapel Choir, King’s Chapel Choir,
Apprentice.
and at Trinity Church on occasion. She comes to Park from an assistant teaching position at the Apple Orchard School, where
Shadrach Sommers-Dehaney
she re-discovered her love and passion for education after an
A lifelong athlete, this Milton native
internship with the Initiative for a Competitive Inner City. She
attended
continued pursuing that passion at Summer at Park prior to the
he played four years of football while
Columbia
University
where
new school year!
majoring in psychology. Shad always knew he wanted to be a positive role model for
Eliza Cope ’04
kids while staying involved in the sports
Since graduating from Park in 2004, the
industry. He then earned a master’s in
Thacher School in 2007, and the University
Sports Industry Management from Georgetown University in
of New Hampshire in 2012, where she
2014, where he worked with a variety of organizations from
majored in Spanish and minored in writing
nonprofits to the NFL Players Association. He is very excited
and environmental conservation studies,
to work with and learn from a great group of teachers and
Eliza Cope has been distinguishing herself
administrators and interact with students at Park.
in, around, and in spite of the classroom since the fall of 2014. Previously, she spent a year as a jack-of-
Campbell von Eschen
all-trades in several backpacker’s hostels in Toronto, interned
Growing up in the San Francisco Bay
with the Consortium for Wildlife Bycatch Reduction at the New
area, Campbell always wanted to be an
England Aquarium, taught an undergraduate course in marine
elementary school teacher. She graduated
ecology at the Shoals Marine Laboratory in the Gulf of Maine,
from Hobart and William Smith Colleges
and traveled the world in search of her missing mittens. After
in 2015 with a degree in social justice in
she found them, she returned to Park to work in Grade III for
education. During her time at college,
the 2014-15 school year, which she absolutely loved. Outside
Campbell
of the classroom, Eliza enjoys running, cooking, and collecting
community service, and worked with some of Upstate New York’s
developed
a
passion
for
stamps. She is very much looking forward to her upcoming
most at-risk populations. She completed a clinical internship at
apprenticeship in Grade IV/V Science, during which she hopes to
a juvenile detention center, tutored elementary aged-children
pass on her passion for the living world around us to at least a
through the America Reads program, and volunteered at a free
few unsuspecting students.
lunch program every Saturday. One of her most rewarding
continued on page 11
The Park Parent // PAGE 8
Parent-to-Parent Tips, continued from page 2 New social opportunities… • Social dances: Beginning in Grade VI, students are invited to attend dances at Park and other schools. Park typically hosts a Halloween Dance (costumes encouraged) in October, a Winter Dance in January, and a Last Dance in June for Grades VII-IX. Information about dances is available in Friday Notes. Dances are typically 7-9:30 p.m. so carpools are helpful!
• End-of-school events: Upper Division students are given the day off before Park’s Friday Graduation. Often, there are gradewide picnics or gatherings planned by students and parents for that day. • Bar and Bat Mitzvahs: Many Jewish families hold these special events (usually 7th graders), often on Saturday evenings. It’s a great idea for Jewish parents to share their dates with other Park parents in the grade far in advance to avoid date conflicts. New athletic experiences… • Interscholastic sports: Traveling to play other independent schools in sports is an exciting part of the Upper Division, yet away games often mean pick up times are less reliable. Check the website for return times, or ask coaches for an ETA, so you can pick up or car pool accordingly. Remember though that’s still an ETA—you may have to wait when the buses hit traffic!
• End-of-season team parties: Coaches organize end-of-season parties at Park, and occasionally teams have gatherings at local restaurants or homes to celebrate the season, which can be organized by a parent. Thank you cards are often given to coaches for their efforts. New extracurricular activities… • Trips: Beginning in the Fall of Grade VII with Project R.E.A.S.O.N. (Resource and Environmental Awareness through Study of Nature), Park students partake in trips to enhance their development. Grade VII also includes an optional June trip to the Grand Canyon, Grade VIII offers a June service-learning trip to Costa Rica, and Grade IX offers a trip to the Berkshires called Stump Sprouts during Project Week as well as foreign language trips to China, Spain, France, or Italy during Spring Break. Check with your advisor for travel dates.
• Clash Day and Total Day: At the end of spring term, Grades V-IX participate in two fun days—Clash Day and Total Day. On Clash Day, students wear outrageous clothes that don’t match and learn about the team they have been assigned to for Total Day. Teams are made of students across Grades V-IX and are always captained by a ninth grader. Students love these events because they can make friends across the grades. • Enrichment opportunities: Students can participate in a range of non-sports activities during and after school and on weekends—such as Model UN (weekends in fall, winter, and spring), and after-school (drama, yoga, and community service), and recess clubs (such as the writing or book clubs). Grade VIII and IX students can propose new clubs, too.
Total Day is a fun-filled afternoon of outdoor activities!
New nomenclature… • RD: Also known as Recess Detention. RDs are given when students are late to class, break a minor rule, or display inappropriate behavior.
• AcMak: Or Academic Makeup. Students go to AcMak when work is not fully completed or something needs to be redone. AcMak takes place in the library after school and takes precedence over other after-school commitments. • Pink Slip/Planned Absence: This is an excused absence form that students need to complete and the child’s advisor and the division head needs to sign if students plan to miss school for any reason (secondary school visits are a common way these forms are used). A note about applying out… Park has three secondary school counselors to help you when it comes time to apply to next schools. Edith Adams works with families of sixth and seventh graders, Alison Connolly works with eighth and ninth grade girls and their families, and Comfort Halsey Cope works with eighth and ninth grade boys and their families. Email or call to make appointments. Additional information about the secondary school process can be found on the Park website: (www.parkschool.org/page/School-Life/SecondarySchool-Counseling). There are parent meetings about the secondary school process throughout the year.
Student Perspectives, continued from page 3 try your hardest for everything. Ask as many questions as you want and get in touch with kids in your class to ask them about Park. A: Don’t stress about it. Everyone is changing: kids are switching classes and teachers. Do what you want to do. Talk to kids in your class before you get there so you can ask them questions when school starts.
FALL 2015 // PAGE 9
Some “Old” Friends in New Roles for 2015-16 Edith Adams
Kathy Coen (Director of Apprentices)
(Secondary School Counselor)
A member of the Park School English Department faculty
Edith Adams attended Trinity College,
since 1986, Kathy earned her BA from Smith College and a
where she earned a BA in American
Master’s degree from the University of
Studies and Educational Studies; she
Iowa in Literary Studiesand an MFA
went on to earn an MSW from Simmons
in poetry from Boston University. This
College. Edith has worked in the Academic
year, while continuing to teach Grade
Support Department at Park for the last
IX English, she is excited to embrace her
twelve years as a Language Arts Learning Specialist. She trained
new role as Director of Apprentices. As
for this role at the Carroll School’s Garside Institute for Teacher
a teacher in the classroom, as an advisor,
Training (GIFTT) Program the year prior to arriving at Park and
and in her e ight years as Head of the
continued for two additional years to become fully certified in
English Department, Kathy has most enjoyed herinterpersonal
the teaching of Orton-Gillingham. For the previous 15 years,
connections. T herefore, she is thrilled to have the opportunity
Edith worked as a child and adolescent clinical social worker in
to welcome Park’s Apprentices for 2015-16 and serve as their
and around the Boston area. She has continued to wear that
leader and mentor as they explore and embark on their careers
hat for the past four summers, working as the social worker
in education.
at Dedham Country Day’s Horizons program. Edith has had a long standing interest in school placement and looks forward
Kimberly Formisano
to joining the secondary school placement team.
(Lower Division Head) Kimberly (BS University of Vermont, MEd
Brian Beaver
Boston University) first joined the Park
(Science Department Head)
community in 1995 as a Grade I teacher.
Brian first began teaching science to Park’s
Over her 20 years on Goddard Avenue,
eighth and ninth graders in 1994. He
she has enjoyed teaching Grades I and II,
earned a BA from Hamilton College and
directing the Apprentice Program, serving
a master’s in secondary science education
as coordinator for Park21, co-leading the AISNE Self Study, and
from
co-founding and co-directing PSite (Park School’s Institute for
Teacher’s
College,
Columbia
University. Before joining the Park faculty,
Education). Kimberly has long dreamt of leading a lower division
Brian taught science at the Hill School in Virginia and at Newark
of a school where she could prioritize relationship building
Academy in New Jersey. While Karen Manning is on sabbatical
and demonstrate a true and constant passion for learning and
this year, Brian is looking forward to his new role in the
teaching. She is thrilled that she will be able to lead in this
department.
way at Park; a place she has enjoyed working and where her own children (Ellie ’14 and Thacher ’16) have experienced a Susan Bogue Myslik
phenomenal education.
(English Department Head) Susan has enthusiastically taught English
Jen Lindstrom
classes at Park since 2006. She earned a
(Middle Division Literacy Specialist )
BA in English from the University of New
After seven years of teaching Grade IV at
Hampshire and an EdM in language and
Park, Jen Lindstrom (BA Cornell College,
literacy from Harvard University. Prior to
MAT Brown University) is moving into the
Park, she taught middle school English
Literacy Specialist/Coach role in the Middle
for ten years, in both New Jersey and Montana. In addition
Division. Jen began her career teaching
to leading the English Department this year, Susan will be a
as a fifth grade Spanish bilingual teacher
Grade VIII advisor, and teach one Grade VII and two Grade VIII
in a Chicago Public School. Then, she moved to Monteverde,
English classes. She hopes to be a creative leader of the English
Costa Rica for two years where she taught second through
Department, continuing to challenge, support, engage, and
fourth grade. Later, she taught Grade IV at Cambridge Friends
uplift both teachers and students as they explore the rich worlds
School, followed by a three year stint teaching Grade III at the
of literature and writing.
American School in London. Over the past eight years, Jen has
The Park Parent // PAGE 10
New ROLEs done extensive training at Columbia’s Reading and Writing Project
Kyra Fries, continued from page 4
at Teachers College, attending six institutes on the teaching of reading and writing. Jen is passionate about reading and writing instruction, and she is excited to focus all of her energy on literacy in the Middle Division. Sally Snickenberger (Grade I Teaching Assistant) After completing a successful year as a Teaching Apprentice, Sally is pleased to stay at Park for another year as the Grade I Assistant. Sally graduated from University of Vermont in 2014, where she was an elementary education major and a special education minor. Currently, she is
Division student who “didn’t see herself as a drama kid.” Kyra recommended that the student sign up to be in the spring play. In response, the girl looked at Kyra “as if she were crazy.” Kyra cast her as the clown—“a big rascally goof ”—in the play, which was both terrifying and exciting for the student. However, through the rehearsal process the student enjoyed getting to know the character and working off her fellow cast mates. She unlocked something in herself, and found that she could be outlandish and hilarious on stage. At the ultimate performance, the student was so funny that she brought down the house in laughter.
working towards her master’s in education at Boston College. Last year, Sally worked in Jess Neibuhr’s second grade classroom in the fall and with Jerilyn Willig’s first graders in the spring. Pat Zifcak (Physical Education Teacher) Since officially retiring from the School in 2008 after a 32-year (!) career, Pat has had several opportunities to come back to Park to teach physical education, and is delighted to be returning once more while Kara Fonseca is on maternity leave. Pat has always thought of Park as a family school
Kyra Fries (bottom right) with the cast of Agatha Christie’s The 4.50 from Paddington.
because her daughter, Dana Studley ’85, her granddaughter, River Studley ’16, and her niece, Tracy Duliban, are all members of the Park community. When she’s not back on Goddard Avenue, Pat is an Archdeacon in the Episcopal Diocese of Massachusetts and serves as coordinator of diaconate formation.
New Apprentices, continued from page 8 service experiences was coordinating a city-wide festival celebrating individuals with disabilities and the arts. In her free time, she loves to hike with her golden retriever, Marklee. Xin Zeng Xin Zeng recently graduated from Harvard Graduate School of Education with her Master of Education in human development and psychology. Before that, she studied art history and finance at the University of Hong Kong. She grew up in southern China, and always enjoyed being a volunteer teacher and mentor. She is thrilled to have the opportunity to explore teaching in The Park School and to learn the best educational practices in the United States. She is looking forward to working with Mulian Chen in the Mandarin classroom this fall.
Under Kyra’s leadership, Park’s drama program offers students the opportunity to do ensemble work which enhances their ability to work as team. Similar to Park’s Athletic Program, the Drama Department helps students learn to think about group before self. Kyra terms this the “ensemble spirit.” As an example, she tells of two Park alumni currently in college, who have returned several times to help with plays. The two have worked in tandem, anticipating every production need. It’s been incredible for Kyra to see the theater skills these former students now possess, and how poised they are leading younger students. As Kyra expands the reach of the Drama Program at Park, it’s the fundamental life lessons, as well as the concrete skills of acting and production, that she seeks to teach. She is committed to creating situations where one can learn something about who they are and develop increased confidence in their abilities, beliefs, and gifts. Knowing oneself in this deep way widens the students’ perspective of others as well, increasing their ability to feel empathy, curiosity, and a desire to form connections and relationships. The work of the theater is at the root of building community, and Kyra believes strongly in its power.
FALL 2015 // PAGE 11
PA Welcome, continued from page 1 parent is invited to the first year they are a parent at Park. Even veteran parents like us still remember our New Parent Dinner when we got to meet the Park administration and other new parents in a relaxed setting, and felt warmly welcomed into the community. Chaired for the last two years by Heena Lee, Alkia Powell, and Sandra Taylor, this event is now hosted by Michael and Frances Robinson in their home and is a memorable welcome to Park. • The Community Service Committee involves students in serving the broader community through events like the Chop-a-Thon, Halloween Candy, Oral Care & Costume Drive, Pumpkin Bread Bake, Placemat Making, Birthdays-In-A-Box, Cradles to Crayons Clothing Drive, Fleece Blanket Making, Snow Pants Drive, Sandwich Making, and Children’s Book Drive, and the AllstonBrighton monthly dinner project. With so many activities, there are lots of ways to be involved whether it’s baking pumpkin bread, making sandwiches during a meeting, or snapping beans with your child before or after school for the Chop-a-Thon. • Craft Fair and Springfest are the PA’s two fundraisers which are fun, family-friendly events. There are so many ways you can support these events from volunteering on the day of, baking for a bake sale, or being part of a committee to plan and execute the event. At the very least, please volunteer for Springfest; not only is it the single largest fundraiser for the PA, but it’s our community day of play which our kids look forward to all year and it takes 300 parent volunteers to make it happen. Would you like to get more involved but are unsure if you have the time or know how to get started? The PA offers something for everyone! There are innumerable ways to support the PA regardless of your schedule. Getting involved is as easy as contacting one of the chairs of a committee you are interested in joining and starting a conversation. Also, attend the volunteer fair this fall when all the PA committees will talk about what they do and what kinds of volunteer opportunities they offer. Still not sure? Reach out to us! We love to talk to parents about how they can get involved in the PA. Here’s to a great year of growth, learning, connection, and fun! Warmly,
Shannon Falkson President
Lisa DiAdamo Vice President
2014-2015 Annual Fund RESULTS Thank you for a record-breaking year!
97% and $2,202,578 Park parents are extraordinary! In 2014 – 2015, 97% of families participated in the Annual Fund. This success was complemented by 93% faculty and staff participation and 17% alumni participation. Once again, thank you most sincerely for your on-going generosity. All the things we love about Park – its diversity, exceptional faculty, and academic excellence – are made possible through the operating budget, 10% of which is supported by the Annual Fund. Congratulations on this success and thank you for your collective commitment and dedication to the School.
The Park Parent // PAGE 12
After-School Program, continued from page 1 on the tennis court, trading volleys with their father, who came to pick them up half an hour ago. On the swing set, a pair of secondgraders survey the scene from on high. This is Park’s After-School Program (ASP): a handsome, airy shingle building nestled in the crook of the proud fieldstone Faulkner House and surrounded by acres of rolling fields and picturesque plantings. The tennis court—a vestige of the days when the Faulkner House was the childhood home of Kim Faukner ’45— can be reached via a winding garden path, and sports in addition to the requisite net, a pair of well-used basketball hoops. Park has offered its families an After-School Program in one form or another since 1977, though for most of its early life, the program was located on the third floor of the main school building. It was not until almost twenty years later, in 1996, that ground was broken on the current site at 255 Goddard Avenue. With an annual enrollment of over 150 students in PreKindergarten through Grade IX, ASP is home to nearly a quarter of Park’s student population. Of course, a program that caters to students across three divisions must consider the needs of children at different developmental stages; accordingly, an afternoon at ASP looks very different for a Pre-Kindergartner than it does for a student in Grade III or Grade V. The Pre-K school day ends at noon; for after-schoolers in Park’s earliest grade, it’s time to pack up their lunchboxes and meet Tracy Duliban, the Director of the After School Program. Together, they climb aboard a bus driven by Park’s own Joe Cassella, or “Papa Joe,” as he is affectionately known to his young charges. Across campus, lunch is eaten family-style, with students and teachers sitting side by side at a long table in ASP’s sunlit main room. The first thing a visitor might notice about this room, and the hallway leading to it, is the sheer amount of art on the walls. This is mostly mixed-media and thematically tied to the season (still lifes of gourds in gouache in the autumn, Chinese calligraphy boasting elegant brushwork against a bold red background to celebrate the New Year), and it represents the collective oeuvre of industrious Pre-K artists. Once all the lunchboxes have been safely stowed in cubbies, the After-School teachers present a guided art project, as well as the day’s choices. These range from dramatic play (highlights last year included a beauty salon, an animal hospital, and a post office, though many still guard fond memories of the year the dramatic play area was transformed into a tropical island, Pancake batter for 200 Conference Day Pancakes.................................$34.01 Tiny treasure chests for 72 lost teeth..............$12.99 131 afternoons' worth of fuse beads...........................................$7.25 Living the After-School life...........................priceless
complete with inflatable palm tree and sand), block building, and free art. Part of ASP’s enduring appeal is the way the program manages the balance between structure and free choice, giving children the power to make their own decisions in a controlled setting. For children in Kindergarten through Grade II, this balance comes in the form of weekly clubs. There are five club choices each day for a rotation of six weeks. These clubs, which highlight ASP’s culture of personal connection, are led by teachers who share their own interests and passions with students, from cooking to juggling to gardening to poetry. The consistently wide range of options offered means that even the most jaded after-schooler will find something to his or her taste.
Beginning in Grade III, students use their time at ASP to focus on their homework. After a busy day at school, however, it’s important to decompress before hitting the books: Grade III students start the afternoon with half an hour of free play on the ASP playground, while students in Grades IV and V have the run of Park’s main playground before repairing to their space in the North Wing. The 2014-15 school year saw the launch of an afterschool pilot program for students in the Upper Division. Students in Grades VI through IX could balance playground time and study hall in the West Building, or volunteer at the ASP building by reading stories, sharing snacks, and helping out with clubs. ASP’s divisional organization—Pre-K through Grade III in the ASP building, Grades IV and V in the North Wing, Grades VI through IX in the West Building, and everyone all together after 4:30—creates space for children in different grades to forge lasting relationships outside of the classroom. Older students can act as mentors, and younger students remind them of what life used to be like “way back in Kindergarten.” These relationships carry over, not just from ASP to school life, but across the years. Whatever the age or the stage, on sunny evenings or rainy afternoons, one thread runs through the ASP experience: in the words of one parent, taking in the scene on the playground, “These are happy kids!” If you have questions about enrollment or about the AfterSchool Program in general, please contact Tracy Duliban, Director of the ASP Program, at dulibant@parkschool.org.
FALL 2015 // PAGE 13
VOLUNTEERING
The Parents’ Association: Many Ways to Connect, Collaborate, and Contribute! B y N I CKY SYKEN, Park Parent Editorial Board
A
ll parents of Park students are members of the Parents’ Association (PA), which provides an
infrastructure for parents to participate in the life of the School. The PA supports the School by sponsoring community-wide functions and fundraising events, facilitating communication among parents, and organizing volunteers to participate actively in school life. However, none of the work of the PA would be possible without numerous parents willing to volunteer their time—parents like YOU. There are many different ways to get involved with school life through the PA. Whether through helping at a one-time event or by making an on-going commitment, on weekends and evenings, or during school hours, the PA makes it possible for parents with different schedules to participate in the life of the School. In fact, the PA has made it a priority to ensure that all parents have an opportunity to participate, regardless of their time constraints and interests. The PA is structured to ensure any volunteer opportunity provides three things: 1) An opportunity to connect with other parents 2) A direct link to the school community (kids, faculty, staff, parents, “friends” of the school etc.) 3) FUN! Parents often find that as a child progresses through the Divisions (Lower, Middle, Upper), the volunteer activities that best enhance their connection to the school may also change.
There are over 20 active committees that offer the opportunity to work side-by-side with other parents, faculty, and staff, with the option to be as involved as you want to be. For example, there are “one-off ” volunteer activities such as helping out at Springfest, Grandparents’ & Special Friends’ Day, the Admission Open House, the Craft Fair, the Chop-A-Thon… and many others. More frequent involvement might take the form of joining a committee, writing for the Park Parent, or volunteering in the library. For those looking for heavy involvement, there are opportunities to chair a committee, or serve across multiple committees. A full listing of these diverse opportunities can be found in your Directory & Calendar—we encourage you to find what works for YOU.
ANNUAL CHOP-A-THON Thursday, October 22 7:30 a.m. – 5 p.m. in the Dining Room
Please join the PA Community Service Committee to chop, peel, and weigh vegetables for guests at the Pine Street Inn. The Chop-a-thon yields over
new and returning parents are invited to the
PA Volunteer Fair Monday, September 28 8:30 a.m. in the Conference Room
100 pounds of vegetables that are frozen and used for many months in stews and soups. All ages of children are welcome and can participate. It’s a great way to meet new families and make new friends.
The Park Parent // PAGE 14
an informal gathering to learn more about the Parents’ Association
Park’s Website: www.parkschool.org In the summer of 2014, the Park School website underwent a complete overhaul. Big changes, improvements, and new capabilities were introduced. This summer we are delighted to offer even more new enhancements!
Did you know that...
•
• When you login, your first view, Recent Activity, gives you all the information you need on that day? You’ll see classroom information, lunch menu, important events happening that day, and more!
You can view past videos and news items in our Archived Content area? (below)
• You can see highlighted news, events, stories, and media in our Featured Content area? • You can customize your calendar views and import only the news you need into your own digital calendar? • You can now get notifications via text messages or email when athletic games and practices are cancelled or changed? • The Resources area includes the Family Handbook, Upper Division Handbook, Business Information, Publications, Technology/Website Tips, Transportation information, Health and Safety information as well as the Food and Nutrition page? (left) • You can search our directory for families in your town? You can even create your own personalized Park directory. • You can see classroom information and assignments in Upper Division for your child?
The Park website site has grown over the past year and we are excited to start the new year with more ways to help keep you connected. In the opening weeks of school, we will have website informational sessions designed to help you get the most out of site. We hope to see you there. Stay tuned for dates and times!
The Park School
PARKING SPACE
Parking space ads are free! Contact Kate LaPine by phone (617-274-6009), or e-mail (communications@parkschool.org). The deadline for the Winter issue is Monday, November 2nd. Creative piano or guitar lessons. Now booking 2015 Autumn lessons for you or your child. Contact Tom Megan at 617-522-5443 or Tommy777@comcast.net. Trusted housecleaner is seeking new clients. Bringing his own supplies, he’ll make your house shine for reasonable rates. Additional references available upon request. Text or call Silva at 617-515-2033.
FALL 2015 // PAGE 15
Upcoming Dates of Note September 8
Tuesday
New students visit school
September 9
Wednesday Opening day of school K-IX
Editor: TC Haldi Editorial Board Chair: Stanley Shaw
half of Pre-K
VI-IX Fall Athletics & Drama begin, ASP begins
September 10
Thursday
half of Pre-K
September 15
Tuesday
VIII & IX Parents’ Night (6:30 p.m.; dinner 5:30 p.m.)
September 17 Thursday
VI & VII Parents’ Night (6:30 p.m.; dinner 5:30 p.m.)
September 18
Friday
Student Picture Day
September 21
Monday
VIII Secondary School Evening (7:30 p.m.)
September 24
Thursday
Pre-K-II Parents’ Night (7 p.m.; dinner 6 p.m.)
September 28
Monday
PA Volunteer Fair (8:30 a.m.)
September 29
Tuesday III-V Parents’ Night (7 p.m.; dinner 6 p.m.)
October 5 – 9
Mon-Friday VI-IX Project Week
October 12
Monday
Columbus Day – NO SCHOOL
October 20
Tuesday
Pre-K-V Parent Conferences – NO SCHOOL Pre-K-V
October 22
Thursday
Chop-a-Thon (7:30 a.m. – 5 p.m.)
November 11
Wednesday
Veterans’ Day – NO SCHOOL
Director of Communcations: Kate LaPine Editorial Board: HARLYN AIZLEY, laura barkan, Carol batchelder, CarolINE bicks, Anne Harvey Kilburn, Todd idson, HAJAR LOGAN, Emily raviola, SARAH SMITH, Nicky Tolliday Syken, SARAH HALL WEIGEL President, Parents’ Association: Shannon Fal kson Chair, Board of Trustees: vinny chiang Head of School: michael Robinson
We want to hear from you! If you have a story idea or issue you’d like to see covered or thoughts about something you’ve read, please let us know.
TheParkParent@parkschool.org
Read The Park Parent online at www.parkschool.org FALL 2015
Labor Day – NO SCHOOL
The Park Parent
Monday
The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456
September 7
The Park Parent