Park Parent Fall 2015

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 Studies​and 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 ​her​interpersonal

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