Pp september final w

FA LL 2016

The Park Parent in this issue: HEAD’S LINES // 3 NEW FACULTY & STAFF // 4 ‘OLD’ FRIENDS IN NEW ROLES // 7 NEW TEACHING APPRENTICES // 8 MATH MINDSETS // 11 FLIPPING THE CLASSROOM // 12 ASK DR. O // 13

Interview with Park’s Incoming PA President and Vice President

by Shannon Fal kson , Outgoing PA President, A N D L I S A D iA D A M O , Outgoing PA Vice President

S

hannon: Thank you, Laura and Sue,

for taking on the roles of PA President and Vice President! I’m

curious – what made you say ‘yes’?

Laura Barkan: I’ve thought a lot about that! My son, Jacob, just graduated from the eighth grade after nine years at Park. Watching Jacob and his classmates at graduation filled me with so much pride – this diverse group of students has such solid values – they are kind, hard-working, creative and giving

of themselves. Helping to instill these values in our children is Park’s gift to us all.

Over the years, I also have seen how our students benefit from the many inspiring parents at Park who share their time and contribute to making Park an even better place. I said yes to the role because I want to give back to a community that I hold so close to my heart.

Sue Jeppson: I volunteered for the PA in our first year at Park when my daughter, Chloe, was in Kindergarten, before I really understood what the PA was. I learned quickly that the Park parent body is filled with talented, committed people who – on top of busy professional continued on page 10

Introducing Shiva Behradnia, Park’s New Middle Division Head

by EMILY RAVIOLA, Park Parent Editorial Board

I

t was my great pleasure to speak by phone with

Shiva Behradnia, Park’s new Head of the Middle Division. Having joined Park in July, Shiva is

providing leadership and support for all aspects of the daily operation of Grades III-V and serving as a key

vo l u me 49 nu mb e r 1 a pub lication of the park s c h o o l parent s’ assoc iation

member of the School’s leadership team. continued on page 2

Middle Division Head, continued from page 1 While I would have loved to indulge my own curiosities, I had a From everything Shiva has learned, the Middle Division has duty to fulfill: I was tasked with delivering answers to Park’s Middle Division students’ questions. From Shiva’s responses, articulated below, “strong fundamentals.” That being said, she will partner with faculty and other Division Heads to identify areas to work on. She plans it is clear that the Middle Division, and the Park community more to provide leadership to a team effort focused on continuing to broadly, have a lot to look forward to under Shiva’s leadership. Here strengthen how Park educates its students. is a bit more texture on a range of issues held dear by some of Park’s students: Q: Do you have any changes in mind for the Middle Division Morning Meeting?

Q: How did you hear about Park?

Not at this time!

Shiva has long been aware of Park’s terrific reputation. She had “always heard great things about The Park School,” and was aware it Q: Will you make recess longer? was a “premier school in Boston area serving pre-K-8.”

While Shiva acknowledges that it is very important for students Q: Are you excited to start at Park?

YES! Shiva cannot wait to join the community and don her first Park t-shirt!

to “move and shake it off,” she says this is a “bigger discussion” – one which she is willing to have after she starts. Please note: she “welcomes all opinions!”

Q: Why do you want to work with kids?

An educator at heart, Shiva has loved working with children from the time she herself was a teenager. She worked as a camp counselor during high school and college, and always envisioned a career in education. “Educating students is a huge responsibility,” one which Shiva takes very seriously. Shiva continues, “It is my desire as an educator to help students both become confident that they can learn and also develop a sense of belonging and high selfesteem so that they can meet their fullest potential.” Shiva shares that one of her greatest hopes as an educator is to “share my own passion for learning in order to instill the love of learning in my students.”

Q: How will you get to know all the kids?

Shiva is committed to creating a space for students to engage with her in an ongoing conversation. Shiva expects to host small meetings in her office, for example she is toying around with hosting a regular time for student-led conversation called, “Brownies with Behradnia!” Shiva also expects to do all the “normal” things one would expect a Division Head to do, e.g., visit classes, participate in school events, etc.

Q: Is there anything from your previous school (activities, ideas) that you’d like to bring to Park?

Shiva’s ability to enhance school culture really stands out. Across previous roles, Shiva launched a number of all school events, such as talent shows, poetry events, and field days; pursued service Q: What inspired you to become a division head? opportunities, for example, by starting a club that raised awareness Having studied Business Marketing during her undergraduate for education in Kenya; and even generated school-specific years, following college graduation Shiva initially worked in the advertising industry in New York City. While she had a deep desire paraphernalia (for example, she created shirts for her 5th graders, which said, “Got Spirit” on the front and listed the homeroom to pursue teaching, she “wanted to give other career directions a teachers’ last name and a big “5” on the back). She is struck by the chance.” But following her desire to become a teacher, she soon returned to Johns Hopkins University, where she received a Masters power of these simple activities to create a feeling of togetherness across a diverse student body. of Art in Teaching in elementary education. She is also a certified K-5 Elementary Education Teacher in the state of New Jersey.

Q: Do you play sports?

While initially serving as a classroom teacher, Shiva pursued educational leadership opportunities, which provided her with an opportunity to capitalize on both her business and educational backgrounds.

Shiva answered a resounding “yes.” She basically has played every sport, including dance, gymnastics, tennis, softball, swimming, basketball, etc., and is a “football statistician” to boot.

Q: What’s your favorite movie?

“Life is Beautiful.”

Q: Where did you work before Park?

Most recently, Shiva served as the Assistant Head of the Middle School at Stuart Country Day School, a PreK-12 girls school in While it is clear that Shiva is a perfect fit for Park, there is one ‘issue’ Princeton, New Jersey. With experience in both co-ed and singlethat can be viewed as offering ‘room for improvement’: Shiva is a fan sex schools, Shiva felt at home when she first visited Park’s co-ed of the New York Yankees. Anyone with extra Red Sox tickets should environment. She says there is a “dynamic present in co-ed schools, talk to me ASAP, so we can quickly bolster and support her around this which gives students a useful preparation for the ‘real world.’” ‘issue’ early in her tenure!

Q: What changes will you make in the Middle Division?

The Park Parent // PAGE 2

HEAD’s LINES

The Power of Human Connection B y C Y NT HIA A. HARMON, Head of School

A

s I thought about writing my first article for the Park

Parent in my new role as Head of School, I spent time searching my head and heart for what message I wanted to convey. The questions I asked myself went something like: How do we welcome in the new school year and begin the cycle of teaching, learning, and leading? What is the essential ingredient that makes it all possible? What is our collective call to action as we journey throughout the school year together? As reflected on these questions, I kept returning to the old adage, “knowledge is power.” While I believe that we, indeed, derive a lot from knowing something, I am more strongly inspired by the belief that we are bolstered by the power of knowing someone.

Think about something important that you have learned and now know. From whom did you learn it? When you have had your greatest successes or your greatest failures, it is likely that the person or people who knew you best were the first ones to congratulate you or reassure you. In either case, being known by that support system made the accomplishments even sweeter and the failures more manageable. In learning, the comfort of being known as an individual allows us to take risks, to be curious, to make mistakes, and to have a growth mindset. It all starts with making one connection at a time.

According to the Oxford English Dictionary, the word “connection” is a noun, meaning a “relationship in which a person, thing, or idea is linked or associated with something else.” The cornerstone of what makes a meaningful, relevant 21st century education possible is making connections. And it all begins with the human connection. Park’s faculty and students invest in nurturing those human connections each and every day. Within every classroom at Park, teachers and students connect with one another, allowing trust to grow, which in turn fosters teaching and learning.

In the excitement and bustle of beginning a new school year, we adults take time to greet each other, and we work mightily to reestablish or to establish new connections with each other. “How are you?” are three simple words that roll off the tongue.

Most of us routinely ask this question, but do we pause long enough for the answer? And when we answer, do we believe in the power and importance of our response? In a relatively large learning community (with 555 students, more than 750 parents, and 160 faculty & staff ) that strives to be equitable and inclusive, we must work together to create opportunities to get to know one another, respectfully sharing differing perspectives, and reinvesting in those moments throughout the school year. It is work, and it is not easy. However, as the hectic pace of the school year ebbs and flows, know that our children are watching how we take time for them and for each other.

At Park, we frequently turn to and rely on the power of individual and collective relationships to shape our classrooms, our faculty and staff, and our parent communities. At this time in our country, where civility almost seems exceptional and conflict seems commonplace, we have a moral responsibility to reassure our children that kindness, respect, and human decency are core values and guiding principles for healthy interpersonal relationships. continued on page 14

Community Connections with Cynthia Harmon Please join new Head of School Cynthia Harmon for an informal conversation Monday 9/12/2016, 4:30–5:30 p.m. at the After-School Program Tuesday 9/13/2016, 8:30–9:15 a.m. in the library – with Lower Division Head Kimberly Formisano Thursday 9/22/2016, 8:30–9:15 a.m. in the library – with Middle Division Head Shiva Behradnia Monday 9/26/2016, 8:30–9:15 a.m. in the library – with Upper Division Head Alice Lucey

Co-sponsored by the Park School Parents’ Association FALL 2016 // PAGE 3

New Faculty & Staff for 2016-17 B y Kate la pine , Director of Communications Jamie Byron

Suzanne Archibald After-School Program

Development Coordinator

Suzanne (BFA UMass Dartmouth,

Jamie

MFA Yale School of Art), taught

University of Rochester in 2011

lower school art and worked in

with a BA in psychology, and

the extended day program at the

earned an MS in criminal justice

graduated

from

the

Fessenden School for nine years,

from Northeastern University in

where she lived on campus as a

2013. After working as a victim

dorm parent with her husband,

witness advocate at the District

Jim, and son, James. Suzanne then

Attorney’s Office, she transitioned

taught elementary and middle

to non-profit work at Honor Flight

school children in the afternoons

New England, an organization

at New Art Center and for many years was the 2­D art teacher

that transports senior veterans to Washington, DC, to see their

in the Center’s summer program. Further endeavors include

memorials. She is excited to apply her nonprofit experience to

founding the visual arts program for young students at the

the Development Team at Park! In her free time, Jamie enjoys

West Suburban YMCA, as well as teaching art to young children

performing in musical theater productions in the greater Boston

(ages 18 months to four years) and their caretakers at Time For

area, singing with Brookline Acapella, running, and reading.

Partners in Newton. During the past two years, Suzanne has Janet Cowan

team-taught preschool at the Radcliffe Child Care Center. She is thrilled to be joining the Park School community, to be uniting

Upper Division Math Teacher

forces with her spirited ASP teammates, and to be working with

Janet comes to Park from the

students in the After-School Program.

Applewild

School

in

Fitchburg,

where she taught upper school Shiva Behradnia

math and served as department

Middle Division Head

chair for nine years. Teaching

Before embarking on a career in

is a second career for Janet,

education, Shiva worked in the

who had a successful career in

advertising industry in NYC. After

commercial banking and finance

only four years, Shiva quickly

before discovering her passion for

realized that it was time to pursue

teaching middle school students.

her lifelong dream of becoming an

She especially enjoys problem-solving with students and

educator. Shiva studied marketing

helping them to collaborate on big challenges. She is excited

at

University

about joining the dynamic math team at Park. In her spare time,

before earning a Master of Arts

Janet enjoys spending time with her family, singing along with

Montclair

State

in Teaching (MAT) in elementary education from Johns Hopkins University. During her four years

Broadway musicals, and running. Janet holds a BA in economics from Wesleyan University and a MBA from Babson College.

as a teacher in the public school system, she also obtained an Education Leadership, Management, and Policy Supervisor’s

Lisa Amick DiAdamo ’86

Certificate from Seton Hall University. Shiva has taught grades

Director of Secondary School

2, 5, 6, and 7, and has leadership experience in both public and

Counseling

independent schools. She comes to Park from Stuart Country Day

Lisa

School, a Pre-K-12 girls school in Princeton, New Jersey, where

Middlebury College), is thrilled

(BA

Tufts

University,

MA

she served as the Assistant Head of the Middle School. Before

to join Park’s faculty and staff.

her work at Suart Country Day, Shiva served in several roles at

With a background in teaching,

Montclair Kimberley Academy, a Pre-K-12 co-ed day school in

Lisa

has

also

worked

in

the

Montclair, New Jersey. She enjoys the arts, reading, traveling,

admissions offices at Noble and

sports, and spending time with family and friends. And for now,

Greenough School and the Pike

she still is a fan of the Pittsburgh Steelers and New York Yankees.

School in Andover, and directed

the secondary school counseling offices at Pike and at the

The Park Parent // PAGE 4

NEW FACES Teri Hauserman

Solomon Schechter Day School. Most recently, Lisa worked as the foundations officer at Beacon Academy, a one-year school

Academic Support

that serves urban students. In this role, Lisa wrote grants and

Teri

helped students earn scholarships to independent high schools

where she majored in elementary

and colleges. Lisa eagerly anticipates the opportunity to drive to

and special education, then received

attended

Boston

University

Park with her children, Chloe and Jake, who will be members of

her MEd from Lesley University with

Park’s third and eighth grades respectively. Her oldest daughter,

a focus on learning disabilities. She

Annie, completed a long tenure at

spent the majority of her teaching

Park in 2015.

career working in the Brookline

Laurie Glassman

of students with Language Based

Public Schools, first as a teacher Grade I Teaching Assistant

Learning Disabilities, then as an Educational Team Facilitator

Excited to join the first grade

where she was in charge of the special education process for

team, Laurie brings more than 25

students in the Pierce School. After retiring in June 2015, Teri

years of experience working in the

spent a year relaxing, traveling, and spending time with her

field of education and childcare.

family and friends. She found, though, that she missed being in

Before

a school setting and, in particular, working with students. Teri

substitute

teaching

at

Park this past year, Laurie was the

is delighted to be a part of The Park School community. In her

director of Child Care Choices of

free time, she enjoys hiking, kayaking and reading.

Boston. Previously, she directed Action for Boston Community Development’s (ABCD)’s city-wide child care and community

Kristin Hissong

partnership for children at-risk programs, and served as the

Asst. Director of Summer at Park

director of the John F. Kennedy Center’s Head Start, Childcare,

Kristin (BA Union College, MA

and After-school programs in Charlestown. Laurie holds

University of Denver, PhD King’s

an associate’s degree in safety studies, a bachelor’s degree

College London) joins the Summer

of Science in Education from Keene State College, and has

at

completed graduate coursework in Multicultural Education,

completing her PhD in Middle

Program Administration, and Leadership. Laurie lives in Jamaica

Eastern studies. Several years ago,

Plain with her wife, Carla, son Nicky (Grade VIII), daughter Sofia

Kristin was a counselor at Summer

(2008), and dog, Otis.

at Park. She also coached Park’s Ice

Megan Haddadi

stepping into her current role this spring. With four years

Head of Academic Technology

teaching experience at the university-level and 11 years coaching

Megan Haddadi is very excited to

experience at the youth-level, Kristin’s passion for learning

join The Park School as its new

spans ages and subject matter. She continues to be a student

Head

Technology.

herself pursuing Arabic, French, German, and Hebrew language

academic

fluency. Growing up in upstate New

Park

team

after

recently

Hockey team this winter before

She

of has

Academic worked

in

technology for 13 years, first at

York and Colorado, Kristin is happy

King & Low-Heywood Thomas in

to explore the Boston area and get

Stamford, Connecticut, and most

to know the great Park family!

recently at Buckingham Browne & Nichols in Cambridge. Megan has also worked as a professional

Matt Kessler

development instructor for Global Online Academy and as a

Associate Director of Secondary

member of the Scratch Team at the MIT Media Lab. She received

School Placement & Director of

her BA in computer science from Bryn Mawr College and her

Service Learning

MA in Technology in Education from Lesley University. When

Matt joins the Park community

not pursuing professional development opportunities, Megan

after nearly ten years with The

likes to stay active, whether through running, hiking, paddle boarding, doing yoga, or participating in “tough mudders.”

Steppingstone

Foundation

in

Boston, where he has served as a math and Latin teacher, advisor,

continued on next page

FALL 2016 // PAGE 5

New Faculty & Staff for 2016-17, continued and program director supporting underserved Boston students

of current trends, she is passionate about playing tennis for fun,

applying to independent and Boston public exam schools.

attending musical and artistic performances, and learning more

With a great enthusiasm for outdoor/experiential learning, he

about sustainability to make a difference in the workplace and

has also worked as a teaching assistant at Geelong Grammar

at home. Jennifer also loves to travel – abroad as well as to

School’s Timbertop campus in Australia and as a youth and

her family home in York Beach, Maine, and to spend time with

college program facilitator for Project Adventure, Inc. in Beverly.

family and friends.

He is excited to join the secondary school counseling team and to lead the service learning efforts for Park, two areas that

Sharra Owens-Schwartz

encourage individuals to learn and grow through equal parts

Director of Annual Giving

of action and reflection. Matt holds a BA in classical civilizations

Sharra is a mission-driven person

and history from Boston University.

and Park’s mission and values are what drew her to the school.

Sadie Mayes

During the past 10 years, Sharra has

Music Department Head

dedicated her time working with

Sadiemarie Mayes (Sadie) is thrilled

non-profits and social enterprises

to be joining The Park School as

to address some of their most

Head of the Music Department.

critical challenges. Recently, Sharra

She comes to Park with a wealth

focused her time growing the annual fund at The Heller School

of

music

of Social Policy and Management at Brandeis University. She

experience

teaching

to students from PreK – 12 in

earned a BA from Bethune-Cookman University and an MBA

public, charter, and independent

from The Heller School at Brandeis with a focus on Social Impact

schools. Sadie has spent the last ten years at Milton Academy

Management. Sharra loves to “travel the globe,” heading “off

teaching kindergarten through fifth grade music and directing

the beaten path” to learn about different cultures, customs, and

the fourth and fifth grade choruses. She attended Barrington

values. She enjoys eating good food, jumping on trampolines,

College where she earned a BM in music education with a major

dress-up dance parties with her daughter, and celebrating

in voice and a minor in piano and choral conducting. Sadie is

at family barbecues. She is enthusiastic about joining Park’s

also the music director at the Covenant Congregational Church

Development team and community in this new role.

of Boston in Jamaica Plain. She and her husband, Larry, reside in Hyde Park and are proud parents of two daughters, Tara and

Elyse Seltzer

Ilana. Sadie enjoys reading, gardening, cooking, and spending

Librarian

time outdoors with her dogs. She is excited and ready to share

Elyse (BA Wheaton College, MLS Simmons

her love of music with the Park community.

GSLIS

Certification

graduate

facilities

very

library team, where she worked

Director of Facilities a

Teacher is

excited to rejoin the Park School

Jennifer Mullin With

and

program)

in

as an Apprentice in 2008-09. In

from

the ensuing seven years, she

degree

management

Massachusetts Maritime Academy,

has served as the head librarian

an

at Shore Country Day School in

undergraduate

degree

in

Granite

Beverly. At Shore, Elyse was a SEED leader, working to foster

State College, and an associate’s

inclusion as well as to seek, support, and share diversity within

management

from

degree in engineering technology

the Shore School community. Elyse is on the program advisory

focusing

committee of Wondermore (formerly the Foundation for

on

architecture

and

Wentworth

Children’s Books), a non-profit that brings acclaimed children’s

Institute of Technology, Jennifer Mullin is more than qualified

authors and illustrators into underserved K-8 schools in Boston,

construction

from

to assume the reigns at Park. After ten years of experience

during which she has teamed up with Park Librarians to arrange

managing facilities at institutions as varied as Harvard Law

author visits. Elyse is an avid Young Adult (YA) genre reader,

School, MBTA, MassBay Community College, and Wentworth

and an active singer and performer. She serves on the board

Institute of Technology, Jennifer is looking forward to tending

of Voices Boston, a Brookline-based children’s choir, and can be

Park’s 34-acre Pre-K through Grade VIII campus. Aside from

heard singing in Zamir Chorale of Boston, as well as in her a

reading facilities management journals to keep herself abreast

cappella group, Mass Appeal.

The Park Parent // PAGE 6

‘Old’ Friends in New Roles for 2016-17 Victoria (Tory) Lane

Cynthia Harmon Head of School

Library Department Head

As a leader in the Park community

A graduate of Scripps College,

has

with a in BA in theater and a

earned the widespread respect

minor in humanities, Tory later

of the students, faculty, staff,

earned her Master’s degree in

for

21

years,

Cynthia

administration, and the Board

Library Science from Simmons

of Trustees for her dedication to

College. Her unique set of skills as

The Park School and its mission of

a carpenter, bookstore manager,

excellence in education. During

theater

her tenure at Park, Cynthia (AB

camp director, Technology Coach,

director,

summer

arts

Manhattanville

MMus

and Middle Division Librarian have led her all the way to the

NE Conservatory) has served the School in several important

head of The Park School library. “It’s exciting to think about

roles – Assistant Head of School, Head of the Middle Division,

where we have been and where we will go next.” She is

College,

Director of Admission & Financial Aid, and as a revered teacher,

thrilled to be stepping into a leadership position with such

coach, and student advisor. From engagement in strategic

smart and creative colleagues and a library program that is full

planning, to curriculum and program development, to faculty

of innovation, curiosity, and serves as a center for community

recruitment,

within the School.

evaluation

and

professional

development,

Cynthia has demonstrated vision, skilled leadership, and an unparalleled connection to Park’s community, especially with students and faculty. Cynthia will serve as Interim Head of

Heather Offen

School for a two-year term through the end of the 2017-2018

Growth Education Department Head

school year.

This September, Heather Offen will step into the new roles of Growth Education Department Head and Grade VI advisor. She has a BS in biology from Furman

Katherine (Kat) Callard

University and a MEd in science

Grade II Teacher Park

education from the University

after spending last year caring

of Georgia. After seven years of

for and growing alongside her

teaching science to Grades IV and

now

V, Heather became a full-time

Kat

Callard

year-old

returns

twins,

to

Phoebe

and River. Kat completed her

Upper Division science teacher in

BA in education and dance at

2015-16, teaching Grade VI and

Hampshire College and earned an

VII science and advising seventh

MEd in early childhood education

grade students. Over those seven

and creative arts from Lesley

years, Heather has also taught

University. Kat joined the Park

Growth Education to students in

community in 2005 first teaching

Grades IV, V, VI and VIII, as well

in Kindergarten and at ASP, before moving to her own second

as serving as a three season coach: soccer, basketball, and

grade classroom seven years ago. Before coming to Park,

lacrosse! She is excited about continuing to teach science to

Kat worked with special needs students in the Boston Public

Grades VI and VII and about expanding her role by developing

Schools and at the Massachusetts Farm to School program. In

curriculum for the School’s Growth Education department

2014, Kat was trained as a SEED facilitator and has co-led SEED

and teaching the course to all levels of the Upper Division.

seminars for faculty & staff with the goal of creating a more

“Giving students a chance to learn about themselves in a safe

inclusive community through personal stories. Kat also enjoys

environment and understand how things change as they grow

gardening, biking, practicing yoga and dancing - all things her

is crucial for their development.”

students come to know. She is thrilled to be returning to the Park community and to once again be ‘wowed’ by the curious minds of second graders.

continued on next page

FALL 2016 // PAGE 7

New Teaching Apprentices for 2016-17 Each year, approximately 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 participants.

Thomas Cahill

school, Maren enjoys playing music, bike riding , and watching

Thomas is a 2016 graduate

old movies. Growing up in the Brookline community and

of

working at the Summer at Park camp have allowed her to get

Carleton

College,

where

he majored in history with a

to know Park’s amazing faculty and staff. Maren could not be

concentration in Arabic language

more excited to join the team this fall!

and literature. At Carleton, he mentored Somali students at a local high school, co-directed

Gillian Miller-Lewis

Carleton’s

This spring, Gillian graduated

radio

station

and

wrote for the newspaper. After

from Williams College with a

completing the college’s Arabic

degree in history. During her

course sequence, in Spring 2015,

college studies, she felt lucky

Thomas spent three months studying in Amman, Jordan at

to

have

the

opportunity

to

the Qasid Institute. For the past three summers, he has taught

explore the memories of certain

English language and literature, coached soccer and basketball,

Vietnamese citizens’ experiences

and served as a residential adviser at the at King’s Academy’s

from the Vietnam War. Gillian

Summer Enrichment Program in Jordan. Thomas is very excited

was

to teach, coach, and learn at Park.

Jerusalem to learn about the

also

able

to

travel

to

many faiths, cultures, and stories present in the city. For the last three years, she worked in a 7th grade English classroom at Maren Kelsey

the local junior high school in Williamstown, Mass. Her interest

Maren is a Brookline native and

in urban education and middle school led her to work with the

graduate

of

Breakthrough Collaborative in Boston and New York for the

College,

where

English

and

Sarah

Lawrence

she

studied

last two summers. When she is not in the classroom teaching

creative

writing.

or learning, Gillian enjoys hiking, baking, playing soccer, and

Since graduating she has worked

running. In fact, she just ran her first half marathon this spring

at a Head Start program for

and is looking forward to running more soon! Gillian is very

preschool children in Brooklyn,

excited to learn from all her new students and colleagues.

and completed an internship as a research assistant for a pediatric health study conducted at Mount

Jasmine Mills

Sinai

recently,

Jasmine Mills is a proud Boston native who is excited about

she has worked at an after-school program at her old school,

joining the Park community. She graduated from Hampton

Lawrence Elementary, in Brookline, where she worked with

University in Hampton, Virginia, with a BA in psychology. Then,

Hospital.

Most

children in fourth through sixth grades, organizing arts and

through City Year, Boston, she spent a year serving as a tutor

science projects and honing her dodgeball skills. Outside of

and mentor at the Mildred Avenue School in Boston’s Mattapan continued on next page

The Park Parent // PAGE 8

New Apprentices, continued from page 8

Sedef Seker her

Sedef Seker recently graduated

passion for education, Jasmine

from Tufts University where

recently

she majored in English and

neighborhood. earned

Pursuing her

master’s

psychology

minored in music. As part of the

at Tufts University. While her

Active Student/Active Citizen

degree

in

school

training is in psychology, her

human rights education group,

passion is in teaching. She was

Sedef traveled across multiple

recently inspired by teaching

cities in Turkey, planning and

seventh grade mathematics at

teaching

the Healey School in Somerville.

rights and critical thinking. As a

lessons

on

human

to

lover of literature, she excitedly

teaching at Park, as well as to

anticipates joining Park’s lively

Jasmine

looks

forward

English classes and engaging in interesting discussions. In

learning from Park’s students.

addition, with her diverse arts background, Sedef cannot wait to get involved with Park’s creative scene, as well!

“Old” Friends, continued from page 7

Shad Sommers

Alisha Saini Grade IV Assistant

Upper Division English Teacher

A recent graduate of Bucknell

After working this past year as a

University,

Teaching Apprentice in the Upper

Alisha

majored

in

English with a minor in women

Division English Department and

and

Alisha

coaching three seasons of Park

major

athletics, Shad (BA Columbia

gender

participated National

studies. in

two

Outdoor

Education

University,

MPS

Georgetown

Leadership courses, during which

University) is excited to stay

she backpacked throughout the

on at Park and teach English.

Southern

Mountain

Although teaching was not what

Range of Alaska and participated

he expected to be doing after

Talkeetna

a 30-day expedition across the Himalayan Mountains. Alsiha

receiving his master’s in sports management, thanks to the

begins her third year at Park after serving in 2014-15 as the

entire Park community, his year as an apprentice was one of

Grade IV Assistant, and in 2015-16 participating in Park’s

the most fulfilling years of his life. He is excited to develop

Teaching Apprentice program working in both Grades III and

more relationships at Park and to serve as a positive role

IV. Alisha is thrilled to rejoin the Grade IV team as an assistant

model for all of the students he encounters.

and to apply her newfound expertise in the classroom.

FALL 2016 // PAGE 9

Incoming PA President and Vice President, continued from page 1 and personal lives – are invested in making Park a rich, welcoming, joyful community. I’ve really enjoyed working with parents whom I would never have met otherwise and can now call friends. Our family is so fortunate to be at Park that when I was asked to get more involved with the PA, I was honored and, of course, said, “Yes!” Lisa: Ok, enough of the fluffy questions; I want to know what you’re going to do! It’s early still, but what do you see as your priorities?

Laura: We have big shoes to fill! Thanks to all of your work and that of previous leaders, the PA will continue to be the way that parents can collaborate together to support students and teachers and to create a great community. One question that Sue and I have discussed is how do we measure whether we’re successful at this? It shouldn’t only be about whether we raise enough funds to support all of the great programming and grants the PA provides, although that is a clear priority! We are considering ways to clearly measure how the PA creates community, is inclusive, and allows people to do great work that they enjoy.

Another clear priority for this year is to keep us focused on our core vales: simplicity and sincerity. The majority of Park families have two parents who work and yet we want everyone to have a chance to be involved in the PA. Keeping our events and activities simple (yet sincere and meaningful and fun too) allows parents to connect and contribute without burdening busy lives.

Sue: Laura and I want to support the amazing work that parents have been doing for so long, be good listeners, solidify best practices and explore areas for growth. A lesson I learned from the Springfest Auction was that, given the opportunity, parents want to get together, and one goal is to help everyone feel like they ‘belong’ at Park and on the PA. We are building new traditions like Bingo and Skating Nights and Teacher Pizza Lunches. We also want to make sure there is equity across the PA in access to leadership opportunities and a blend of events across the school, including the balance of fundraising and non-fundraising initiatives. Always a priority is effective communication about all the great work that the PA is doing, so processes are more transparent and we can reach the community more broadly. Laura and I want to help the committees be welcoming to new parents and have easy transitions of leadership, so volunteering is less about reinventing the wheel and more about meaningful, rewarding work.

Shannon: What is the main message you’d like to communicate to Park parents?

Laura: Please get in touch with us to talk about how to get involved! It will be great fun!

The Park Parent // PAGE 10

Laura Barkan and Sue Jeppson, new President and Vice President of the Parents’ Association, encourage you get involved with the PA!

Sue: And if you’re new and not sure where to start, please look in the Directory & Calendar to read the committee descriptions. And, come to the Volunteer Fair on September 30th, the first ‘check it out’ meeting of a committee that interests you, or reach out to a Committee Chair to learn more. Always feel free to contact Laura or me with any questions, concerns or ideas – we welcome your input!

Laura and Sue: Ok, it’s our turn to ask a question!

Shannon and Lisa, you have been amazing at helping us “on-board” and we are extremely grateful for your patient guidance. What is something that you are particularly proud of that the PA has recently accomplished?

Shannon: That’s an impossible question! We really had to think about it. We have been to so many end-of-year social events lately and it struck us just how many people we have gotten to know so well by working together on various PA activities. So, what we’re most proud of is being able to bring people together in a way that is fun and engaging and that also contributes to our community in meaningful ways.

Lisa: Yes – in this way, the work of the PA parallels the experience our children have at Park. Why should they get to have all the fun?

For information about PA committees and the variety of volunteer roles available, please get in touch with Laura at lcbarkan@gmail. com and Sue at suejeppson@gmail.com.

BOOK GROUP

How Do We Change Our Mathematical Mindsets?

B y S T EVEN GOLDMAN, Middle Division Math Specialist, E laine H amilton , Upper Division Math Department Head, and Katrina Mill s , Lower Division Math Specialist

L

ast Spring, Stanford Professor Jo Boaler inspired and

energized Park parents and faculty in a conversation about how math instruction is evolving in schools across the country. As leader of what she terms “a Math Revolution,” Boaler advocates for an approach that engages students, acknowledges how they learn, and better positions students to engage in higher-level mathematical practice.

Boaler’s book, Mathematical Mindsets, argues that recent science provides insights on how the brain processes learning mathematics, which has important implications for how educators should deliver math instruction. Citing the work of Stanford Professor Carol Dweck, whose research demonstrated the importance of a “growth mindset,” Boaler shows how “fixed mindsets” can limit learning. She explains, “the fixed mindsets that many people hold about mathematics often combine with other negative beliefs about mathematics to devastating effect.”

Boaler argues that a narrow focus on computation and speed can discourage children who otherwise might do well in math.

Instead of time-bound drill exercises, she encourages teachers to prioritize a focus on open-ended tasks. She argues that these open-ended tasks can lead students to a deeper, more lasting understanding of mathematical concepts.

Following Boaler’s talk and the April workshop led by her colleague Kathy Williams, the co-creator of the website Youcubed (https://www.youcubed.org), many adults in the Park community wanted to continue learning together. In response, in Spring 2016, with the generous support of the Parents’ Association, Steven Goldman, Elaine Hamilton, and Katrina Mills launched two book groups focused on Boaler’s book––one for faculty and a second group for parents.

Twenty-three teachers representing all three Divisions participated in the faculty book group. Participants, many of whom had taken Boaler’s online course, “How to Learn Math,” spent

two afternoons reflecting on how to further implement Boaler’s ideas at Park. Participating faculty found strong connections with what they do in their classrooms.

For example, Grade III teacher Jen Riley shared,“Reading this book and discussing the ideas has deepened my understanding of how to help children see themselves as do-ers of math and joyfully engage in real-life problems.” She continued, “I have reimagined the nature of math homework, the role of choice in learning, and ways to engage children in meaningful self-assessment around unit goals.

The best part of being in this group was discussing the messages in the book with colleagues because we could push each other to envision how to bring the ideas to life in our classrooms.”

The parent book group was also a great success. Parents, representing each of the grade levels, discussed the implications of Boaler’s work for how they communicate with their children about math. Participants also shared their own experiences with math and engaged in a Boaler-inspired mathematical task.

Parent David Zug reflected: “the session definitely has influenced my thinking about how to guide children to ‘aha’ moments in solving problems.” Parent Philippe Armand added that the book and book group “changed the way I think about math education.”

Hosting the Boaler lecture launched an important exploration at Park regarding the importance of a growth mindset in mathematics. The dialogue has offered wonderful opportunities to take a fresh look at what it means for students to be ‘good at math,’ as well as about the roles parents and teachers play in supporting children to become fully engaged, confident, and successful mathematicians. This summer, a group of Park teachers will take Boaler’s online course, which will further clarify opportunities to infuse open-ended tasks into Park’s classrooms.

FALL 2016 // PAGE 11

LEARNING DESIGN

‘Flipping’ the Classroom at Park B y T ODD IDSON, Park Parent Editorial Board

T

he fact that students have unique learning styles is now

widely accepted by educators, who acknowledge that a truly responsive educational institution needs to both recognize and appropriately respond to the needs of a heterogeneous student body. As a means to help achieve differentiated instruction, ‘flipping’ the classroom is clearly one of the techniques to be found in the pedagogical toolbox. From a recent exploration of this practice at Park, it is clear that our school is thoughtfully integrating this approach into the education of our children.

The practice of ‘flipping’ has become widely recognized through the approach of Khan Academy, a non-profit educational organization, which produces short lectures in the form of YouTube videos (https://www.khanacademy.org/). Traditional pedagogy uses classroom time for lectures with non-classroom time being focused on the completion of background reading and homework assignments. In the ‘flipped’ classroom this pattern is reversed: classroom time is spent on problem solving and an in-depth exploration of specific topics, while time outside of the classroom is focused on exploring content, predominantly through the use of online lecture videos. Content viewed by students at home can be pre-recorded by the instructor or provided by outside vendors. Various inversion strategies have been formally tested across educational levels, with advocates citing evidence of increased student engagement and content mastery.

In theory, ‘flipping’ is a learner-centered model of instruction, which creates opportunities for differentiated instruction. The basic premise is that, teachers can maximize the use of the times when students are physically together to advance learning objectives through a targeted discussion of ideas and the completion of activities. In addition, teachers can more effectively apply in-class time to move between students, addressing individual difficulties encountered in applying concepts to problem solving. By moving the “lecture” to an online format, rather than adhering to a standardized structure of information transfer for a group of individual learners, students can self-pace their learning to better match their personal strengths and challenges.

At Park, ‘flipping’ finds its way into the educational process when students reach the Upper Division, predominantly in the mathematics curriculum. Elaine Hamilton, Head of the Upper Division Mathematics Department, and Taylor Horan, mathematics teacher, explain that providing videos of specific new ideas positions students to preview material before class, or to review content presented during a class discussion, both of which allow Elaine and Taylor to “use information rather than

Upper Division math teachers have embraced the ‘flipped’ classroom.

Here, Kung-Yi Chan helps reinforce what students learned the night before in their homework assignment.

[just] teach it.” Students are not passively watching the video lectures, but rather are required to complete practice worksheets or Google forms based on in the video content. With access to these homework assignments, teachers gain insights into content they need to cover or elaborate on the upcoming class. Taylor noted that students often ask her to create videos on topics, which may not have been fully comprehended in class. When she asks her classes if they would like to have a video made of supplemental topics, or topics that could not be fully covered in class, it is quite common to receive an enthusiastic and affirmative response.

However, Elaine notes that ‘flipping’ is not equally effective for all aspects of mathematical instruction. For higher-level concepts, learning is better accomplished when presented and then absorbed in an interactive classroom setting. Alternatively, videos used for ‘flipping’ purposes are decidedly skill-based, usually running from five to eight minutes in length. Typically, the videos are listed by topic within online class pages. As such, readily accessible content helps students target identifiable areas of content to best address perceived gaps in their skills and to prepare for quizzes and tests.

While ‘flipping’ is most extensively used at Park in the mathematics curriculum, the English Department has also begun to adopt this approach. Susan Bogue Myslik, Head of the English Department, has used ‘flipping’ techniques predominantly for instruction in grammar and related skill development. “‘Flipping’ continued on page 14

The Park Parent // PAGE 12

What Do You Want To Know?

Ask Dr. O!

By Olivia Moorehead-Slaughter, Psychologist

Dear Parents,

Or, it could really be all about the clothes! In case it is

Welcome back to a new school year! While your

about the clothes, let’s lean into that a bit. The good

children are preparing for the excitement of entering a new grade, no doubt you too are gearing up for all that will be new, challenging, and exciting in the coming year. Let the learning begin!

This column was created just for you. Please send me your questions about parenting (anonymously if you like). Parenting is complicated and quite wonderful.

There is no greater endeavor than raising children who are kind, curious, and able to live well and do good in the world.

Thank you for sharing your questions and thoughts. It is a pleasure to be in dialogue with you.

news is that your daughter is voicing her preferences.

The goal is to find a range of choices that you find acceptable and that she finds appealing. A good place to start may be to sort through clothes and decide together what is appropriate for school. One strategy is to offer her several choices, all of which are acceptable to you. Calmly talking about this with her on a weekend is likely better than sorting this out the night before school or even worse, during the morning rush –Arrrggghhh!

At this age, shopping is not done independently, so you can inform her options. Ideally, she will feel like she is wearing clothes that look and feel good to her. Listen

Question: It’s September and I can already see

for feedback that might indicate sensitivities to certain

that I am headed for ongoing struggles with my

textures or fit. Style is personal, and your daughter’s

6-year-old, who is entering Kindergarten this year,

sense of style may differ from your own. She will

about what she wants to wear to school, take for

benefit greatly from your affirmation of her ability to

lunch, etc. While I want to honor her preferences

make this very personal choice for herself each day.

and choices about clothing and other things, her picks are not what I consider appropriate for school (too short, too bare, too much sugar).

Needless to say, I’d like to avoid a lot of teary mornings. What would you advise?

Alas, we are leaving the casual, playful days of summer and entering the school “work” zone! It may be that your daughter is clinging to all she enjoyed during the months of summer vacation, signaling that she is anxious about all that is new at school. Kindergarten may feel like a big transition. As excited as she may be about school, she may also be nervous; struggling about details, such as clothing, may be her way of communicating about her worries. If so, this is quite normal and should be viewed as a part of the process of adjusting to the new school year.

My advice would be to keep the end goal in mind: delivering a child to school who is clean, appropriately covered, and comfortable.

Though there will be a need for years of parental guidance about many aspects of life, your goal is to raise a child who is able to make good choices for herself. Ideally, her choices will reflect the values that are important in your family. To be sure, she will not always make choices of which you approve.

However, you increase the odds of good decisionmaking if she has some practice while you are close-athand. While seemingly small choices about everyday matters may not seem significant, your support during these moments offers the opportunity to nurture an important life skill in your growing child.

Have a question for Dr. O? Please email Dr. O at MooreheadO@parkschool.org.

FALL 2016 // PAGE 13

‘Flipping’ the Classroom, continued from page 12

Head’s Lines, continued from page 3 Nurturing these values requires intentionality, constant care, and vigilance from all members of our community. On any given day, striving to be responsive to the gravitational pull of the myriad of tasks that fill my ‘To Do’ lists is one goal. Yet, when questions are unrelenting and answers are elusive, I rely on knowing that I am leading a community that shares a common purpose: to do what we believe is best for children to thrive, learn, and grow.

Keeping the children at the center of who we are and what we do is paramount. Fortified by that common purpose, perhaps our most important charge this year is to reach out and to connect with each other.

Taylor Horan works with math students in a ‘flipped’ classroom.

lends itself perfectly in the sentence diagramming unit in the eighth grade…” Susan shares, “…as it allows students to process and absorb the lessons at their own pace at home.” Susan and her colleagues in the English Department have also engaged in pseudo-flipping pedagogy by occasionally facilitating online discussions, which aim to inspire more productive face-to-face conversations in the classroom. Susan continues, “students enter the classroom the next day either ready to practice and stretch their understanding or armed with specific questions that allow me to easily get them back on track.”

Each day, students come to school with individual learning styles. It is clear that teachers at Park are finding that the practice of ‘flipping’ works with these differences, allowing students to gain greater insight into where they have specific questions and thus ultimately achieve a better understanding of the subject matter. We expect in the future to see this practice continue to be thoughtfully integrated into the educational process at Park.

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, October 10th.

Creative piano or guitar lessons. Now booking 2016 Autumn lessons for you or your child. Contact Tom Megan at 617-522-5443 or Tommy777@comcast.net.

The Park Parent // PAGE 14

Cynthia A. Harmon Head of School

ANNUAL CHOP-A-THON Thursday, October 13, 7:30 a.m. – 5 p.m.

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 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.

new and returning parents are invited to the

PA Volunteer Fair Friday, September 30 8:30 a.m. in the Dining Room

an informal gathering to learn more about the Parents’ Association

2015-2016 Annual Fund RESULTS

94% participation and $2,192,000 raised!

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. In 2015 – 2016, 94% of families participated in the Annual Fund. This success was complemented by 95% faculty and staff participation and 17% alumni participation. Once again, thank you most sincerely for your on-going generosity.

Congratulations to the Park community on this success and thank you for your collective commitment and dedication to the School.

Grade

The Park School

Save the Date

Lead Us Out

PLEASE JOIN US ON THURSDAY, SEPTEMBER 29 TO CELEBRATE THE GRADE IX PROGRAM FOR ITS IMPORTANCE AND PLACE IN THE SCHOOL’S HISTORY

6PM • DRINKS AND HORS D’OEUVRES 7:30 – 8:30 • PROGRAM Questions? Please contact alumni@parkschool.org or 617.274.6022

FALL 2016 // PAGE 15

Upcoming Dates of Note September 6

Tuesday

New students visit school

Editor: EMILY RAVIOLA

September 7 Wednesday Opening day of school K-VIII, half of Pre-K

VI-VIII Fall Athletics & Drama Begin September 8

Thursday

Half of Pre-K

September 12

Monday

ASP Community Connections, 4:30 p.m.

September 13

Tuesday

Lower Division Community Connections, 8:30 a.m.

September 15

Thursday

Pre-K–II Parents’ Night (7 p.m.; dinner 6 p.m.)

September 20

Tuesday

VII/VIII Parents’ Night (6:30 p.m.; dinner 5:30 p.m.)

September 22 Thursday

Middle Division Community Connections, 8:30 a.m.

VI Parents’ Night (6:30 p.m.; dinner 5:30 p.m.)

September 23

Friday

Student Picture Day

September 26

Monday

Upper Division Community Connections, 8:30 a.m.

September 27

Tuesday

III-V Parents’ Night (7 p.m.; dinner 6 p.m.)

September 29

Thursday

“Grade IX Lead Us Out,” 6 p.m.

September 30

Friday

PA Volunteer Fair (8:30 a.m.)

October 10

Monday

Columbus Day – NO SCHOOL

October 13

Thursday

Chop-a-thon (7:30 a.m. – 5 p.m.)

October 18

Tuesday

Pre-K-V Parent Conferences – NO SCHOOL Pre-K-V

October 18 – 21

Tues-Friday

VI-IX Project Week

November 11

Friday

Veterans’ Day – NO SCHOOL

Layout editor: TC HALDI Director of Communcations: Kate LaPine Editorial Board: Carol batchelder PETER FRUMKIN MARTHA GOLUB Todd idson HAJAR LOGAN HILARY SARGENT President, Parents’ Association: laura barkan Chair, Board of Trustees: vinny chiang Head of School: CYNTHIA HARMON

We want to hear from you!

If you have a story idea or an issue you’d like to see covered or thoughts about something you’ve read, please let us know. Interested in contributing to The Park Parent? Please contact us at:

TheParkParent@parkschool.org

Read The Park Parent online at www.parkschool.org FALL 2016

Labor Day – NO SCHOOL

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Monday

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September 5

The Park Parent