W I NT ER 2016
The Park Parent in this issue:
Project REASON: With Nature as the Classroom
THE LIBRARY’S MAKERSPACE // 2
B y MARTHA GOLUB, Park Parent Editorial Board
HEAD’S LINES: ON GRATITUDE // 3 STAFF & FACULTY UPDATES // 4 LEARNING WITH TECHNOLOGY// 7 PARKING SPACE // 9
W
hile the Park School’s classrooms are graced with beautiful views of nature, during Project REASON, for three days in October, nature itself became the
classroom for Park’s Grade VII class. Project REASON, which stands for Resource and Environmental Awareness through the Study of Nature, is an annual Park tradition and a highlight of the seventh grade year. It is a rite of passage for the students and a cherished tradition for the Grade VII advisors who lead them in this adventure in the woods of New Hampshire. continued on page 8
Quinoa Salad and Avocado Smoothies? You Bet! B y HAJAR LOGAN, Park Parent Editorial Board and L A U RA BA R K A N , PA President
“L
unch is totally different!” reports one third grader. If your child came home dur-
ing the first week of school with a
similar report, you are not alone.
vo l u me 49 nu mb e r 2 a pub lication of the park s c h o o l parent s’ assoc iation
This year, Flik Independent School Dining—the largest dining service provider among independent schools and private colleges in the United States—became Park’s vendor of choice. This new partnership between Flik and Park’s Dining Services Team is proving to be a delicious new windfall that students, faculty, and staff have been raving about. continued on page 10
INNOVATION
Making ‘Making’ Visible in the Park Library B y T ORY LANE , Library Department Head; Book Recommen d ations by Library Department
L
ibraries are places for exploration, investigation, and
sharing. This is why so many libraries have been quick to embrace the Maker Movement. This movement, which has gained momentum in the last decade, expresses a “do-it-yourself (or do-it-with-others) mindset that brings together individuals around a range of activities.”* ‘Maker’ culture celebrates hands-on learning, invention, and curiosity; a makerspace is any physical location where people gather with this purpose in mind.** In 2010, the Park School library made its first foray into this world, before anyone had labeled it, with the purchase of a die-cut machine. Students, using a roller-and-crank system to cut paper into precise shapes, go wild for this simple machine. A child can easily operate the machine and quickly grasp how it works. For a generation that has learned to magically and effortlessly swipe and tap screens, hand-cranking and cutting can be a revelation. Teachers and students alike have consistently amazed the librarians with their inventive projects using the die-cut machine. In 2013, the library set out to create a designated library space for collaborative ‘making.’ After professional development opportunities at Simmons College, The Exploratorium, and elsewhere, we determined that we could create a makerspace prototype, a place in the library to incubate the idea of ‘making.’ Our work, in conjunction with STEAM (Science, Technology, Engineering, Arts, & Math) education and the School’s own PSite (Park School
Institute for Transformative Education) initiative, has broadened the possibilities of what learning looks like at Park. Through digital, interactive Makey-Makeys, paper circuitry, claymation in iMovies, and even handmade books, students have used the library’s maker space to construct creative projects that demonstrate their understanding of material. Students have dabbled with a 3D doodle pen, woven, knitted, and sewn, dropped in to make pop-up cards, explored an Hour of Code, used our green screen and recording spaces, and designed innumerable artifacts to augment their writing and presentations. Our curriculum project fairs have given students the opportunity to explore these options, and more, in order to showcase their learning. For years now, we have provided a new kind of library space that offers unconventional resources and tools which address, in a flexible way, the personal and educational needs of our students. In the process, we have had the pleasure of witnessing the Park community think, wonder, and design. The library has actively promoted a more hands-on, participatory culture, which encourages messiness, trial and error, and discovery. As a place where we have always gathered to find and share knowledge freely, the library is increasingly focused on providing multimodal ways to access information and demonstrate learning. We are excited about these new opportunities, and we invite everyone to visit us to see how we make ‘making’ visible at Park.
The book world has eagerly embraced the Maker Movement. Here are a few of our recent favorites, all of which will inspire the reader to wonder and create. Check them out! Ada Twist, Scientist Andrea Beaty & David Roberts The heir to Iggy Peck, Architect and Rosie Revere, Engineer, Ada Twist comes into the world asking “Why?” Her innate curiosity and ingenuity, along with endless experimentation, promise a great future for this young scientist. Howtoons: Tools of Mass Construction! Saul Griffith Playing has never looked so cool! Howtoons brings an entertaining graphic novel sensibility to the world of hands-on projects. Create your own adventures as you learn how to make things. Also check out the Howtoons D.I.Y. comics website www.howtoons.com. The Big Book of Maker Space Projects Colleen & Aaron Graves The newest and best ‘Maker’ manual. Easy-to-follow directions and convenient material lists distinguish this collection of projects for beginner and advanced makers. Kid Made Modern Todd Oldham Oldham’s cool craft aesthetic is inspired by iconic mid-century design, and our favorite craft book is now a virtual empire. Visit
KidMadeModern.com for additional video tutorials and then gather Kid Made Modern supplies from Target. Project Kid: Crafts That Go! Amanda Kingloff Sixty projects that fly, sail, race and dive provide endless engagement. We love the use of unconventional materials: worn jeans transform into a hobby horse and sponges make an excellent tugboat. Thing Explainer Randall Monroe In Thing Explainer, the author of the absurdly wonderful What If? offers brilliant annotated blueprints for everything from the U.S. Constitution to the USS Constitution. You’ll soon know more about how everything works.
*Maker movement spreads innovation one project at a time. The Phi Delta Kappan, 95(3), 22–27. http://www.jstor.org/stable/23611809)
The Park Parent // PAGE 2
**For more on the origin and development of the Maker Movement, see: https://curiositycommons.wordpress.com/a-brief-history-of-makerspaces/ Peppler, K., & Bender, S. (2013).
HEAD’s LINES
Gratitude: The Cycle of Giving and Receiving B Y C YNT HIA A. HARMON, Head of School
“Gratitude can transform common days into thanksgivings, turn routine jobs into joy, and change ordinary opportunities into blessings.” - William Arthur Ward
I
t is common during this time of year that we focus more on being grateful.
However, gratitude goes deeper than just saying, “thank you.” By definition, gratitude is “the state of being grateful.” It is an attitude or a mindset that goes beyond writing a note for a gift or saying, “thank you” for a kind act. Gratitude is not solely reserved for moments of happiness or for times inand-around the holidays. Rather gratitude calls on us to be thankful for the moments we are in, as they are, and inspires us to act kindly. Expressing gratitude just feels good. This mindset becomes manifest through a cycle of giving and receiving. Furthermore, it is through practicing, modeling, and paying attention that we cultivate a grateful outlook. As an educator, I am acutely aware of the considerable responsibility that I hold to nurture gratitude in the minds and hearts of our students. I was particularly struck by an article by a fellow educator Kendra Moyses entitled, How Can You Teach Your Young Children About Being Grateful? (to read the full article go to: http://msue.anr.msu.edu/ news/how_can_you_teach_your_young_ child_about_being_grateful). In this
article, Moyses, who is from Michigan State University Extension, articulates the ways in which teaching children about being grateful has many benefits and develops
the capacity of children to empathize with others. She speaks to the mutually beneficial aspects of expressing gratitude – both for the giver and receiver. Additionally, she offers some very practical advice about ways to engage children in grateful acts. As I reflected on some of the tips that Moyses outlines, I began thinking about our community at Park. The strength of the relationships that are formed here relies heavily on a coming together for a common purpose: educating the whole child. And yet, actively planting seeds of gratefulness through our daily actions, service, I am heartened by the many ways nurturing them, and watching them grow takes time, commitment, and care. How do that we strive to foster a culture of gratitude at Park. we provide opportunities for children and Park students are regularly engaged in adults to engage in activities that support a and mindful of how they help and support growth mindset about gratitude? Whether one another throughout their learning. it is through the everyday (ordinary) interactions in the classrooms, dining room, They participate in clubs and special service projects that help them appreciate and hallways or during projects focused on
Suggestions for Teaching Children About Gratitude (excerpted from Kendra Moyses)
• Create thank-you notes when they receive gifts or are involved in special events. • Leave sticky notes for family members to say “thank you” for something you appreciate. • Take care packages to local fire or police departments to say thank you. • Write down what you are grateful for and put them in a jar. Then read them aloud during dinner or family time. You can write things like, “I’m grateful for time with Grandma” or “I’m thankful we went out to dinner.” • Encourage children to donate things they no longer use to those less fortunate. • Have a no gifts birthday party where instead of gifts for themselves, children ask friends to bring gifts for less fortunate children or a project like donating supplies to a local pet shelter. • Talk about the best parts of your day. • Model gratitude and being grateful. Use the words in everyday conversations and talk about what you are grateful for each day. • Think about gifts that don’t require money – can children help clean up the lawn, make gifts or do something else nice for someone? • Include children in age-appropriate chores so they understand they are part of the family and each family member has responsibilities. continued on page 11
WINTER 2016 // PAGE 3
New Staff & Faculty Updates for 2016-17 B y K ate la pine , Director of Communications
Paul Corcoran
campus. Having joined the rugby
Facilities Staff
team freshman year, as a senior,
Years ago, as a camper at Summer
Yeja became captain the first
at Park, Paul first became familiar
year Dartmouth’s rugby team
with
campus.
achieved varsity status and won
More recently, he worked as a
the Ivy League Championship! In
Park’s
34-acre
counselor in Park’s Lily Pad and
the summer of 2016, Yeja played
Junior Einsteins camps. Then, just
for the USA Rugby All-Americans
last year Paul served as a part
and is currently in the USA Rugby
of the summer facilities crew. A
National Team Player Pool. Yeja
2015 graduate of Brookline High
has found Park to be a very
School, Paul is interested in a
thoughtful community and is
career in facilities management and is currently taking classes
enjoying being a part of the Apprentice Program.
at the Peterson School, a local trade school. He will be learning many relevant skills ‘on the job’ while working on the Facilities
Kathleen Earley
Team. Paul is enjoying meeting everyone at Park.
Grade I Teacher Kathleen is thrilled to be a
Julianne Damaskos
member of the Grade I Team!
Kindergarten Teacher
After
Julianne (BA University of Florida,
for
MEd University of Florida) taught
knew she wanted to work in a
second grade for three years at
classroom setting. She first came
the Dunedin Elementary School
to Park as a teaching apprentice
coaching many
summers,
swimming Kathleen
in sunny Clearwater, Florida. In
in 2009-10 and taught in Grades
2011, while pursuing her master’s
I and II. After her apprentice year,
degree in elementary education
Kathleen taught second grade in Wellesley while obtaining her
with a specialization in problem-
master’s degree from Lesley University. She also has a BA from
solving based math education,
Stonehill College. In 2014, she returned to Park and covered
she
subsequent maternity leaves in the Lower Division. Kathleen
interned
in
a
fourth
grade classroom at P.K. Yonge
is excited about exploring and learning with the first graders
Developmental Research School in Gainesville, FL. Julianne
while continuing to build relationships with students and
uses technology and inquiry-based teaching methods to inspire
families.
the curiosity of her young students. During the 2015-16 school year, while Katie Carr was on maternity leave, Julianne taught
Will Lyons
Grade I. Her dedication and thoughtful approach to teaching
After-School Program
impressed her colleagues here at Park. Julianne is ecstatic to
Will Lyons is no stranger here at
be teaching Kindergarten this year, which is fulfilling a key
Park. Will worked at Summer
professional dream of hers.
at Park for five years but, even
Yeja Dunn
10, he was a camper. After
Apprentice
graduating from Worcester State
Yeja is a recent graduate of Dartmouth College in Hanover,
University, he became an account
before that, beginning at age
NH, having earned a BA with a double major in Sociology and
management representative at
Women, Gender, & Sexualities Studies. While at Dartmouth,
Converse in Boston. Sitting at his
Yeja
desk day after day helped Will realize that he was not following
worked
with
Summer
Enrichment
at
Dartmouth
(SEAD), a program designed to bring 36 scholars from four
his passion, so he made the decision to leave the corporate
under-resourced schools to Dartmouth. Yeja also worked
world and pursue what he knew he loved: working with
in Dartmouth’s Student Affairs Office, focusing on student
children. He is an avid volleyball player and has been playing
programming with the goal of creating a more inclusive
since 8th grade. From 2012-16 he was the assistant coach for continued on next page
The Park Parent // PAGE 4
the Worcester State Women’s Volleyball team. He is “super
III classroom this year following
excited” to hear that Park has a team!
Alli Smith’s decision to take a
Cicely Morris
contributions to the Park School
Grade II Assistant
community, including a decade
leave of absence. With 15 years of
Boston
as a counselor and program
University in 2013, Cicely taught
director of Summer at Park, Paul
After
graduating
from
third grade at the Renbrook School
brings many years of experience
in West Hartford, Connecticut. She
to his work in the classroom. Paul
then worked at The Pike School
holds a BA in French from Boston
in Andover, where she interned
College and is a candidate in the
in kindergarten and first grade
MEd in elementary education
classrooms while obtaining her
and creative arts in teaching program at Lesley University. Paul
MEd from Lesley University. Cicely
is passionate about teaching and learning and is extremely
came to Park in 2015 as the Grade
enthusiastic about third grade!
V Assistant, which she enjoyed very much. However, Cicely was excited to return to a younger elementary classroom and join
Aaron Christian
the Grade II team. Cicely’s favorite units in second grade are
Technology Systems and
the Family Photo project and the study of different countries
Support Specialist
in Social Studies. She is especially excited for the unit on Japan,
We are very pleased that Aaron
as she has many artifacts to share with the second graders from
has joined our Technology Department in the role of
when her grandparents lived there.
Technology Systems and Support Tara Munro
Specialist. Prior to coming to Park,
Grade III Assistant
Aaron worked in the Cambridge
Tara
graduated
from
Public School system as a
Boston
technology support technician,
College with a BA in history and
where he was responsible for the
is currently a masters degree candidate in public history with a
integration of new technology in classrooms, training users,
concentration in Native American
and monitoring technology request tickets for two school
history from the University of
sites. In addition to his technical skills, Aaron is busy as a dad
Massachusetts, Boston (expected
to his four children under the age of four!
graduation: December 2016). Tara has spent the last eight years
Katie Reardon
working in and with a number of
Technology Coach/Latin Teacher
museums in the Boston area. From 2013-16, she worked at the
Katie, who has been teaching
Edward Kennedy Institute as the collections manager/assistant
Latin at Park since 2013, is excited
curator, where she developed and implemented the physical
to take on the new role of
exhibits, re-created Senator Edward Kennedy’s Washington,
Technology Coach this year. Katie,
D.C. office, and co-chaired the Family Programming Series, COUNT US IN! She enjoys playing piano, singing in her church choir as well as the Dedham Choral Society, and reading mystery novels. Tara lives in Canton with her husband Ryan, their 20-month-old son Jacob, and Leo, their Goldendoodle.
who has integrated technology into the Latin curriculum with the goal of blending digital literacy
and
classical
studies,
hosts workshops and presents her work at conferences around the country. She looks forward
Paul Newmark
to bringing creative thinking around digital citizenship and
Grade III Teacher
technology integration to the Park community. In addition,
Having served as the Grade III Teaching Assistant for the past
Katie earned her BA in classics and political science from
three years, Paul Newmark graciously stepped in to lead a Grade
the College of the Holy Cross, and her JD in comparative continued on next page
WINTER 2016 // PAGE 5
New Staff and Faculty Updates, continued from page 5 Carly Westman
and international law from Catholic University of America’s Columbus School of Law. Katie has another new role this year:
Grade V Assistant
that of Park parent, as her daughter, Mairead, began Pre-K this
Carly Westman graduated from
fall.
Trinity College in 2011 with a double major in French and
Howard Senior
human
Facilities Staff
Carly worked as a fourth grade
rights.
After
college,
Howard Senior comes to Park
intern at The Fessenden School
from Sears Home Services where
in Newton. Then, as a volunteer
he inspected home improvement
at Boston Children’s Hospital and
and
by taking courses in a nursing
Sears-made
program at Duke University, Carly
products within a huge service
spent two years exploring pediatric nursing as a career. She also
projects repaired
and
installed
various
territory (spanning Rhode Island
trained as a health coach at Duke Integrative Medicine. Carly
to Vermont). When he saw an
returned to the Boston area and coached three sports teams
advertisement for an opening at
at Gann Academy; she also served as a substitute teacher at
Park, he jumped at the chance
Fessenden and took courses in graphic design. Last year, Carly
to work in one location! Howard,
was the Grade IV Assistant at Park, where she enjoyed working
who has an associate’s degree in electrical engineering and
with the Grade IV team and coaching three sports: IV/V Soccer,
studied construction at the Wentworth Institute of Technology,
IV/V Basketball, and Girls JV Lacrosse. When the opportunity
will be responsible for in-house maintenance and repairs
to “graduate” with her Grade IV students opened up, Carly
inside the Park’s many buildings. A native of Jamaica, Howard
was thrilled to become the Grade V Assistant. Carly is enjoying
moved to Boston in 2003. He now lives in Natick, where his two
spending the year with a group of students she already knows
youngest children, Ariana-Summer and Jordan Russell (ages
and loves!
8 and 6), were born. He loves selling real estate and doing renovation projects on the weekends. When he is not ‘hanging
Connie Yepez
out’ or traveling with his kids, he enjoys playing basketball and
Secondary School Counseling
soccer. Howard is enthusiastic about joining Parks facilities
Connie Yepez is thrilled to be
team as the “Inside Guy.”
joining Park as a member of the Secondary A
School
Counseling
seasoned
admission
Sally Snickenberger
team.
Grade I Teacher
and placement officer, Connie
With a familiar face, having
will work primarily with Grade
worked at Park since the fall of
VI families as they consider next
2014, Sally is now teaching in her
steps for their children. Drawing
own Grade I classroom. Previously,
on her recent experience as the
Sally worked with the Grade I
Director of Operations at the
team as the Grade-Level Teaching
Roxbury Prep Charter School, she
Assistant. Before that, she was
will also support the administrative details of the application
a teaching apprentice, where
process for the the whole Secondary School Counseling team.
she spent half of the year in
Connie, who is a veteran of the admissions offices at Groton
Jerilyn Willig’s Grade I classroom.
and Nobles, is happy to be at Park: “I really appreciate the
Sally recently received her masters in education from Boston
warm culture and community that are the hallmarks of the
College and is a graduate of the University of Vermont, where
independent school experience.”
she played varsity field hockey. We are extremely pleased and excited to have Sally as a full-time member of the Grade I teaching team for the 2016-17 year. When she is not teaching, Sally enjoys running, traveling, and being with friends and family.
The Park Parent // PAGE 6
LeaRNING TECHNOLOGIES
Using Technology to Generate Conversations: #makelearningvisible B Y M egan Haddadi, Head of Academic Technology, and Katie R ear d on , Technology Coach
A
t the beginning of this year, in an articulation of their
goals for the school year, Park Head of School Cynthia Harmon and the Administrative Team shared their aspirational hashtags with faculty and staff. Using succinct catchphrases, such as Liza Talusan’s #iBelongAtPark or Kimberly Formisano’s #TogetherLearning, these hashtags are a way of generating and cultivating a conversation amongst members of the Park School community. We left that faculty meeting inspired by the team’s vision and ready to transform these and other hashtags into realities. Soon after, as Park’s new Head of Academic Technology, together with Katie Reardon, Technology Coach, we introduced our own hashtag for the 2016-17 school year: #makelearningvisible. Through this hashtag, faculty and students will explore these questions: slideshows, students effectively build their own digital textbooks, each reflecting the student’s personal mastery of algebra. • What if parents and teachers could see and hear what In using these documentation tools in the classroom, teachers children are thinking? are not only evaluating student understanding, but they are also • What if we could document their progress? getting to know the students better by following their thought • What if we could transform their learning processes from processes in real time. As we encourage teachers to integrate concrete memorization to analytical exploration? technology throughout the year, one overarching question will Not surprisingly, there’s an app for that! In fact, there are guide their conversations: how can we make student and faculty hundreds of apps. In our new roles, we aim to help teachers and learning more visible? parents effectively choose and deploy tools like Seesaw, Kaymbu, Of course, teachers are students too! So we are creating Google Sites, and Google Slides to open windows into the opportunities to make teacher learning visible as well. Towards classroom, making student learning more visible. this end, we have established a blog called Park Idea Exchange In one example from the Lower Division, Kindergarten teacher (PIE, which can be found at http://blogs.parkschoolcommunity. Julianne Damaskos is documenting the student learning process net/pie/) to highlight success stories in the classroom and at by piloting the Seesaw iPad app, designed for student-driven professional development experiences outside of Park. The goal is digital portfolios and parent-teacher communication. According for teachers across grade levels and divisions to become more aware to Julianne, the app “empowers children to independently capture of the digital literacy skills that students are building and prepare and creatively share their learning with an audience…their families.” future curricula that help students build upon those skills. This use of technology is knocking down classroom walls so that “Schools often invest in the faculty and staff by parents can have, via videos and photos, a window into the daily life sending them outside of the school walls for of the classroom. Julianne explains, “so far, our favorite moments professional development. Creating an online that we have shared with our families are our ‘all about the letter’ space where teachers can document their learning and share best teaching practices will videos where we explain and show the letter name, its sound, and benefit the whole community.” how to form the letter correctly.” One of the parents commented, “this is like Facebook for Kindergarten!” – Megan Haddadi In another example, in Grade VIII algebra classes, students use Google Slides to create digital math journals. Students illustrate Moving forward, we plan to invite faculty to write guest posts and explain their understanding of mathematical concepts and about their classrooms and professional development experiences. calculations. Through a series of entries, eighth graders visually PIE will help teachers maintain awareness of Park’s curricular document the progression of their learning. At the end of each unit, environment and align scope and sequence in new ways. We hope students will compile their math journal entries into a slideshow. the new blog will provide place to share ideas about pedagogy and In completing these journal assignments and compiling unit curricula in meaningful ways. WINTER 2016 // PAGE 7
Project REASON, continued from page 1
Now in its 41st year, Project REASON has remained true to its original objectives: building students’ awareness of nature and knowledge of natural history, cultivating a sense of responsibility to respect and protect the natural world, and providing an important group experience away from home. Over three days this October, the students participated in activities including hiking, environmental awareness, and high and low ropes elements. Throughout the experience, students were asked to take risks and, in doing so, learned to trust one another. “The ropes course provided an opportunity for positive risk-taking,” said Andrea Sparks of the Art Department, who co-led the program with math teacher and fellow grade VII advisor Taylor Horan. “Each element challenged students both on an individual level and as a group. The students did a great job solving problems together and felt a real sense of accomplishment from working as a team,” Andrea reported. When it began in 1975, Project REASON was primarily focused on science-based learning. Students made dyes from plants, studied local rock formations, and collected and identified different types of foliage. They worked on individual projects and, upon their return, presented their results at Morning Meeting. And there was lots of work to be done: students and teachers alike set up and broke down camp, prepared, served and cleaned up meals, and lived amongst themselves on a campsite for four days. “It was not just a labor of love – it was a lot of labor,” says David Perry, head of the Social Studies Department at Park and a Grade VII advisor, who has been a leader of the Project REASON trip for 20 years. Project REASON has evolved over the years, becoming more
The Park Parent // PAGE 8
structured and experiential. This year the program was held at the American Youth Foundation at Merrowvista in the Ossipee Mountains of New Hampshire. Merrowvista is a year-round camp site with on-site staff trained in leading engaging and fun activities as metaphors for real-world challenges. “We are always looking to improve the program,” said Taylor Horan. “Merrowvista has a similar vision to Park, encouraging kids to achieve their personal best and make a difference in the world. The staff and program at Merrowvista exceeded every single expectation I had.” Merrowvista’s facility and staff provided Park’s seventh graders with unique opportunities to build these skills. Throughout the three days, the students focused on four themes: leadership, investigation, responsibility, and community, each of which aligns with Park’s Habits of Scholarship and Citizenship. In their small activity groups, the students collaborated to overcome small and large challenges while communicating and building new friendships. The students also learned a great deal about the environment and our impact on it, such as how they can be making even the smallest difference in responsibly handling their food waste and composting. Upper Division Head Alice Lucey believes that part of the magic of Project REASON is the break from routine. “Away from the everyday schedule of school and homework, away from technology, and even being away from home, we have the opportunity to experience the world in new ways,” she said. “And, as a result, we learn new things about ourselves and each other,” she continues. “I think this is, in part, why students (and their teachers!) remember Project REASON so vividly and so fondly.” So although the accommodations were more comfortable this year, with students living in bunks rather than tents, the spirit and traditions of Project REASON have not changed. Park students still got to experience the infamous “night walk” in the woods (flashlights not permitted), a rigorous hike, the final night’s campfire, and of course, David Perry on the guitar leading the group in song. And, as ever, students were not allowed to bring electronic devices. Living in nature, appreciating nature, and learning to rely on themselves and on others remains at the heart of Project REASON. “It is a storied and wonderful thing that Park has done,” David Perry says about the program. “I hope our students discover that there is more to life and the broader living world than the digital vacuum. That’s a horizon expanding experience.”
Memories of Grandparents’ & Special Friends’ Day 2016
Parking space ads are free! To place your free ad, contact Kate LaPine at 617-274-6009 or communications@parkschool.org. The deadline for the Spring issue is Wednesday, February 15.
The Park School
PARKING SPACE
Seeking Afternoon Driver A current Park School family is looking for someone to drive three children home every day from school. M, W, Th, and F at 3pm (Tuesday at 2pm) $20/ride. 12 minutes ride without traffic. Must have own car and be responsible. Please contact Myra Chen at 617-510-8765 or myra_chen@yahoo.com
Photos Available Online Please visit our online photo gallery to view hundreds of photos from the day: https://parkschool.smugmug.com/ Public-for-Park/Grandparents-Special-Friends-D/ You can also purchase prints from this site. If you have any questions about ordering photographs, please contact the Alumni Office: alumni@parkschool.org
Videos Available Online Videos of Grandparents’ Day and Yule Festival performances and school plays are available for free. (Log into the Park website and search for the performance on the “Featured News” tab. You can download it and burn your own CD.) Questions? Please contact Carole Carter: carterc@parkschool.org
Jamaica Plain Townhouse Available Renovating? Between homes? Family visiting for a new baby? My JP, furnished, 2002 constructed, 2400-square foot, three bedroom, 2.5 bath townhouse is available for rent April 1 or May 1 through September 30, 2017. If you would like more details, please contact Jonathan at Proskyj@parkschool.org Voice Lessons Yale music graduate, professional musician, and Park parent with 25 years of vocal coaching experience, has openings in Brookline studio. Teaches students ages 11 and up. All musical styles and experience levels welcome. Annual recording session with students provides opportunity to create CD which showcases work. Park families who sign up for 4 lessons get the 5th lesson free. Please contact Melinda Stanford at stanfordgrimes@comcast.net or 617-312-0620
Thanks to the tremendous generosity of so many Park School families, parent participation in this year’s Annual Fund is strong. Thank you for your enduring, generous support of the School. If you have not yet had the opportunity to make an Annual Fund gift, please consider doing so this holiday season. Not only is your gift tax-deductible, it supports everything that makes Park exceptional: excellence in teaching and learning, vibrant diversity, robust financial aid, and a close-knit, inclusive community that supports each and every child. As always, every single gift makes a tremendous difference to Park. Make your contribution online at www.parkschool.org/give or call Sharra Owens-Schwartz at 617-274-6019.
Thank you and happy holidays!
WINTER 2016 // PAGE 9
Dining Service, continued from page 1
Healthy Ingredients and Methods For four decades, Flik Independent School Dining has been an innovator of private and independent school foodservice. Flik’s commitment to using fresh ingredients to support local and sustainable agriculture has meant high standards in nutrition, quality and taste, as well as an appealing presentation. Kimberly Boyd, Park’s Assistant Head of School for Finance & Operations, said “After an extensive search process, we chose Flik because of their commitment to the student experience and the professional development they offer their employees. We want our incredibly dedicated food service team to have partners that help them bring new ideas to Park to keep the food experience for students nutritious, fresh, evolving, and yummy!” Flik’s District Manager Fred Moussally oversees the company’s services at Park. He explains that “nothing is frozen if it’s in season – we partner with local farms and offer seasonally relevant dishes. In addition, we want students to learn about healthy eating. We put signage up around the dining room indicating where produce is from, and we feature a vegetable of the month as part of our Veggie Revolution. October was Butternut Squash.” Fred also pointed out some process improvements that Flik has made at Park to help students make good choices and get their meals quickly. He explains, “we added an additional hot food line as well as one featured pre-made sandwich in the deli line every day. Perhaps most importantly, we cook in smaller batches. It’s fresher and tastes better.”
Flik standards for nutrition also mean that foods that were traditionally fried are now baked. This has been really popular with our students who are eating and raving about crisply-baked foods. Kate Hamilton (Grade II), especially “loves the new grilled cheese sandwiches.” Her sister, Zoe, recommends the “skinny” mashed potatoes which are made with steamed potatoes.
Providing Information about Food Offerings Parents have noticed the fantastic new web interface that Flik provides (link on the next page) where parents and families can review menus (including ingredients), and learn about fun programmatic efforts to help students to expand their food choices. For example, they provide a weekly samples (like avocado smoothies) so students try nutritious foods offered in enticing ways. In addition, the team continues to discreetly address food allergy needs. Each day, possible allergens or food preferences, such as vegetarian or gluten-free, are listed on a whiteboard located above the infused water station. In addition, students who are vegetarians can see if there are meat ingredients in any of the prepared entrees. Executive Chef Anthony Marco encourages students and families to self-advocate when concerns around allergens or food preferences come up. continued on next page
The Park Parent // PAGE 10
Gratitude, continued from page 3
Expanding Palates While Limiting Food Waste Chef Marco explains, “I am committed to giving children three hot entrée choices that are healthy, yummy, and not the usual fare, and at least one steamed vegetable a day.” Indeed, new features that Chef Marco and Flik have created include complete salads that balance flavors and many colors of the food rainbow, superfoods like quinoa and fish, as well as the new drink choices like infused water and smoothies. To minimize waste, the team has eliminated ‘family style’ eating, which left a lot of uneaten food. Chef Marco and the kitchen team try to remind students not to pile food on plates just to ‘toss it’ at the end. Fred Moussally adds, “we want portion sizes to be relevant to the students we’re feeding. Also, we have our own standards that help us limit food waste, such as that we trim and cut our own chickens to size and keep production records so we know how much is used and how much is left over.” The Dining Services Team and Flik are committed to delivering the meals that support our children’s nutritional needs and invites parents to consider them as partners in this important endeavor. Menus, ingredients, and programmatic activities can be found at parkschool.org (Food and Nutrition) and at myschooldining.com.
what they can offer others and, in return, our students receive appreciation for their efforts. Our parent body devotes countless hours to the Parents’ Association and the Board, spends time chaperoning field trips, and gives generously to the Annual Fund. In turn, many parents receive the gift of long-term friendships and gain partners in parenting throughout their years here. Finally, our faculty and staff give tirelessly of themselves to ensure that students feel known, are challenged, and enjoy learning. Our students know how much these adults care about their growth. Consequently, faculty and staff welcome children everyday who express their appreciation (most of the time!), by engaging in the work and play of school. These cycles of giving, receiving, and thanking are the expressions of a community striving to live a life grounded in gratitude. When woven together, our individual contributions to these cycles form a thread that ties us to one another. We seek out the good in others and are open to the limitless potential that our children represent. They are the joy, hope, and love that unify us as one diverse community. Throughout this holiday season, let’s be exceptionally intentional about how we share our thankfulness for one another. Routinely stopping long enough to show that we appreciate someone’s efforts is the outward expression of a state of being grateful and signals a continued commitment to living a life of gratitude.
A Note About Yule Festival As a school of culturally and religiously diverse families, Park’s annual Yule Festival is an opportunity to experience both the common values and the many traditions that contribute to the rich diversity of our school. All year, and especially at Yule Festival, we believe it is important to share our traditions, learn about each other, and celebrate together. These values are a cornerstone of a Park School education. The Yule Festival program features a range of songs performed by students across all grades. While intentionally making music from a variety of traditions, our students learn that the principles and spirit of cultural and religious holidays extend deeper than songs and dance. The selected passages read by Upper Division students help develop a broad understanding of and engagement with these traditions. We welcome and encourage families to attend Yule Festival, and I look forward to seeing many of you in the West Gym on Friday, December 16. Following our winter vacation, school will resume on Tuesday, January 3. Best wishes during this season of light, hope, and peace. – Cynthia A. Harmon, Head of School
WINTER 2016 // PAGE 11
Upcoming Dates of Note December 16
Friday
Yule Festival (Pre-K – VIII Dress Day), 9:30 a.m.
11:30 a.m. dismissal – No ASP
Editor: EMILY RAVIOLA Layout Editor: TC HALDI
Winter Vacation begins
January 3
Tuesday
School Resumes
January 16
Monday
Martin Luther King, Jr. Day – NO SCHOOL
February 17 Friday
The Park Parent
Faculty & Staff Professional Day – NO SCHOOL
February 20 Monday Presidents’ Day – NO SCHOOL
Director of Communcations: Kate LaPine Editorial Board: Carol batchelder PETER FRUMKIN MARTHA GOLUB
February 21 Tuesday Winter Vacation Day – NO SCHOOL
Todd idson
February 25
Saturday
Hoopfest
HAJAR LOGAN
March 3
Friday
Upper Division Winter Musical, 7 p.m.
March 4
Saturday
Upper Division Winter Musical, 2 p.m.
President, Parents’ Association: laura barkan
March 7
Tuesday
Pre-K–V Parent Conferences – NO SCHOOL
Chair, Board of Trustees: vinny chiang
regular schedule VI-VIII
March 10
Friday
Spring Vacation Begins, 3 p.m.
March 27
Monday
School Resumes
HILARY SARGENT
Head of School: CYNTHIA A. HARMON
We want to hear from you!
Visit the calendar on the Park School website for more dates!
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.
TheParkParent@parkschool.org
Read The Park Parent online at www.parkschool.org The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456 WINTER 2016
The Park Parent