Park Parent April-May 2010

The Park Parent

Cultivating Creativity: How Park Prepares Students for Lives Shaped by Change

B Y P A U L A I V E Y H E N R Y, Park Parent Editorial Board

“I

f I fold it this way, the plane flies backwards.” The Kindergartner manipulates a paperclip box and shows it to his classmate. “Or the pilot could sit there and see through the telescope,” the boy offers, holding up a straw. A girl whizzes by with a complicated construction of tape and paper, zooming a butterfly-shaped airplane. “Can I show you how it flies?”

This could be the free play of kindergartners at any school, but at The Park School, these children are inventors, and their teacher is preparing them for a st yle of learning that is intentionally creative – creative by

Putting a Lid on Bullying

B Y S T A N L E Y S H A W , Park Parent Editorial Board

The media has been awash recently with reports of alarming cases of childhood bullying and the ensuing efforts by schools and lawmakers to respond. But bullying behavior is not new, of course, and it has long been a concer n for the faculty and administration at Park.

“S tudents must feel safe, physically and emotionally, when they come to school,” says Head of School Jerr y Katz. That goal is realiz ed through programs specifically focused on bullying, as well as a broad effort to reinforce values and shared expectations of the Park communit y Notes psychologist O livia Moorehead-S laughter, “Kids should feel that the communit y accepts them for who they are; we help kids learn to be their best selves.”

Kindergartners explore physics, meteorology, and other disciplines romping around the playground with pinwheels.

Every five to seven years, Park undertakes a strategic planning effort to look critically at the future direction of the school and to assess and renew our commitment to the core values that guide the work that goes on at Park ever y day These reviews of the School ’s direction have had a profound impact on Park in the past. The West Building with its g ym and new science labs, the increased use of technolog y to facilitate instruction, the dramatic growth in both diversit y and financial aid over the last 15 years, the strength of Park’s endowment, and the larger c lassrooms and lower teacher/student ratios from our most recent renovation are all the result of past planning efforts.

It seems as though we just finished the new wing and absorbed the changes that came with its completion, but the time has come once again to step back and review the current state of the School and to more c lear ly define our aspirations for its future. In support of this effort, the Park School Board of Trustees has launched a strategic planning committee made up of board members, teachers, and administrators, as well as an outside consultant.

The committee’s goal is to define the key strategic priorities for Park for the next 5-10 years. Park is defined by its facult y, program, and culture, and the committee hopes to assess how we can optimiz e each of these areas to ensure we are preparing students to lead in, and contribute to, our diverse and global societ y The committee will also spend time considering how best to measure Park’s success against this goal.

The committee started work in the fall, but launched officially in Januar y with the first in a series of focus groups targeted at a broad range of Park constituents, inc luding parents, teachers, administrators, and alumni. The structure of the focus groups was simple: We asked people to reflect on the key strengths of the School and areas where it needs improvement, and then asked them to look ahead five to 10 years and share their aspirations for the School and its graduates.

This process has helped define both areas to consider changing and areas to keep sacred because they are central to what makes Park a strong and vibrant place. It also led to a long list of exciting potential future directions for Park and raised interesting ques-

Memor ies

… of May Day, Yule Festival, and dramatic productions. Purchase DVDs, filmed by Daval Productions. Order forms are available at the Front Desk. Contact Lynette Eddie-Edwards at 617-265-3540 or leddyedwards1@gmail.com.

tions for us to consider, inc luding whether Park should shif t our program emphasis more toward math, science, and technolog y, and whether our school year is the right length to give students a wor ld-c lass education. In addition, the process highlighted some complex issues that require ongoing discussion – such as how best to balance our focus on communit y with the need to nurture and celebrate individual excellence, and what t ypes of learners Park can and should ser ve.

Once the focus groups are complete, the committee will narrow the list of aspirations and begin to collect data around each of them. The data collection will be both internal (e.g., W hat is Park doing in this area currently, and how effective are we?) and external (e.g., W hat can we learn from other schools or experts on how to do this better?). We also hope to speak with elementar y education experts about broader topics, such as curricular trends and best practices, or the latest thinking on brain development and learning

The committee hopes to finish this work by the fall and then develop a detailed strategic plan, inc luding recommendations, an implementation timeline, and financial needs. This work will be shared with the communit y for further feedback and then voted on by the Board.

We welcome input, so if you have thoughts on this process and the future direction of the School, or suggestions about identifying best practices in elementar y education, please do not hesitate to contact me, either in the halls or through e-mail at suzietapson@ yahoo.com. We are excited about the future and trust that this strategic plan, like the many efforts before it, will make a lasting and positive impact on the future of The Park School.

The Park Parent

Head of School:

The Park Parent is a newsletter that highlights academic, extracurricular, social, and fundraising activities at The Park School. It is currently published six times a year, and its readership includes parents, grandparents, faculty, alumni, and other friends.

Read The Park Parent online at www.parkschool.org/pa/parkparent.php

R R O L D I . K A T Z

Park’s Measures of Success

B Y J E R R O L D I K A T Z , Head of School

Periodically, I am asked (more often by prospective parents than by current ones) how an independent school like Park measures its performance against other schools. Af ter all, we do not participate in the Massachusetts Comprehensive Assessment S ystem (MCAS).

Opportunities to benchmark are important, not only to “make the case” for Park, but also to inform ongoing efforts at school improvement. The National Association of Independent Schools (NAIS), which inc ludes about 1,400 schools from Pre-K to high school, collects data annually around 10 “Markers of S uccess.” Here are some comparative data for 2009-10 within the wor ld of independent schools:

Measure NAIS Day School Mean Park School

1) Market Demand 1 4 4 0 (applications per acceptances)

2) Student Attrition 9 1 % 4 0 % (departure before completing Grade VIII; lower scores reflect stability and satisfaction)

3) Generous Giving 65 % 95 % Average gift size $839 $2,213 (commitment and support by parents) 4) Competitive Salaries $50,465 $71,490 Mean annual salary (attract and retain best teachers) 5) Moderate Tuition Increases 5.7 % 6.0 % Mean annual increase (affordability) 6) Financial Aid 20 7 % 23 1 % Students receiving FA (socio-economic diversity) 7) Students/Faculty Ratio 9:1 8:1 (productivity and efficiency) 8) Professional Development 1 % 4 % Percent of expenses (innovation and improvement) 9) Endowment $4 million $23 million (long-term financial security) 10) Student Outcomes and here’s the rub! NAIS has no current data proxies to measure this most critical area of school performance

Approximately five years ago, The Park School helped initiate a national consortium of leading independent elementar y/midd le schools to dig more deeply into this challenge. Along with several other area schools (S hady Hill, S hore, and Pike), we now share academic program data (breadth of curriculum, c lass siz e, length of school year, use of technolog y) with schools inc luding Greenwich Countr y Day (Conn.), Lake Forest Countr y Day (I ll.), Graland Countr y Day (Colo.), and Marin Countr y Day (Calif.). Each year, the Park School Administration and the Educational Polic y Committee of the Board of Trustees review this data, along with the following indicators:

n School-wide scores on standardiz ed tests (ERBs – given annually in Grades III-VIII)

n Rates of student acceptances by “next schools”

n Feedback from alumni sur veys (administered annually to high-school seniors)

n Feedback from exit inter views with departing students (Grade IX only)

n Feedback from exit inter views with departing parents

n Feedback from next schools about the preparedness and character of our students

W hen all of these indicators are combined, I believe that one can get a c lear and compelling picture of the “ value added ” by a Park School education.

Yet, for all the attention we pay to data and to formal feedback, three less-tangible indicators have made membership in this school communit y meaningful to me over the past 17 years: extraordinarily pur poseful and skilled teachers; happy, engaged kids; and alumni who as leaders in their next schools and workplaces are making a difference in this wor ld.

The future of education, even for the 1 percent of students in the United S tates who attend independent schools, is likely to be more and more data-driven. We must remember that school, especially elementar y/midd le school, is not just a means to an end. I truly hope that Park School never loses sight of the daily qualit y of life for children here as a key measure of our success.

It’s Easy Being Green at Park

ABOVE:

BELOW: Some of Park’s youngest environmentalists lear ned about windmills of all sizes this year.

The next time you pass through the circle in front of School, gaz e up to your right toward the top of the fence that surrounds the playground. On a windy day, you ’ ll see a spinning silver object. That shiny object is actually a small windmill built from scratch by Mike Massauro, Park’s director of operations.

Inspired by an artic le about a boy who built a windmill to generate energ y for his village in Malawi, Kindergarten teacher Raine Miller sought out Mike to engage her young students in exploring how to erect one of their own. “I had given the artic le to Mike,” said Raine, af ter [fellow teacher] Toni Gilligan passed it on to me, and Mike said, ‘I think we should build a windmill.’ It is ver y exciting, and the kids are over the moon.”

Exciting green educational activities abound at Park. In the Upper Division, the Green Club, super vised by science teacher Karen Manning, sold EcoUsable water bottles to raise funds for LifeS traws®. These are personal water purifiers developed as a practical way of preventing disease and saving lives (visit www. vestergaard-frandsen.com). S o far, the Green Club has collected more than $1,200, which will pay for 180 LifeS traws®.

Club members are also making worm-composting bins, running a “ lights out ” campaign, replacing the paper cups in the dining room with reusable plastic cups (which uses approximately 15 times less energ y overall), and rec yc ling batteries, ink cartridges, and eye glasses during Earth month (April). They ’re also helping Mike with another windmill project that will run an air compressor to aerate the pond, replacing an old generator.

In the Midd le Division, Grade IV c lasses continue the ver y popular and successful Catalog Canceling project, which was launched by Ted Wells’ c lass and has spread to other schools from Key West to S outh Dakota! Fourth-graders are also helping organiz e paper rec yc ling for the entire school.

Parents are engaged in green activities as well. On a beautiful fall af ternoon in October, the Parents’ Association Green Committee sponsored a “Donuts and Daffodils” day. Park families planted 500 daffodil bulbs that should soon pop up around campus. The popular swap of Halloween costumes, blue blaz ers, and sports gear was also held in October April ’s Earth month will bring additional Green Committee activities, inc luding “S pring Cleaning ” (reduce/ reuse/rec yc le) tips and other educational, fun events.

And, don’t forget that Park is officially a NO IDLING ZONE. P lease remind anyone who picks up your children in the car pool line (or drops off/picks up at a school bus stop) to turn off his or her car while waiting. The coming warmer spring days should help raise consciousness about this. We encourage you to do your part to save energ y, reduce pollution, and protect our children’s health. It ’s easy!

B

Parent Editorial Board

Raine Miller and Mike Massauro stand by their windmill, which was inspired by the story of an African boy named William Kamkwamba. You can read about him by going to the Inter net and searching for his name.

planted hundreds of daffodil bulbs and then enjoyed donuts, cider, and caramel apples one day in October, thanks to the P.A. Green Committee. Watch for those daffodils popping up near the swings and stone walls by the field.

2. Catalog Canceling – The Grade IV teachers told the kids they’d dye their hair green, wear wigs, and/or put on their recess recycling superhero costumes for a day if the kids broke their old record of 4,125 canceled catalogs. They did it by canceling 4,466 – which saved an estimated 74 trees! You can find out more at Ted Wells’ blog, at www.parkschool.org/blogs/ted_wells/home/.

3. LifeStaws® – Park students helped purchase portable water filters that help people obtain safe drinking water, both inside and outside.

4. Green Club members sold water bottles to buy LifeStraws®, which provide protection from waterbor ne diseases.

5. Cider Press – Back in October, Toni Gilligan’s Kindergarten class lear ned the fine art of cider pressing through the Earthworks organization. (www.earthworksboston.org)

design. “I’ve been inventing since I was born,” a boy states. “Do you want to make something?” He hands me the folded cardboard and moves to peer thoughtfully at his device from another angle.

Young children are natural explorers and experimenters, and the Park curriculum is designed to nurture and expand upon these skills of the imagination at all grade levels. Conventional pedagogical structures are in full play to ser ve the process of cognitive development.

Charged with illuminating the creative spirit at Park, I recently spent several hours in c lassrooms and hallways obser ving kids and teachers demonstrating – and pondering – their creativit y in ever ything from painting to geometr y to basketball.

A Grade I c lass explains to me, “ We do things with our hands all day.” As they point out the bount y of work, I know that their teacher has their minds hard at work as well. “Mr S egar is a ver y tall tree!” one child dec lares, describing an activit y that weds science, social studies, art, innovative teaching, and an encouraging teacher and administrator. In this exercise, paper rainforest trees drawn to the scale of their designers integrate traditionally separate domains of learning That is, the science project is also a lesson about dimensions, self-reflection, art, and communit y.

Art, music, and drama are usually considered the creative core of a school ’ s curriculum, but at Park they are skills used to develop a new angle or solution in academic courses as well. Creative thinking is nurtured by a cross-fertilization that encourages open mental opportunities.

O r i g i n a l T h i n k i n g

Applying art to math, science to writing, drama to reading, music to sports is not an exercise in adding “color ” to fundamental skills, nor is it a way to meet diverse learning st yles. This education is about creative, multidimensional thinking. It nurtures possibilities in a generation whose lives will be shaped by change and adaptation, rather than a static base of knowledge. “I use art in ever y c lass. It is a way of being me,” remarks a fourth-grader. “L earning to do things well means tr ying different things. We are praised for original thinking,” a sixth-grader adds.

The energ y of innovation brings the School ’s walls to life. In English, books are recommended by costumed student characters, poetr y is abundant, and creative writing is a considered an important proficienc y S ocial studies are enacted through living biographies, scripted plays, and reproductions of historic art. Science concepts are modeled in novel experiments, data mapping, imaginar y adaptations, and sludge. Math is taught by counting pockets and pennies in the lower grades, and later using architecture, baseball statistics, bungee-jumping Barbie dolls, and blogs. Language is explored with personaliz ed aliens and travel guides. S ports instruction pays attention to both creative strateg y and physical development.

A fif th-grader wonders, “Maybe there are a hundred paths to create perspective in art.” “I look in the librar y door to get ideas,” her friend offers. “Ever y c lass is like a lab,” an eighth-grade student explains. “No c lass is paint-by-numbers.” A ninth-grader describes her experience, “Ever y time I play jazz, I come out of the room a different person.” Another says, “ The theater is the living room of the school, but in ever y c lass we are expected to think outside the box.”

ABOVE: an eighth-grader prepares a doll for a bungee jump in math.

BELOW: A few of the bungee-jumping Barbie dolls.

R i s k Ta k i n g a n d Te a m w o r k

Creative thinking is about process, not product, as I discover during my own explorations at Park. “ The teachers encourage us to take risks.” “ They bring new experiences to school.” “ They are not afraid to do things differently.” S tudents recall a teacher c limbing a tree to show a butterfly chr ysalis, and another channeling Macbeth from the tabletop “ We are challenged to have opinions and develop new ideas,” a ninth-grader explains. “ We are given independence, but we are pushed academically to use new opportunities.”

The risk taking and teamwork central to developing creative thinking are critical skills for our children’s future, and the Park administration works hard to balance analytical and creative thinking in the curriculum.

I return home thinking of the possibilities, inspired by the articulate voices of Park students. And there, pulled from my pocket, is a folded piece of cardboard waiting for an invention.

“ Creative thinking is in the walls of Park School.“

– Grade IX student

Bullying,

continued from page 1

W h a t i s B u l l y i n g ?

The American Academy of Pediatrics defines bullying as “a form of aggression in which one or more children repeated ly and intentionally intimidate, harass, or physically harm a victim who is perceived as unable to defend herself or himself.”

Children may be teased or bullied for many reasons, inc luding academic or sports performance, friendships and group membership, c lothes, physical appearance, and changes associated with pubert y. W hile physical acts may come to mind first, in realit y our children are more likely to experience verbal or psychological forms of bullying, such as name calling, threats, or exc lusion.

W hat animates bullying is its repetitive nature, and the implicit power imbalance between the per petrator(s) and their target. That power imbalance (which may be physical or psychological) is a key reason why kids should seek adult help from parents and the School, according to Jerr y Katz, even if they fear reprisals for “tattling.”

“A parent might say, I want you to know this is happening, but I promised my son that you wouldn’t confront [the bullies] because that would just make things worse,” he says. “ That ’ s untenable.” He notes that the administration makes a point to rectify the power imbalance by putting the full authorit y of the school behind the alleged victim. “ We won’t tolerate it getting worse. If it happens again, they will deal with me.”

The Parents’ Handbook and the Upper Division’s Student Rights and Responsibilities Handbook contain statements on bullying and harassing behavior. But as O livia points out, “ There’s no way to [counter bullying] just through rules or preaching; it ’s not for lack of knowledge that kids sometimes participate. The real question is: How will you act if you see someone being treated unkind ly? W ill you stay true to your values?”

Critical concepts for bullying prevention – treating others with respect, appreciating individualit y and differences – are also among the core values that Park emphasiz es constantly, whether in c lassrooms, on playing fields, or during assemblies. “And it has to be backed up by parents,” says Margo S mith, chair of the Growth Education Department. If a parent driving a car pool hears kids making mean comments, for instance, “ We really hope the parent will say, ‘ That ’s not how I expect you to behave.’ We have to constantly talk to our children about being fair and respectful – even to kids they may not particular ly like.” W hile Park students are not immune from engaging in teasing or other unkind acts, those core values create an expectation that bullying is not acceptable.

If an incident occurs, the School ’s administration listens to

FOR

Facing Bullies: Advice from Park

STUDENTS:

• It’s not OK to get laughs at the expense of someone else’s well-being.

• Don’t ignore bullying and hope it will go away

• If you are the target of hurtful behavior (or witness it), tell your parents and the School (e.g., teacher, advisor, Division Head, Dr. Moorehead-Slaughter, or Mr. Katz).

• Remember that if the bully gets in trouble, it will be because of his or her behavior – and not because you told an adult.

• Don’t reciprocate by bullying back; it just makes it worse.

• Don’t be a bystander; tell the bully to stop.

• You have a right to feel safe, emotionally and physically, when you come to school.

FOR PARENTS:

• Don’t try to talk directly to the alleged bully’s parents; go through the School. All parents involved will instinctively defend their child.

• If your child feels emotionally or physically unsafe at school, tell the School.

• Don’t overreact until you have all the facts.

• Keep talking to your children about how they treat other people – including kids they don’t consider to be friends.

• Keep talking to your children about their digital communications and online personas, and consider what level of monitoring may be appropriate.

both sides of the stor y and looks for under lying issues that need to be addressed (for bully and victim). “ We have relationships with these kids over time,” Jerr y Katz explains. “ We might say, ‘ This is not like you; what ’ s going on?’ It helps that we are talking to kids we know, from families we know.” At the same time, the message is unambiguous. “It ’s not OK. It needs to stop, and there will be consequences if the behavior continues. Nine times out of 10, the behavior stops.” In more complicated cases, the School can suspend a student for a day, and, if necessar y but rarely, can dec line to invite the student back to Park for the next year.

C y b e r b u l l y i n g Digital technolog y – cell phones with cameras, text messaging, video chatting, social networking sites – provides new avenues for bullying, of ten out of the reach or knowledge of parents. Growth Education c lasses help Upper Division students think about the consequences of messages that can be transmitted in a moment, and sometimes anonymously, but persist in c yberspace.

Fit Kids: A Conversation with Park’s Resident Fitness Expert

B Y P A M M A T H E W S , Park Parent Editorial Board

’T

is the season to be thinking about getting outside and into shape. I recently sat down with S teve S avage, Park’s resident fitness expert, to chat about fitness at Park and what parents can do at home to help their kids get and stay fit. In addition to being a P hysical Education (P.E.) teacher and track and cross countr y coach at Park for the last 10 years, S teve is a certified muscular therapist and works as a professional personal trainer with both kids and adults.

Typically, colleges are the first to incor porate the latest fitness practices, followed by high schools and then (eventually) elementar y schools. S teve is proud to be an ear ly adopter of the newest fitness practices described below and has helped Park’s cadre of six P.E. teachers do the same.

W a r m i n g U p

S teve has seen lots of changes in fitness since high school in the 1960s, particular ly in the area of warming up for physical activit y We adults started with calisthenics (remember jumping jacks and squat thrusts?), moved to static stretching (remember sitting in a circ le doing stretches?), and now, based on improving musc le-qualit y research, find ourselves back to dynamic stretching (examples: high knee skips, walking lunges, and side-to-side lateral slides). As a result, Park’s P.E. c lasses and sports teams are fully incor porating dynamic stretching into their warm-up and conditioning routines.

u i l d i n g U p

Until quite recently, many adults believed that conditioning – particular ly in the form of distance running – was not good for kids, fearing both physical damage to growing bodies (specifically growth plates) and psychic damage from being pushed too hard. That thinking has changed, as experts have become increasingly concerned about physical inactivit y among young people and also have embraced the concept that “distance” does not need to mean a marathon.

Park’s P.E. department introduces conditioning as ear ly as Grade III, with children building up their running based on time. The key, S teve finds, is three-fold: Use inter val training (example: Run 25 yards 4 times with short rests in between; repeat with 50 yards, then 100 yards), build up to longer distances gradually, and arrange for kids to run on sof t ground as much as possible. Park’s P.E. department encourages conditioning with care: Growth spurts can cause an imbalance of musc le and skeletal systems that result in fair ly common diseases such as S ever ’s and OsgoodSchlatter. These t ypically cause heel and knee pain, and periods of limited activit y may be recommended.

P u m p i n g U p

In terms of strength training, S teve and his P.E. colleagues focus on training the body ’ s core, which consists of the shoulders, abdominals, full back, and hips. Kids learn how to avoid the traditional “crunches” that can hurt the lower back and how to do

B

Steve Savage helps Upper Division students perfect their curls in Park’s fitness room.

Steve Savage’s Tips for Parenting Fit Kids

P R O M O T E PA R T I C I PAT I O N

n Create time for unstructured group play (“recess at home”).

n Help kids choose team and/or individual sports they enjoy Park’s after-school sports programs start in Grade IV and accommodate a range of athletic skills.

n Reluctant athlete? Expose your child to a variety of life sports: swimming, biking, racquet sports, skating, and jogging. Attend live games and competitions to spark interest. Join a local YMCA or recreation center. Try some short clinics. Speak with Park P.E. staff and coaches for ideas and encouragement.

P R O V I D E P R O T E I N ( A N D O T H E R N U T R I T I O N T I P S )

n Start out the day with a protein-filled breakfast; consider eggs, lean meats, tofu, and fortified breads, whole grain breads, and cereals.

n An afternoon snack provides energy for after-school activities: Try high-protein foods and add carbohydrates such as pasta and fruit. Steve also recommends Fig Newtons and Clif bars.

proper squats while maintaining a neutral spine position, which is important to many aspects of strength and conditioning. Conventional push-ups in a variet y of st yles remain a popular exercise at all grade levels. S tudents also learn a variet y of plank exercises and use equipment such as AB Dollys to strengthen the core.

According to S teve (referencing fitness expert Wayne Westcott P h.D.), “Children can begin using weights to improve strength as ear ly as age 9.” S teve has obser ved in his personal training that, “Kids are proud when they get stronger, and that can help build confidence in sports and social situations, no matter what kind

n More do’s: Lots of water during the day, fruits and vegetables as snacks, home-cooked meals, and portion control (eat until satisfied, not stuffed!). Also, teach children how to read food labels.

n Some don’ts: High-sugar sports drinks and candy bars (empty calories), fast-food meals, and huge pasta dinners (unless training for a marathon or planning an hour-and-a-half of constant activity!).

n Don’t forget vitamin D: The recommended level for children and adolescents was recently doubled to 400 International Units a day. Sources include dairy products, fatty fish such as salmon, vitamin D supplements, and sunshine in moderation.

P R O T E C T P O S T U R E

n Watch the time spent at the computer, where it’s tempting to hunch.

n Avoid long-term wear of flip flops and slipper boots (like Uggs). These promote “shuffling,” which throws off knee and hip alignment and can cause long-term aches and pain.

n Encourage kids to lighten their backpack load (no more than 15 percent of total body weight) and to use both shoulder straps on longer treks; models with a cross strap provide the best support.

of kid you have.” He encourages parents to check out the fitness room near the small g ym in Park’s Main Building and the variet y of strength-training equipment and machines that are available. All Park Upper Division students may use the fitness room during P.E. c lasses, with staff super vision.

F a m i l y F i t n e s s

I asked S teve how Park families can encourage and support their kids for fitness in elementar y school and beyond. Check out the tip box above and help your family get fit for spring!

Parenting in the Age of Facebook

B Y S H A N N O N F A L K S O N , Parents’ Association

Protecting our children from the pitfalls and perils of social media is just as important as protecting them from other potential dangers. That was the resounding message of the second Parent Forum of the year, “Facing Facebook: S ocial Networks and O ur Children.” Approximately 40 parents attended the March 3 event to hear Park facult y members Tom S mith, Jorge Vega, Margo S mith, and Dr. O livia Moorehead-S laughter educate, answer questions, and begin a conversation about the widespread use of social media, using the popular site Facebook as a platform for discussion.

Tom gave an over view of how our children are using social networking and other technologies and how Park is teaching them skills to safely navigate these media. The School urges students to be honest in their communications and responsible for their own safet y, with the hope that this message synchroniz es with what parents are saying and doing at home. Park particular ly emphasiz es the lack of privac y of anything posted online and how digital media, once released, “ never goes away.”

Jorge created a Facebook page to demonstrate the power and pitfalls of social media. He walked the audience through the Facebook site and demonstrated the importance of fully understanding its privac y settings and other tools to protect the end user In particular, Jorge recommends that parents make sure their children’s privac y settings allow them to share information with only their direct Facebook “friends” and not be set to the “friends of friends” or “ ever yone ” settings. The Growth Education Department will be using the same page to teach students how to safely and responsibly use social media.

Margo, who chairs Growth Education, stressed that family rules are just as important for social networking as they are for drinking, driving, and other behaviors. S he warned that the use of social media speeds up the rate at which a few careless comments or photos can spin out of control in a manner of hours, damaging friendships and reputations.

Margo advised parents to begin having conversations about social media and setting up family rules before their sons and daughters are actively using them. S he obser ved that while children

are quite technically savvy, they are not always responsible or aware of the consequences of thoughtless or insensitive communications. In addition, Margo recommended the book Facebook for Parents, with more information at www.facebookfor parents.org

O livia commented that the Internet is a realit y in our chil-

dren’s lives, and at some point regulation of online activit y leaves the parental realm. Given that, she advised parents to be actively involved in their children’s online activities while they still have some abilit y to set and enforce rules. O livia recommended that parents emphasiz e that they do trust their children, but that they want to help them learn skills so they can be responsible online.

The social media discussion continued on March 5, during a “S econd Cup of Coffee” meeting at which parents, using laptop computers, had a chance to test their own skills on Facebook.

If you missed the Parent Forum in March, you can view videos of the presentation online at: www.parkschool.org/ technology/facebook.php. It’s the next best thing to being there. Thanks to the Parents’ Association for hosting, and to presenters Jorge Vega, Tom Smith, Margo Smith, and Olivia Moorehead-Slaughter

Dr. Olivia Moorehead-Slaughter and Margo Smith facilitate a conversation with parents about Facebook and responsible online behavior.

NAME SUBJECTS GRADES AVAILABLE E-MAIL PHONE

Liga Aldins French and Spanish 6 – 12 July and August

Liga Aldins@parkschool org 781-326-7823

Peter Amershadian Spanish and French, 6 – 12 June, July, August Peter Amershadian@parkschool org 617- 792-6520 SAT prep

Lila Austin reading, writing, K – 8 June, July, August Lila Austin@parkschool org 617-477-4220 spelling, vocabulary

Peter Bown math, reading, writing 1 – 5 June and July Peter Bown@parkschool org 617-230-3071

Emily Cause math, reading, writing 4 – 6 June, July, August Emily Cause@parkschool org 617-501-2711

Kathy Coen reading and writing 6 – 9 June, late August Kathy Coen@parkschool org 617-223-1964

Morgan Darby English 6 – 9 June, July, August Morgan Darby@parkschool org -----

Carolyn Fugalli reading, writing, math 3 – 7 June, July, August Carolyn Fugalli@parkschool org 917-685-4230

Greg Grote Latin, including AP 6 – 12 June, July, August Greg Grote@parkschool org 508-881-9553 introductory Greek

Chris Hartmann math 3 – 9 June, July, August dr chris hartmann@gmail com 617-553-0188

Jonah Kanin English, Social Studies 5 – 9 June, July, August jkanin@gmail com 617-510-8668

Steve Kellogg math 5 – 9 July and August Steve Kellogg@parkschool org -----

Jen Lindstrom Spanish, writing 3 – 5 July and August Jen Lindstrom@parkschool org 617-947-8624

Julia Merriman all subjects 1 – 3 June, July, August Julia Merriman@gmail com 610-416-9597 humanities 6 – 9

Jen Riley language arts and math 2 – 6 July and August Jen Riley@parkschool org 617-274-6071

Alli Smith reading, writing, math 1 – 5 June, July, August Alli Smith@parkschool org 617-571-0938

Emily Tucker math 2 – 10 June and July Emily Tucker@parkschool org 617-491-4993

Laurie Tur ner math, SSAT prep all June, July, August Laurie Tur ner@parkschool org 617-923-7644

Bullying, continued from page 7

“ They [victims] look at these messages over and over again. It ’ s like the words don’t go away,” Margo cautions. It ’s a huge challenge, she concedes, but “parents need to be aware of what their kids are doing online and talk to them over and over again about what ’ s acceptable. You may have the computer out in the open in the family room, but what about the cell phone?”

H e l p i n g S t u d e n t s M a n e u v e r

Grade III teacher Jen Riley has developed a “Dare to Care” curriculum to help students become aware of their responsibilit y to help one another and value differences. “ Third grade is a perfect time for this,” she says. “Kids become more empathetic as they jump from more concrete to abstract thinking, and they are better able to see different points of view.” S tudents watch puppets acting out scenarios (inc luding bullying) and are encouraged to brainstorm about effective responses. Jen also teaches children to value

positive behaviors, such as having students write anonymous notes praising their c lassmates for kind acts.

The Grade VI and VII Growth Education curriculum inc ludes a unit on bullying and teasing At this age, kids feel a strong desire to fit in, which leads to group behaviors: “It may be so much easier to go with the group, but the group isn’t always right,” Margo says.

Much of the Growth Ed discussion focuses on bystanders, who are not actively bullying but also not interceding, and may even be laughing – thereby giving the bully an audience. “ You are relieved that it ’s not you who is being teased, and you go under the radar for fear that it will become you,” says O livia. “But we encourage kids to have the courage to speak up.”

Margo helps students hone responses to stop the behavior and avoid escalating the situation; she also leads discussions on friendship and popularit y. As O livia obser ves, “Adolescents are of ten stuck between their desire to be accepted and their need to do what ’ s right. They have to navigate lots of difficult social situations, and we give them tools to maneuver.”

Seamless Support and Partnership: The Work of Our Parents’ Association

B Y T E R E S A C H O P E , Parents’ Association president

Partnership with Faculty and Administration

Did you know your child has been involved recently in a program linked directly to Park Parents’ Association (P.A.) support? W hether he or she saw the recent performance by the Tanglewood Marionettes, experimented with one of the new digital reading devices in the Librar y, enjoyed the Harriet Tubman one-woman show, visited the Boston S ymphony Orchestra, participated in the Chess Club on Fridays, joined the new Midd le Division One Wor ld Club, had the wonderful opportunit y to meet children’s book author/illustrator Grace Lin, or had the gratification of recording a book-on-tape to be given to a children’s center – your child was the beneficiar y of initiatives and funding support of the P.A. this year.

Far beyond the parent programs you may have attended, the association’s contributions to Park are ever ywhere, but in many

cases, its involvement is not always apparent. Many of the student enrichment activities, which are integrated into the curriculum and extracurricular programs, reflect the seamless support that parents provide by working behind the scenes with facult y and administrators to enrich the School in significant ways.

2009-10 Parents’ Association Operating Budget is $59,900

The Parents’ Association has already made a significant impact again this year that cannot be measured merely by dollars. However, it is important that the budget for the P.A.’s activities is transparent to all, since the parent body works to raise the funds for it. The operating budget for the 2009-10 school year is $59,900; below are details about how this money is distributed and used.

Beyond our operating budget, this year the P.A. also contributed $5,000 to support students associated with the Grand Canyon trip to be taken by Grade VII students this June. In addition, as

P.A.’s annual Craft Fair awards

grants of $200 each to nonprofit organizations in Brookline as a gesture of support from Park

we partner with the Park’s important work around diversit y and multiculturalism, the P.A. is contributing to the pool of professional development funds the School has already allocated so that a larger number of facult y can participate in the Independent School Diversit y forum, offered by the NAIS (National Association of Independent Schools).

Success of P.A. Fundraisers Is Critical To Ongoing Support

O ur continued abilit y to support Park with these broad-reaching activities depends on the ongoing success of our fundraisers. The P.A. does not receive any money from Park; all money for P.A.sponsored activities is raised by the association itself S pringfest is the P.A.’s largest fundraiser, and it has raised $50,000 on average each of the last five years. S o when you are at S pringfest 2010, watching your children run around with their painted faces and happy smiles, or when you are purchasing raffle tickets or bidding on the auction, please remember that all the money raised supports so many critical programs at Park.

As May 16 approaches, we want to thank you in advance for supporting this S pringfest – so that the P.A., on behalf of the parent body, can continue its work, seamlessly, to enhance Park’s mission.

Further detail on these prog rams and g rants is available on the Park Web site under the P.A. tab and will also be posted on the P.A. bulletin board at Park. I f you have other questions, please contact Teresa Chope or Lisa Pisano

P.A. Budgeting Process for 2010-2011

April 2010 – P.A. Treasurer develops draft budget based on recommendations from individual P.A. committees and forecasts of upcoming fundraisers.

May 6 , 2010 – P.A. Officers and Advisors review budget and allocation across key areas of focus. O&A votes to approve budget for vote by the parent body.

May 20, 2010 – Parent body reviews and votes on 2010-2011 budget at May P.A. Meeting.

September 2010 – Committee chairs receive budgets for their committee work for 2010-2011 school year.

Kick-Off Par t y for Adoption Affinit y Group Saturday, May 1, 11 a.m. to 2 p.m.

Park School Dining Room and Main Gym

(outside weather permitting)

Announcing a fun-filled, communit y-building event for anyone in the Park School communit y who has been touched by adoption. Families with adopted children, adopted adults, adopted spouses, and birth parents all are welcome. There will be a brown-bag picnic, organiz ed games, and activities to help us get to know each other, inc luding make-your-own-sundaes! P lease contact Anne Har vey Kilburn, David Geltman, or Beth Perr y with any questions, to help out, or to RSVP

A N N U A L F U N D

The Park community is amazing! Already this year, 91% of Park’s families have shown their commitment to Park School by making a pledge to the 2009-10 Annual Fund We continue to work toward our goal of 100% participation among the parent community We are so close! If you have already made your gift or pledge, we thank you If not, there’s still time to make an impact this way (The Annual Fund closes June 30 ) Parent gifts to the Annual Fund enhance every student’s experience and reflect our deep commitment to Park’s mission and our children’s education

T H A N K Y O U !

If you would like more information or would like to make a gift, p l e a s e c o n t a c t S i o b h a n C l u n e ( s i o b h a n c l u n e @ p a r k s c h o o l o r g , 6 1 7 - 2 7 4 - 6 0 2 3 )

Featured in the Librar y

April’s book is Steady Hands: Poems about Work by Tracie Vaughn Zimmer. Themes include poetry, occupations, passions, and tools. May’s book is United Tweets of America: 50 State Birds, Their Stories, Their Glories by Hudson Talbott. The themes are birds, geography, travel, state trivia, and regional differences.

Please visit the library to enjoy these featured books and explore the new horizons they present.

Former Kindergarten Teacher

Leslie Arends Eckel will be honored at a memorial ser vice Sunday, April 25 at 2 p.m. Church of the Redeemer 379 Hammond St., Chestnut Hill

The Parking Space

Parking Space ads are free.

Contact Jay Williams Howland ’57 by phone (617-522-5281), fax (617-983-3448), or e-mail (jayhowland@earthlink.net). The deadline for the June issue is Thursday, May 6.

Park alum (Nobles, Connecticut College), available for babysitting, errand-running, driving, Thursdays and Fridays. Park references available. Please e-mail molly.boskey@conncoll.edu.

Looking for a summer nanny? Call Care Connections, Inc. (www Care-connections.com) for all your nanny, child care, and parenting needs. Reach Carolyn Stolov, Care Connections president and park parent, at 774-215-0613 or cstolov@care-connections.com. Park family looking to share great longtime nanny part-time. She is available every morning and some afternoons and has her own car Contact Lizette at lizette@perez-deisboeck.com for more information.

Summer programs for kids: Woodworking, art, and sewing at the Eliot School in Jamaica Plain. One-week sessions for ages 6–8, 8–12, 12–14 in late June, early July, and the last week before Labor Day Visit www.eliotschool.org, call 617-524-3313, or contact Nicole Murray at nicolemurray@comcast.net

Baldwin L 6’3” satin ebony piano for sale by one and only owner Serial # 310045, this magnificent 1992 piano has a big, resonant sound. It has been the centerpiece of a musical family’s life and has been regularly tuned and played. $16,000, delivery included! Contact Bob Little at 617-274-6138.

Farrell Frankel (Park alum, Colorado College ’09 psychology grad) available to babysit nights and weekends. Please contact her at farrellfrankel@gmail.com References available.

Academic support and enrichment in English and writing skills, including creative, nonfiction, and essay writing. Former Park teacher Alexis Lelon has tutored children in grades K–8 for the last three years. Contact Alexis at aml@lelonlearning.com, or at LelonLearning, 617-663-4800.

Housesitter needed, small house near Park, late June – July 31. Secluded spot with peace and quiet, large lawn to mow weekly Please contact Jay Howland, 617-522-5281 or jayhowland@earthlink.net.

Parent

GOAL 100% 91%

April 12 Monday Grade IV & V lacrosse begins

April 13 Tuesday Grade VI-IX parent conferences

April 14 Wednesday P A. meeting, 8:15 a.m.

April 19 Monday NO SCHOOL – Patriots’ Day

April 20 Tuesday Grade VI-IX parent conferences

April 22 Thursday Green Committee tree planting, 7:15 a m Concert to benefit Haitian relief, 7 p m

April 23 Friday Parent visiting ends

Grades VIII and IX present

The BFG by Roald Dahl

Friday, May 21, 7:30 p.m. Saturday, May 22, 2 p.m.

May 1 Saturday Adoption Affinity Group Party, 11 a.m.

May 7 Friday Pre-K–V Dress Day

Pre-K–V May Day Assembly, 10:30 a m Pre-K-IX Early Dismissal, 12 p.m.; NO ASP Faculty/Staff Appreciation Luncheon

May 11 Tuesday VI-VIII Secondary School Evening, 7:30 p.m.

May 9 Saturday Alumni Reunion, 11 a.m. – 7 p.m.

May 16 Sunday Springfest ’10, 12 – 4 p.m.

May 20 Thursday P A. meeting, 8:15 a.m.

May 21 Friday VI-IX spring sports end VI-VIII Spring Play, 7:30 p.m.

May 22 Saturday VI-VIII Spring Play, 2 p.m.

May 28 Friday IV & V lacrosse ends

May 31 Monday NO SCHOOL – Memorial Day

The Park Parent

The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456