Inspire Magazine - Mustard Seed School

SPRING 2023

We are proud to announce that Zane Fritz,'22, recipient of the Ignatian Scholarship to Saint Peter's Prep last year, was awarded a Sheehan Scholarship following an extensive review of the current freshmen's academic performances, and feedback from faculty. Zane's promotion brings the total to five from the MSS Class of 2022 of the 25 Sheehan Scholarships awarded each year.

Columns: The STEAMTeam 18/ Belonging 19

A Tribute to Shanna

Architect Sophia Cosenza, '06

Dear Mustard Seed Families and Friends,

An ability to act both nimbly and effectively in line with the needs of our parents and the community is one of the most exciting components of our new SMALL & MIGHTY model. Some of that work has already started. We piloted a weekly playgroup for toddlers in late fall 2022 in response to requests from current and prospective families. After adding a second class per week in the winter, we are now entering our third sold-out session this spring. In the article, Toddlers Learn and Play, you can read our Program Director Emily Ford Sytsma’s thoughts and intention in developing the class for this additional age group on page four.

The toddler learn & play class is just one of several programs and initiatives introduced in the 2022-23 school year. Whether a summer camp or a spiritwear pop-up shop, our approach follows design thinking methodology, a process that we also teach our students.

• Empathize and Define Through observation and engagement, we identify challenges facing our families and brainstorm solutions to those problems. We instituted Before School Care this year after recognizing that some of our families struggle with a schedule that differs from traditional school day hours.

Step 1

Step 2

• Ideate Program Director Shakeh Tashjian is unveiling our pilot 2023 summer camp after months of idea generation by school leadership, teachers, and parents. Bolstered by Ms.Tashjian’s past experience managing a grade school’s summer program, we are innovative and creative in our offerings because we allowed ourselves to imagine broadly.

Step 3 • Prototype and Testing All of our pilot programs, including our successful Extended Day, have relatively small beginnings. This practice is intentional. Openly flexible, we incorporate feedback from our participants and firsthand examination to grow intelligently by stages.

As I guide Mustard Seed into our SMALL & MIGHTY year, these pilot programs will provide a foundation and space for new thinking. My hope and vision is that we will continue to act as a model of support and advancement for our students and their families.

With love and gratitude,

Abby Hall Choi Head of School

"I'm am so excited that we are now able to extend our programming to the younger siblings of our students as well as expanding out to the community. It is very gratifying to see our toddlers progress from figuring out the classroom to commanding the environment and feeling confident in it. In just a few classes, they advance from wandering the classroom to realizing that the space belongs to them." (Pictured here L to R: Sarah Rausch and Cassie with their children.)

How do the arts translate for the very young child’s experience? This is one of many questions that Program Director Emily Ford Sytsma addressed in developing our new pilot toddler program that began late last fall. Creative and performing arts have figured prominently in the curriculum of Mustard Seed since our founding. The arts also represent some of the Hundred Languages of expression and representation available to children within the Reggio philosophy.

Ms. Sytsma concluded that a focus on process rather than a directed craft would be a guiding principle for this class constructed especially for age 18-months through three-year-old students. In this way, the toddler could develop their fine motor skills, collaborative abilities, and confidence with exuberance “because whatever happens is beautiful and good.” One week a toddler might form beads from clay at a table with other students and place them on a tray. The next week they might paint the beads grouped on the tray and they might string them the following week. The bead art piece that the child takes home after three activity sessions may not contain the same beads that they either sculpted or painted. The shared work process is the signifying element as opposed to the end-product.

In reimagining the Reggio approach for our new pilot toddler program, Ms. Sytsma also knew that she wanted to create a supportive space for the adults surrounding the young children. With our weekly playgroup, learn & play, students ages 18 months to three years form a community accompanied by their parents, grandparents and paid caregivers.

“Tending to little people is hard work,” says Ms. Sytsma, “So, each week we highlight an area of development with a planned activity in the classroom, and then provide a corresponding handout so families can perform additional enrichment for that skill at home. The adult feels supported in their care for the child.”

Any pilot program presents unexpected revelations. In this case, we did not foresee the tremendous value of community among the adults in the classroom. Parents tell us how much they look forward to this time for quality interaction, both with their children and each other.

“At this age, children are changing so quickly,” says Sarah Rausch, mother of both a Mustard Seed preschool and a toddler student. She enrolled her toddler as an 18-month-old in the original class offered this fall. “In the beginning, my daughter could not sit still during Circle Time. The playgroup was her first experience outside of our home for any period of time except when we dropped her brother off at Mustard Seed. I know she felt overwhelmed at first, but the teachers were so kind, patient, and clearly enjoying themselves. Now she is engaged and happy with the songs and the story in Circle Time, and I got to share that transformation with her. This class has given me the chance to watch her blossom!”

Ms. Rausch, also expects the transition to preschool to be almost seamless because of this weekly playgroup. Her daughter will enter preschool with knowledge of some of the teachers and with experience following a regular routine in a classroom.

With extensive expertise in Early Childhood Education, Ms. Sytsma designed the program with the young child’s predilection for routine foremost in mind. The toddler playgroup class follows a scripted schedule:

20 minutes Guided Play

20 minutes Circle Time for singing and stories

The stage for Guided Play is implemented long before the morning’s first student’s arrival in the classroom. Pods with open-ended materials inviting dramatic play in a domestic setting, a discovery table, creative play, puzzles, and playdough or drawing are arranged throughout the room.

“I limit the materials for the provocation and make changes from week-to-week based on everyone’s ideas. Adults help facilitate the students’ sharing and language,” says Ms. Sytsma.“The creative play area with trucks might have ramps added in a second week or stuffed animals to ride in the trucks.”

“Particularly because of deficits in social-emotional development due to the COVID interruption, I design and protect this free child-led playing time. That is where a lot of the heavy lifting in social interaction takes place.”

Led by the teacher, Circle Time features shaky eggs, rhythm sticks, felt boards with characters that activate the songs and stories. In addition, Circle Time is another moment to promote social-emotional development since many of the songs are about feelings.

10 minutes Art Exploration

10 minutes Gross Motor

(The child may also stop for a snack at any time.)

Children quickly learn the itinerary and begin to anticipate the next activity. Sometimes they show a preference for a part of the schedule that they know is coming. They might point to the shelf with the shaky eggs while engaging in Guided Play, for example.

Gross motor skills in the classroom may entail bubbles (formulated not to pop easily!), catching, kicking or throwing balls, a balance beam, tunnels, or dancing with scarves.

As characteristic of Mustard Seed, the new toddler program was created with much thought and intention. We are continually revising and improving the program in response to our classroom experience with the toddlers and the adults who care for them.

IF YOU COULD TRAVEL BACK IN TIME,

WHA T WORDS O F W ISDOM

ABOUT SCHOOL WOULD YOU GIVE YOURSELF?

My advice would be to never give up and never doubt yourself. Listen to your teachers, of course, and go with your heart.

I remember for a fifth grade presentation, I chose a difficult topic requiring extensive research and I chose to work independently rather than in a group. It was a lot of work, but I persevered!

—Victoria, ’25

I remember being very motivated and excited to learn when I started Mustard Seed in preschool as a four-year-old. But I was quiet and shy and afraid to try new things. If I had the chance now, I would advise myself to try as many new things as possible. No one will laugh at you and you will learn a lot! Music is about creativity and being with your friends. You could turn out to be good at it and it might even be the highlight of your MSS experience.

I remember the older students who mentored me were so cool! It is really exciting to be that person now for another fourth grader.—Matilda, ’23

I would encourage myself to keep writing— and stay social and confident. Be nice! I'd also tell myself not to stress out too much about hockey or football. Anything can change at any moment.—Carter, ’23

I started MSS in preschool and I can remember overthinking and stressing out over things when it wasn't necessary. I was too worried about making a mistake when it would have been fine, and I didn't enjoy everything that I could have. Now I know that others struggle, too, and it's no big deal. I would tell myself that It's important to take responsibility for what you do—good or bad—and then move on. Don't be afraid to talk to others. And you are going to have some awesome friends!

—Kalina, ’23

FACE-TO-FACE

MS. O’DOWD: Hi Sam! Thanks for interviewing with me today. Let's start with why you became a teacher.

MR. MARTINO: That’s a tricky one. I think overall education is vitally important. It’s a way for students to truly find themselves—what they’re into and where they want to go. And for me, selfishly, it’s just fun! I would not survive in a drab environment where every day was the same. In teaching, there’s always a routine and a schedule, but you never know what’s going to happen, and that keeps me on my toes. The combination of teaching being exciting for me and seeing what it can do for students when it really clicks, makes it worthwhile.

MS. O’D: What’s your favorite subject to teach?

MR. M: Definitely, Social Studies and History— that’s what I went to school for, I really enjoy it, and I love thinking of questions that don’t really have answers and pondering over them. Over my time at Mustard Seed, I got to teach math, too. Math was a lot of fun. I would enjoy doing that again some day; I really enjoyed teaching it. I always liked math as a student, but the thing I really put my energy into was the reading, writing, and ultimately, history.

MS. O’D: How does history in the eighth grade compare to history in the second/third grade level where you taught for years?

MR. M: It’s a big world and there is a lot of time to cover. What remains the same is the exposure to new ideas, people, and places as the main goal. The sixth, seventh, and eighth grade’s attention can really run with an idea. Their attention and focus can be sustained on something for a little

longer. We can discuss big and complicated concepts. I really enjoy when students ask me questions that I am not anticipating and then the whole lesson has to pivot because we are now thinking about something else.

MS. O’D: That’s good! Got to be flexible! I know you have a degree in history and I am assuming you are an avid reader: Taking a note from the NYT’s By the Book author interviews, what is your ideal reading experience? Where do you prefer to read, what, and how? What’s the last great book you read?

MR. M: I have a strange answer. Still to this day, I like to read on trains—something about the motion, moving, and I don’t get carsick on a train. In college, sometimes I would just take a train trip to nowhere and back, just to read. A big, comfy, gigantic chair in the library is probably the next best place to be.

I mostly read non-fiction—big surprise! I challenge myself to read more fiction every year and I think I’ve fallen short. But I am always on the lookout for books—people have this image of a history textbook that's really boring with names and dates, but there are so many other interesting ways to present historical topics. I recently read a book that was just about oysters in New York City and it was fascinating! Food history is amazing. To hear about the place you live and how it used to be and what it was like, particularly through the lens of food, is really engaging and fun. It just makes me think differently about this part of the world and how I fit into it.

MS. O’D: Tying together food and books, if you were able to have a literary dinner party, what three writers, alive or dead, would you invite?

The relationships you make with the children, that trust, is essential. As a Kindergarten teacher, I could be their first connection outside of their family. I am an important person to them. They are important to me. They are able to learn from me because they totally trust me and are excited to come to school every day.

A Cross Interview Between Eighth Grade Head Teacher Sam Martino, 06 & Kindergarten Head Teacher Bridget O'Dowd

MR. M: I’d be interested in meeting Malcolm Gladwell, and the author of the oyster book, Mark Kurlansky. I’ve read several of his books and they are always about a very specific thing in a very specific place. And I would invite Shel Silverstein to even everything out.

MS. O’D: Sounds like a fun party! You are an alum of Mustard Seed and now you are here teaching. How has your background impacted your teaching?

MR. M: I have a lot of memories of what I enjoyed about my time as a student, and I have some insight into what students are feeling, what they like, what’s working, and what doesn’t work. I definitely try to approach my teaching with that in mind; thinking about what are the memories I have, what do I like to think fondly on, and how I can feed into those things or add to those experiences. I also know that I felt very prepared for high school because of the focus on reading, writing, and research. I want to continue to make sure that our students still do that to this day. It helps me to think about what was fun to be doing and academically, what we need to be doing to be successful.

MS. O’D: You are the last stop for these kids before high school. What do you think is the most important academic aspect in preparing the eighth graders for high school?

MR. M: There are two skills in particular that I want them to leave with: I want them to be really strong critical thinkers. If you are a reader and a writer, being able to work with text, analyze text, express yourself and make sense of it is essential. I also want them to have the ability to organize their own time and schedule because when they get to high school, the class environment is going to look a lot different. They are going to have more classes and teachers. The goal is that they will feel like they can take ownership of their education, in the way that is necessary to excel in high school. I want to impart on my eighth graders good work habits that they can use moving forward. Even if the class is not your favorite, you can still have habits that will get you through it and make you successful. ***

MR. M: How did you get into teaching?

MS. O’D: Believe it or not, I was one of those kids who loved school; loved my teacher, might say,

teacher’s pet. My mom was a preschool teacher and still is, so for me, it was the obvious choice. When I actually got into the work, when I was in high school, I took some classes where I was out in the great schools working a little bit in the classrooms. In college, I knew it was my career path and I loved it. I love being around kids and the school routine.

MR. M: Were you always set on being a Kindergarten teacher?

MS. O’D: Kindergarten is definitely my favorite grade. I had some experiences in college in other grades. Kindergarten was always my preferred age. That five-year-old age is so fun. I love to read as well so those first building blocks of reading are so important. And they are so enthusiastic. I know we were talking about how enthusiastic kids can be. Kindergartners will always have my heart—not that I would never be open to any other grades, but Kindergarten is my favorite.

MR. M: You’ve worked at a couple of other schools. What is different about Mustard Seed? What sets it apart?

MS. O’D: I worked in a Kindergarten in Illinois. The biggest difference is support for teachers. We have a great network of directors and fellow teachers. I feel so comfortable asking any of them for help or questions. I don’t feel bad or ashamed to ask for help.

The community in the school makes a big difference, but then also the community amongst families. We talked about Advent worshiping back all together—it’s so nice to be able to welcome all the families back, too. As we walk in to sit down before worship, I’m seeing parents talk and that’s where those relationships are built. For my birthday this year, one of the parents organized a month long celebration. A different child brought me a card each day for a countdown for the month of November. The community aspect here is such a fun way to celebrate being together again.

MR. M: What does a Changemaker look like in Kindergarten?

MS. O’D: Just in our little classroom community, we make a covenant and talk about how to be a community member. Our first social studies curriculum is about performing the role of a community member. We go into depth about how

“I had the great pleasure of attending the 'Cindy Kuperus School of Teaching' for eight years, which is an awesome method of assimilating information. I learned a lot about how so much of what you do as a teacher is less about book learning and more about seeing children for who they are and engaging them in their own learning.

Pictured above: Mr. Martino attended every basketball game of the Rebels' extraordinary season this year. Playing the role of record-keeper, he reviewed spreadsheets of stats with the players in the morning before school the next day.

our actions affect others, how others affect you, and who’s there to help you.

In those first six weeks, we start our baby foods service project. The kindergartners really took ownership of collecting food for the babies. They made their signs and gave announcements at worship. Many of them were scared and felt proud that they overcame their fear. They made comments like,“I helped because I could do this.” We also got to deliver the baby food at the end of the project to In Jesus Name charities and the Hoboken Community Center. We made a point to go into each of the spaces, and talk and interview the women who lead the centers. The students asked questions about the recipients and had an opportunity to see how their actions helped people in their community.

MR. M: We create a covenant in the eighth grade, too, and I think we really rely on the groundwork that you lay in the Lower School about introducing these ideas of existing in a community with others and serving and how you want your space to look.

How do you challenge a Kindergartner? What is their academic focus?

MS. O’D: The word “challenge" right now makes me think of Jacob’s Ladder. We have so many kids at different points, feeling that frustration, but their classmates will say, "Yes, you can. Keep trying, you can do it!" Sequencing, fine motor, following directions, but the biggest things is perseverance: That skill of not giving up when something is hard. Jacob's Ladder is one of the fun ways we cultivate perseverance.

We have a new literacy curriculum this school year that we are piloting in the Kindergarten. The kids were working on syllables this past week. For some it doesn’t come as easily as others. Working and seeing them get it: they are really proud! They can demonstrate their knowledge.

MR. M: How does the Reggio philosophy and responsive classroom approach come into play in your classroom?

MS. O’D: We are not as deep Reggio as the preschool, but we do practice responsive classroom. The classroom covenant, the classroom agreement, and the modeling of giving the children a chance to try something and then reteach it are

both examples. We give the students a skill they can use independently and not rely on a teacher every time. Students have an opportunity to feel competent and the autonomy to solve problems on their own.

MR. M: All that social-emotional learning you cultivate in the younger grades, we really rely on and appreciate in the upper grades. They arrive with so many skills in relating to their peers. Even when things go off the rails, they are generally pretty good at resolving conflicts without requiring the adults to do it for them.

MS. O’D: The first few weeks of this school year, we read a lot of social stories together as a class covering how to be a friend, personal space, how to forgive and how to ask for something. They wrote their own stories after reading the books.

MR. M: What is a typical day for a Kindergartner?

MS. O’D: We start with worship and then they do their three work periods. They have time that they can choose space in the studio, space in the classroom, and our content is spread throughout that in blocks along with special seasonal projects. They attend teacher’s group where we are doing the new literacy curriculum, literacy work, and math workshop every day. Then they have park time to cultivate their social-emotional skills that we discuss in the classroom. Social studies and science follow lunch and quiet time. The day ends with specials and classroom jobs. There are a lot of responsibilities as a Kindergartner.

MR. M: Do you have any teaching moments or things that stand out as this is what it is all about?

MS. O’D: This is just a cute little story that happened last week. A child brought something for the sharing basket to share with the class. It was a children’s menu from a restaurant and he pointed to the drawing he made on the front and said this is me and you, Ms. O’Dowd, in a canoe. On the back, he wrote, "I love you. You’re cool."

The relationships you make with the children, that trust is essential. As a Kindergarten teacher, I could be their first connection outside of their family. I am an important person to them. They are important to me. They are able to learn from me because they totally trust me and are excited to come to school every day.

“ Kindergartners will always have my heart—not that I would never be open to any other grades, but Kindergarten is my favorite. ”

Cultural CAPITAL

For years, Mustard Seed students have ventured to Ellis Island to explore U.S. and sometimes their own personal history.

Last fall’s field trip to Ellis Island marked a significant milestone for Second and Third Grade Co-Teacher Cindy Kuperus: a member of her 2022-23 year class is the son of a former student who had also visited this landmark with her. (His photo is featured on the table of contents.) Ms. Kuperus has officially entered the realm of guide to a second generation! For many of her students through the years, the investigation of artifacts at The National Immigration Museum is more than an immersion into U.S. history. It is a celebration of a family story.

“Since our founding, field trips have played an integral role in the curriculum of Mustard Seed,” says MS Science and Sixth Grade Homeroom Teacher Ms. McCallihan. “Long before it was commonplace in education, frequent expeditions into the world beyond the classroom were part of our DNA. A field trip might provide the provocation when introducing a new topic or could enhance an aspect of study in the middle of a project.”

For example, in pre-COVID times, MS students often enrolled in the balls and tracks workshop at the Liberty

Science Center to experience the magic of physics firsthand after classroom study. “Seeing for themselves how friction and height influence a chain reaction elevated both the students’ cognitive understanding of Newton’s Law and their application of those concepts with their Rube Goldberg machine constructions,” says Ms. McCallihan. Intentionally placed and executed, excursions may also be scheduled for the end of a unit of study as a capstone to weeks of work and accumulated knowledge.

The Ellis Island trip was woven into the middle of a curriculum on immigration, bookended by migration stories delivered by parents and faculty. “Half of the students in my class have parents who were not born in this country,” says Ms. Kuperus. “My own parents immigrated here from the Netherlands. Those experiences enrich our community. They help all of us challenge our assumptions and cultivate authentic empathy in an increasingly interconnected world.”

For her presentation to the class, MSS parent Maya Gallagher featured artifacts and humorous anecdotes of her childhood in a small town in Bulgaria. “I feel passionately about Bulgaria and as the years have gone by, I’ve gained perspective and learned to appreciate everything

about the culture,” says Ms. Gallagher. “However, I am trying to raise my girls with a broader view of the world.”

On a campus tour before enrolling her children, Ms. Gallagher observed that the classrooms at Mustard Seed had a European feel. “I remember being struck by the beauty and natural light inside the rooms, and the fact that the children were running outside every day.” Just as important to her was the cultural diversity. “Mustard Seed builds common ground by acknowledging and embracing differences. Parents and children have an opportunity to worship together daily and share values, however, there is always space to honor the complexity of our community.”

An appreciation of family heritage was clearly demonstrated in the Ellis Island excursion. Several students boarded the ferry proudly entrusted with the handwritten names of ancestors to locate on the American Immigrant Wall of Honor.

An appreciation of family heritage was clearly demonstrated in the Ellis Island excursion. Moving beyond the pursuit of academic knowledge characteristic of any MSS field trip, several students boarded the ferry proudly entrusted with the handwritten names of ancestors to locate on the American Immigrant Wall of Honor.

Sharing her immigration story with the class assumed special significance for MSS parent and WilmerHale Diversity, Equity and Inclusion Manager, Rocio Chavez, because the students are the same age that she was when her family made the move from Matamoros, a border town in Mexico, to Brownsville,Texas. Her striking narrative illuminated worries and successes attending a new elementary school from a child's perspective, and hit a chord with some class members who had struggled with similar concerns. Ms. Chavez’s talk opened a platform for a frank discussion on belonging that was surprisingly sophisticated for this age group.

“Often, when I am consulted at work on issues around bias, I bring the discussion back to a sense of belonging,” says Ms. Chavez. “There are a lot of places to go from that foundation.”

Global citizenship requires cultural capital engendered by exposure to and celebration of many different identities. The Mustard Seed community is so fortunate to possess family histories that encompass the globe. Our students are the beneficiaries of this exchange of ideas and primary resources.

Architect Sophia Cosenza, '06

“So often, I’m the youngest person and the only woman on a project with a team composed of an engineer, a contractor, a senior partner, and more. I need to navigate that process for my client, and I work in a field with guys who have been doing this for 40 years. How do I earn their respect? How do I gain their ear?

Sophia Cosenza, '06 is a senior architect with Fogarty Finger, an architecture and interior design firm in New York City, who imparted both professional wisdom about her work and funny stories about her time at Mustard Seed in a visit to campus last fall. In her presentation to 6th, 7th, and 8th grade students, she graciously provided insight into her tools and practices for designing apartment buildings and interiors. In response to questions from the students, she also advised them on building a successful portfolio for high school applications.

“All schools at any level want to learn about their prospective students. I would have loved to have asked each one of the students in the classroom today: What is your story? What interests you?”

Sophia can vividly recall exploring the ancient Mayan civilization in sixth grade. “Forget the temples. We built a detailed manual on how a normal Mayan would live. The manual was so complex— there would have been space for everyone collaborating on that team to create a piece worthy of a high school portfolio.” After graduating from High Tech, her college portfolio to Pratt actually still included some of her work from Mustard Seed. In addition, completing elaborate presentations in Middle School taught her to collaborate with others and speak in front of a group.

Sophia can draw a direct through-line from MSS to many of the skills she employs today. Her mother is an artist and although Sophia had always gravitated toward the arts, she did not have the opportunity to pursue that interest in any meaningful way at the parochial school she attended as a young student. “When I started at Mustard Seed, it was like walking into the Wizard of Oz!”

It shouldn’t be an issue if you rely on integrity within yourself. Communication is so critical, and you have to implement with integrity.”

Identifying commonalities and feeling empathy have also been key to her professional life. “I grew up Catholic, and had classmates of different religious and cultural backgrounds. Our worship room was a safe place. It didn't discriminate. There was so much room for everyone to coexist!” Studying stories from both the Old Testament and the New, and honoring holy days like Sukkot at worship has provided some common ground with her clients and consultants of different backgrounds. "At Mustard Seed, we were taught to celebrate the differences."

"When I was a student here, my teacher Ms. Kuperus made such an impression, and my field trip to Ellis Island in eighth grade meant so much to me! Before the trip, we read about many different people from all walks of life who came through the Island of Hope and Tears. Each student was assigned a different character to play. I was a single mother with a seamstress background in good health. We had to go through customs and we did not all make it. There were different outcomes.

Sam Martino was one of my classmates. We were both accepted into High Tech. There were 12 kids in my class when I attended Mustard Seed and I would trust any one of them with my life.”

Celebrating Shanna & Mustard Seed's History

SHANNA PARGELLIS' RETIREMENT

Clockwise from upper left: Ashley Sweeney, admissions manager, Deirdre Mingey; Gary Lawrence, Chris Casazza, director of development; Shanna, Abby Hall Choi, head of school; Mary Beth Yakoubian, Daniel Cox, Emily Ford Sytsma, preschool-grade one program director; Lori Lawrence, Scott Rostan, board president, Tim Hilton; Chris, Terry Battaglia; Abby, Mary Fuery; Alice and Jim Kocis; Janet Johnson, Kathy Hanson, Cindy Kuperus, Dierdre; Jan Gallagher, board vice president, Shanna, Terry.

"When I was in 2nd grade. Ms. Kuperus had assigned me a role in worship. I was in the hall preparing for that roll and I was, needless to say, incredibly nervous. I don’t know how, but I assume that Ms. Pargellis was able to sense my nervousness. And I have never forgotten what she said to me. She looked at me and said 'Ashley, I know you. And I know you can do this.'

I can’t remember the role. I can’t remember if I did well in that role. But I do remember those words, that gentle voice, that calm reassuring demeanor—that I could do it. What I learned at Mustard Seed, I carry with me to this day. The words of Ms. Pargellis are with me right now. I hope you can’t sense my anxiety when speaking to you today. Because of that simple reminder from Ms. Pargellis over 20 years ago, and because before I even knew how important it was to know myself, this community knew me, because of that I now know me and I now know I can do this. At Mustard Seed, because of Shanna, I know I am seen, I know I am heard, and I know that so much is possible for me—for my classmates and for so many.

Working at Mustard Seed, I’ve heard similar stories from my co-workers. 'Shanna believed that I could do it, and I was able to do it.' Can you imagine how many hundreds of people, students, teachers, staff members— maybe even strangers on the street—have learned that lesson and have heard those words from Shanna? And just think how that has gone on to shape so many lives.

Because of Shanna, because of Mustard Seed, I am the person I am today. And this is truly the gift that Shanna has given all of us. For this and for so much more we are grateful."

Excerpt of speech by Ashley Sweeney, '05, Manager of Admissions whose grandmother, Gloria Miltner, worked in the main office for three decade. Her sister Stacy, '07 is School Manager, sister Deanna, '11 is an MSS alum, daughter Elaina is enrolled in our preschool, and nephew Dominick is a third grade MSS student.

THE STEAMTEAM

CLARA BUCKLEY • CHLOE KO • KATE STREELMAN

This issue's column is written by Preschool and Middle School Art Teacher and STEAM Team member,Clara Buckley

I am an art teacher, and there’s so much more to me. As I planned for University in England, I wavered between engineering, architecture, and art. I picked architecture as the perfect combination of my love of the arts, math, and physics. After two years I missed hands-on art-making and switched my major to Contemporary Craft. I couldn’t see how my career would ever include my passion for science and math.

Then, back in 2012, I met with the fourth and fifth grade homeroom teachers and director, Kathy Hanson, to plan a new way of teaching Science and Social Studies at Mustard Seed School, STEAM. When the opportunity came to be involved in creating the STEAM program I jumped at the

chance. Mrs. McCallihan and I completed training in innovative science and engineering curricula at Stevens University and were excited to implement this concept. I was definitely the only art teacher taking those classes!

We wanted to build on the exploration and creativity lower school students experienced in the Shared Space, while challenging them to develop their 21st Century skills of Critical Thinking, Creativity, Collaboration, and Communication. What better place for art to be involved! This Fall, the lower school art teacher asked the fourth grade students how STEAM was going. “We built on our knowledge of Hoboken row houses from the project we made before with you. But we have more independence now.”

Art has always been a component of STEAM and, as part of the teaching team, I guide the students' creativity. It’s an opportunity for me to continue my own learning. I’ve taught myself, and then students, many art skills including scientific drawing, creating scale plans, and topographic mapping. These were not the typical art classes I took in elementary school or college. These are visual languages that enable a child to more clearly record observations, create designs, collaborate with peers, and express their thinking to a wider audience.

When students move into grade 6, 7, and 8, they prepare for Science and Social Studies Exhibitions that require research, artifacts, and presentations. I delight in seeing the models our middle school students create. Their years in STEAM develop the students’ skills to a high level so they can independently produce beautiful and informative artifacts. I interviewed middle school students about their memories of STEAM and their recent solar system science models. Eighth grader, Baxter said that STEAM was the base for harder projects in middle school. He thought it covered the fundamentals for building and engineering. His classmate, Owen said that STEAM helped him learn how to build and get every piece “on point”. More recent graduates of our STEAM program, sixth grade students George and Victoria, remembered that despite COVID, STEAM helped them grow in independence and imagination. Victoria remembered the patience she needed when building her Rube Goldberg machine. George expresses STEAM gave him “power to believe in myself." As partners on a group project, Victoria and Cabot talked about collaborating in team based projects and working together to finish their model.

Whether our students pursue engineering, science, or art, in their future, the cross-curricula learning experience of STEAM helps develop well-rounded humans with a curiosity, creativity, and care for the world around them.

When I was in fourth grade, my great aunt Reina came to stay with us for two weeks while my mother visited Cuba to be with her parents and family whom she had not seen for many years. Reina was barely 5 feet tall. She was soft-spoken and always seemed to wear black dresses that matched her short wavy black hair. Reina, whose name means queen, did not speak English. My sister and I started referring to her as “Queeny,” believing she would not realize we were saying something about her in our “secret language,” English. We were wrong. She quickly figured out our code and told us so. We laughed and affectionately called her Queeny until she no longer honored us with her grace and kindness. Reina was the queen of belonging. She stayed in our two bedroom apartment in West New York, NJ for those two weeks. She slept in the living room in the “pimpam-pum (the guest folding bed), cooked, cleaned and loved us. Dad worked long hours and could not cook, so Queeny was our angel.

One day, I got home from school to find that she also performed magic! I had a pair of black MaryJane cloth slippers that I loved but could no longer use because I had ripped a hole in the big toe. They were not expensive but we could not afford a new pair. While I was at school, Reina found the slippers, and mended them with a needle and thread. How did she make them whole and new again? They were better than perfect; they were special now. It made a big impression on me that Reina

THOUGHTS ON DIVERSITY, EQUITY, INCLUSION, & BELONGING

would notice something so small and take time to mend a broken slipper. How did she observe what I needed when I didn’t even ask? Why would she take time out of her busy day to mend a simple shoe? I felt seen, known, and loved. Reina’s actions live in my heart and memory. She made me feel like I belonged at my home and I am forever grateful. Who are the people that help you be seen, known, and loved? What are the actions that bring you a sense of belonging?

In the Gospel of John, Jesus tells his disciples how God saw him and how he saw his Father. God teaches us to make spaces of belonging through seeing, knowing, and loving.

“So Jesus explained himself at length, I'm telling you this straight. The Son can’t independently do a thing, only what he sees the Father doing. What the Father does, the Son does. The Father loves the Son and includes him in everything he is doing. But you haven't seen the half of it yet, for in the same way that the Father raises the dead and creates life, so does the Son. The Son gives life to anyone he chooses. Neither he nor the Father shuts anyone out.”—John 5: 15-25, The Message

God offers a welcome without barriers or closed doors. And then, after the welcome,

it gets better. God raises the dead things and recreates life where we thought there could not be life again. He makes it better than before.

Where do you need to experience God’s new life and belonging? I am taking time to ask God for mending and welcome so I may offer that as well to others. Jesus, the giver of new life opens doors of belonging and no one is left out.

This year, we started a new student group called The Changemakers Leadership Group. This student group is Christian, queer-affirming, and anti-racist. Our goal is to grow our leadership and find ways to bring greater welcome and belonging to all students and families in our community and in Hoboken. Pray for us as we strive to be like Jesus—listening to God, loving others, creating welcome, and helping to bring new things to life.

Author of this column, Tania Oro-Hahn, holds the Chair of Diversity, Equity, Inclusion, & Belonging, and is the Spanish teacher for grades 2-8.

422 Willow Avenue

Hoboken, NJ 07030

201. 653. 5548

mustardseedschool.org

Almost from the year of our founding, Mustard Seed students have attempted to push Big Bertha (a boulder) into the river, tasted sassafras leaves directly from the trees, learned to scramble on hills traversing off trail, toed small waves on the beach, and held hands hiking along the Hudson. Decades of Mustard Seed students have returned from the trip with pockets of found sea glass and seeds, and recordings of their adventures in their journals.

If you know a family who would thrive in Mustard Seed School’s stimulating Joy + Rigor approach, please direct them to mustardseedschool.org/visit-mss for information. Prospective families may contact our Admissions Manager Ashley Sweeney at asweeney@mustardseedschool.org or 201.653.5548, Ext. 117 to schedule a private tour.