Parker Magazine Fall 2021

Parker FALL 2021

PARKER LIFER BREAKS RECORDS MEET BEN TEMPLE, HEAD OF UPPER SCHOOL CURRICULUM REFINEMENT AND ALIGNMENT THE MAGAZINE OF FRANCIS PARKER SCHOOL

CONVOCA

ATION

Head of School Kevin Yaley addresses students, faculty, and staff on Lancer Lawn during Convocation on the first day of the 2021-2022 school year. It was the first time the event was held since 2007.

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SATURDAY, APRIL 30, 2022 sociation s A s t p n r e es r a P

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JING BOURGEOIS, GALA CHAIR

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AN EVENING TO BENEFIT PARKER STUDENTS FPS Teal

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Head of School Message

T

he word embrace has two very specific meanings. The primary definition is, “to hold someone close, especially as a sign of affection.” The second is, “the act of accepting or supporting something willingly or enthusiastically.”

After nearly two years of social distancing, the idea of embracing— physically, mentally, or emotionally— seems almost revolutionary. The pandemic forced us into isolation and gave us great pause, rightfully so. As we began to reflect this past summer on the unique journey we have all navigated since March 2020, we kept coming back to the word embrace as a powerful symbol of our return to school life at Parker.

Most of all, I invite you to embrace opportunity. At a welcome dinner for new families this fall, two seniors shared some sage advice: Encourage your students to take every opportunity offered to them— you never know where their passion will lie, or where they will meet the most important person in their life. I extend that advice to us all—students, parents, grandparents, faculty, staff, and alumni. We must embrace opportunities to participate in this remarkable community, be it through volunteering or simply engaging with each other.

In this Fall 2021 issue of Parker Magazine, we highlight stories, unique voices, and striking images that we hope reinforce our theme for the school year. We have so many truly wonderful things to embrace as we head into 2022.

Within these pages, you will meet our new Head of Upper School Ben Temple, who, along with his family, moved from the East Coast and now call Parker their home. You will learn

about the School’s introduction of Horizons at Francis Parker School, a new educational program that seeks to put San Diego students on the path to success. You will read a reflection from Assistant Head of School for JK-12 Strategic Initiatives and Head of Middle School Dan Lang on the ongoing, very intentional process of curriculum development. You will hear from several Parker student-athletes as they enthusiastically explain the importance of having the Lancer Legion back in the stands at sporting events. Finally, you will read about the recent successes of Parker lifer Kenan Pala who is doing truly special things on cross country courses around Southern California.

I hope you will join me in embracing the individuals, programs, and concepts captured in this magazine.

Warm regards,

Kevin Yaley, Ph.D. Head of School

Therefore, it was only natural to—for lack of a more creative description— embrace the word as the guiding theme for the 2021-22 school year.

And so, in the spirit of this year’s theme, I invite you to embrace everything life has to offer. Embrace our faculty as they continue leading with grace, courage, and innovation.

Embrace challenges and failures, which are necessary ingredients to success. Embrace our future and everything for which we have to be grateful and excited.

Members of the Parker community embrace their school spirit at Homecoming, held at the Linda Vista Campus in October 2021.

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Contents Features

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Given to Fly

Earnie Grafton

Parker lifer Kenan Pala, Class of 2022, has a passion for all-things running. The Yale University-commit for track and cross country has been ascending the ranks and has big goals for the future.

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New Head of Upper School Ben Temple talks about his background and joining the Parker community.

A reflection on the evolving and progressive nature of the Parker path and the quest for an aligned curriculum across divisions.

A New Tree in the Forest

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Refining the Curriculum

Parker Magazine FALL 2021

Francis Parker School

Kevin Yaley, Ph.D., Head of School

Columns

Editor

Lori Biggs ’94

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Alumni Profile

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Inside Look

Copy Editors

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Go Lancers

Photographers

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Parent Ed

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Community and Class Notes

Nick Allen ’17 wins silver medal and Garrett Muagututia ’06 makes Olympic debut.

Parker establishes the first ‘Horizons’ chapter in Southern California to put students on a path to success.

Return to the Stands: ‘Lancer Legion’ relishes a return to athletic competitions.

Supporting children and adolescents as they meet the challenges of the COVID-19 pandemic.

Highlights from around the School and the latest updates from the alumni community.

Our Mission

The mission of Francis Parker School is to create and inspire a diverse community of independent thinkers whose academic excellence, global perspective, and strength of character prepare them to make a meaningful difference in the world.

Thank You, Donors

The 2020-2021 Report on Philanthropy, which honors and recognizes our exceptional and generous community of donors, is now available at www.francisparker.org/report.

2021-2022 Board of Trustees

Susan Lester, Board Chair Diana Casey, Board Chair Elect Jeannette Aldous, M.D. Will Beamer ’89 Steve Bjorg Jing Bourgeois Carin Canale-Theakston Ana Chapman Randall Clark Estela de Llanos Kristie Diamond

Graeme Gabriel Marvin Gunn Robert Howard Erik Keskinen Ted Kim Samir Singh ’96 Kate Deely Smith Meghan Spieker Voltaire Sterling Kevin Yaley, Ph.D.

Contributing Writers

Ethan Kassar, Class of 2023; Dan Lang; Matthew Piechalak; Deborah Pontillo, Ph.D. Barb Fokos, Roxanne Holmes, Karen Thygerson Earnie Grafton, Rob Hansen ’87, Matthew Piechalak, Courtney Ranaudo

Graphic Designer Karen Thygerson

Non-Discrimination Statement

Francis Parker School is an inclusive community where diversity is welcomed and celebrated. We seek talented students, families, faculty, and staff from different backgrounds. The School does not discriminate on the basis of race, ethnicity, sex, gender identity, sexual orientation, physical ability, creed, or national origin in the administration of its admissions, tuition assistance, employment determination, or other procedures or programs.

Inclusive Language Statement

Francis Parker School is committed to the use of inclusive language. This pledge extends to our communications.

We practice the use of writing styles and language that are free from bias and sensitive to people’s abilities, disabilities, ethnic and racial designations, cultural differences, and gender identities.

Parker Magazine is published three times each year by the Communications Office as a School community magazine.

Address correspondence to: communications@francisparker.org

On the Cover

Kenan Pala, Class of 2022, leads members of the Cross Country team during practice at Tecolote Canyon. From left to right: Olivia Teates, Class of 2025; Mercy Bourgeois, Class of 2024; Kenan Pala, Class of 2022; Lara Mertens, Class of 2025; York Bourgeois, Class of 2024; Sean Bohne, Class of 2022; Samuel Reggev, Class of 2025. Photo by Earnie Grafton FALL 2021 Parker Magazine

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“Teaching looks like a lot of different things— it takes place in the classrooms, it takes place in an art studio, in J. Crivello Hall, at lunch, in advisory, and athletics.”

Ben Temple, Head of Upper School p. 14

“If we value having an inclusive community, do our courses illuminate

“It’s just me and my two feet. I love that independence, and it stuck with me.”

a variety of identities?”

Denver Guess, Director of Curricular Alignment and Instructional Practice p. 10

“THIS TIME HAS ALLOWED US OPPORTUNITIES TO IDENTIFY HOW TO BEST SUPPORT CHILDREN, TEENS, AND THEIR FAMILIES, AND THERE ARE A MULTITUDE OF SERVICES AND SUPPORT OPTIONS AVAILABLE.” Deborah Pontillo, Ph.D., Owner/Founder and Director of San Diego Kids First p. 32

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“It was such a special moment to witness.”

Kenan Pala, Class of 2022 p. 6

Erika Assadi, Head of Integrative Programs p. 26

“The best part of having fans back is just knowing that people are there to support you and that the energy is completely restored in the Field House.”

Delaney Wilson, Class of 2022 p. 30

Parker Moment Junior Kindergarteners play a game of Honeybees and Honeybears during PE class.

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ATHLETICS

Given

Parker lifer Reflects on his passion for all-things running

By Matthew Piechalak When Kenan Pala runs, he smiles— not because he’s talented, which he absolutely is. He smiles out of a sheer, unadulterated love for the sport he has dedicated so much of his life to during the past decade.

University beginning fall 2022; and recently, he claimed the record for fastest time in CIF San Diego Section history when he clocked in at 14:11:11 on a three-mile course at the CCA Ravens XC Invitational on Sept. 4, 2021.

“I love smiling while I run because I’m supposed to have fun,” says Kenan, Class of 2022. “I do this sport because I want to, so if I’m racing, I’m smiling.”

Long a proponent for setting lofty personal benchmarks he hopes to attain, Kenan acknowledges something about that race felt different. “Going into the race, I wanted to break 14:28 because that means I can break 15 minutes for the 5K, which has been a dream of mine since I started high school,” Kenan says. “The race finishes halfway across

Throughout his Upper School years, Kenan has grown into an exceptional runner. The Parker lifer has ascended the ranks at the local, state, and national level; he has secured a commitment to run track and field and cross country in the Ivy League at Yale

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to

o

Fly the track, and when I was about to enter the track, someone yelled, ‘Your time is 13:30!’ I was about .2 miles from the finish and I thought to myself, ‘I will break 14:30, how close can I get to 14:20 and then around 14:10?’”

a figure that seemed larger-than-life to a young Kenan.

“I remember we would have Flag Raisings and every few months, they would announce that Dr. G just completed an Ironman, and I was just like, ‘Wow, that is crazy,’” Kenan recalls. “It was just very impressive for fourth- and fifthgrade me, so I decided to sign up for a triathlon.”

Ultimately, Kenan’s finish was a full minute and 12 seconds ahead of the second-place finisher from Cathedral Catholic High School. “I’ve always been pretty highly ranked, but I was never the best,” he says. “It was at that moment that I knew I was finally where I have always dreamed of being. Crossing the finish line at 14:11 was solidification.”

A triathlon is a long-distance race that consists of three phases—typically swimming, bicycling, and running. The most common triathlon includes swimming 1.5 kilometers (.93 miles), bicycling 40 kilometers (24.8 miles), and running 10 kilometers (6.2 miles). The Ironman Triathlon includes swimming 3.9 kilometers (2.4 miles), bicycling 180 kilometers (112 miles), and running a full marathon (26.2 miles).

“Kenan has established himself as one of the top high school runners today; the results and the times don't lie,” says Parker Head of School and Cross Country Coach Kevin Yaley. “His success is the result of a comprehensive training regimen, including his integration of mindfulness practice.”

Kenan’s love for running originated during Monday Flag Raising on Parker’s Mission Hills Campus. Former Head of Lower School Bob Gillingham, a longtime Ironman Triathlon, was

Kenan’s first competition was the Scott Tinley Triathlon, an event named after the California native who was inducted into the Ironman Hall of Fame in 1996. Kenan was in Grade 6.

“The atmosphere was crazy,” he says. “It’s not just one sport; I’m swimming, biking, and running, and I have to worry about transitioning, too. It was definitely a little overwhelming for a sixth grader, but I took that as a challenge.”

Kenan ran several triathlons while in middle school, but over time, he came to the realization that running was, by far, his favorite component of the three-sport package. “There was just something about it,” he says, before delving deeper in introspection. “You could say that biking gives you a greater sense of freedom, but for me, running gives me complete control. I am the one using my legs, and I don’t have to worry about the current of the waves or the wind like when I'm swimming or biking—it’s just me and my two feet. I love that independence, and it has stuck with me.”

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ATHLETICS

BEST PLACE HE HAS EVER RUN: HALEAKALĀ VOLCANO, MAUI “I found a cool little trail that goes up the side of the mountain for like six miles. It’s very hilly—one of the steepest in the world.

I ran it my freshman year and went back this summer.”

INSPIRATION: STEVE PREFONTAINE, FORMER OLYMPIC RUNNER “It’s probably a very common answer among runners. His quote is the lock screen on my phone. It reads, ‘The best pace is a suicide pace and today looks like a good day to die.’

It could be viewed as a controversial quote because of the terms used, but I think if you interpret it correctly, it’s about leaving it all out there and having no regrets. I always repeat that quote to myself on race day.”

FAVORITE RUNNINGRELATED MOVIE SCENE “My favorite running scene has to be the 1972 Olympics 5000m final with Steve Prefontaine from the movie, ‘Without Limits.’

Prefontaine ended up getting fourth in the race, but regardless it’s definitely my all-time favorite running scene from a movie.”

TEAM LEADERSHIP “I remember being an underclassman and it was intimidating. I remember how grateful I was when the upperclassmen were genuine, sympathetic, and open. Now that I’m a senior, I make sure to encourage the underclassmen to really have fun. I’m so in love with this sport. It excites me so much and I just want to spread that to everybody. If anyone needs someone to get them excited about running, I’m your guy.”

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It was during his Grade 7 cross country season when Kenan began to realize running wasn’t just a phase. He started to envision himself running for the Upper School, and even began entertaining dreams of one day running at the collegiate level. “Even though it was only middle school, it gave me a sense of pride to race,” he says. “Having ‘Parker’ across my chest and representing something greater than myself was really cool.”

The passion to run—and win—grew for Kenan as he entered Upper School. “I raced in some big races and got some big wins,” he says. “I made some drastic improvements from my freshman year and carried that momentum forward.”

But when the COVID-19 pandemic hit midway through Kenan’s sophomore year, competitive sports were put on hold indefinitely.

A time of great uncertainty for all, for many it was also a time for reflection and reinvention. For Kenan, it gave him the time to redefine his burgeoning passion for running. “Being stuck at home not racing made me change my approach,” he says. “I decided I was going to start taking it more seriously.”

Previously, Kenan’s training regime was straightforward. He ran every day. The goal was 70 to 80 miles per week. Confined to home, Kenan, like any dedicated athlete, looked hard at new methods to hone his craft. He cut back to running 50 to 60 miles per week and added 20 to 40 miles of bicycling per week. Along with his teammates at Parker, he also began doing consistent core work and weight training. Recently, he also began practicing guided meditation. Kenan smiles, thinking back fondly to memories of riding to middle school with his dad, who would turn on TED Talks about meditation. At the time, it may have seemed silly to an adolescent.

Now, it’s an important component of Kenan’s personal training.

“It has made a huge difference,” he says. “When you are racing, you shouldn’t be thinking about anything else except putting one foot in front of the other. Meditation helps get those distractions out. While I’m racing, I don’t look back to see if anyone is behind me and I don’t look at spectators, I just tune that all out and it’s just me running, and I think meditation helps with that visualization.”

While the Ivy League is the next stop on his running tour, Kenan maintains he is enjoying the journey and taking each race in stride, so to speak. His goals remain lofty—and numerous. One in particular: break the Division V course record at the 2021 CIF State Cross Country Championships in Fresno on Nov. 27. “I took fourth place my sophomore year and I want to take the title this year and break the course record set by Cooper Teare, who now runs at the University of Oregon.” Kenan also hopes to attain a top-five finish at the Foot Locker National Cross Country Championships at Morley Field in San Diego on Dec. 14. Personal goals aside, Kenan says it all comes back to the team.

He hopes to lead Parker to both state and national championships.

“His passion for running is rivaled only by his respect for the sport,” Coach Yaley says. “Kenan pays homage to the great runners he aspires to emulate and he sees his competitors as equals and as friends. He represents the best in athletic competition.”

Kenan will enter Yale this fall and join one of the best recruiting classes the prestigious university has had in decades. “I’m hoping that in two or three years, we can put in a good run to qualify for NCAA and be one of the top programs in the country,” he says. “Also, before I graduate, I want to be an Ivy League Heptagonal XC Champion as an individual, as well as a team.” According to Kenan, it’s been decades since Yale has won a national running championship. “It would be amazing to be the team to break that drought,” he says.

Amid the growing success on both the course and track, the notoriety in the running community, and the promise for future growth at the collegiate level—both with running and in the classroom—Kenan is very clear about what he values in life, including the hierarchy of those things. “For me, academics will always be at the forefront,” he says. “The only thing in front of that would be family and friends—so for me, it goes family and friends, academics, and then running.”

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ACADEMICS

Refining the Curriculum A reflection on the evolution of Parker’s curriculum, JK-12

By Dan Lang Assistant Head of School for JK-12 Strategic Initiatives and Head of Middle School

One of our main academic goals at Francis Parker School is to provide a continuous and connected educational experience for all students from Junior Kindergarten through Grade 12. Certainly, the COVID-19 pandemic challenged this educational quest for continuity, as reduced instructional time and online learning greatly altered our daily pedagogical approach and often forced teachers to shed beloved lessons and projects. Yet, the environment created by this unforeseen global event provided important validation we will use to inform our practice for years to come.

We learned that sometimes, less truly is more. We learned that our focus on social and emotional skills and good mental health—for both children and adults—is paramount to educational growth. We learned that we need to be intentional about how we incorporate Diversity, Equity, Inclusion, and Belonging (DEIB) into the fabric of our curriculum.

Finally, as a leading learning institution among independent schools in Southern California, we reaffirmed how critical reflection, adaptability, and intentionality are, as we continue to craft and refine a curriculum that benefits the whole child.

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Parker’s pre-existing backdrop of intentionality and “staircasing” student learning served us well throughout the pandemic. The first question in our curriculum design process is always “What do we expect our students to learn?” This query supports the quick identification of the absolute essentials for each lesson, unit, and course. Every teacher at Parker evaluated, adapted, and grew. As a result, student learning remained strong.

On the heels of the pandemic, we are beginning a process that will ensure our curriculum is strategically refined each school year. Oversight for this continuing effort is one of many strategic improvements Parker will be working on during this seven-year accreditation cycle. Leading the work is Parker’s Director of Curricular Alignment and Instructional Practice Denver Guess. Within this newly created role, Denver is responsible for the execution of our scope and sequence process and curriculum review. Working closely with our Office of DEIB, Denver is developing a system-wide tool to audit our curriculum through a variety of lenses.

“While the job title is quite long, I see the purpose of the role as straightforward,” says Denver. “My job is to ensure that the learning outcomes of our courses and the way we engage with students is aligned with the School’s values. If we value having an inclusive community, do our courses illuminate a variety of identities? If we have a constructivist educational philosophy, do we provide students with opportunities to actively build knowledge, as opposed to passively receiving it?”

Denver, also Parker’s Grade 6-12 science department chair, possesses an exemplary skill set. He began his new role in summer 2021. While the current focus of his work is on ensuring that our students’ experiences provide validation of their own unique cultures and identities and a window into other cultures and identities, in the near future, Denver also aims to verify that our curriculum has differentiation for a

variety of learners and appropriate integration of 21st century technology.

Along with our DEIB team, Denver is coordinating with division heads, assistant division heads, and our director of instructional technology and information systems for this ongoing work. One of the long-term goals is to implement a healthy, annual curricular review process that is simple, value-driven, and unbureaucratic—a process that all high-performing schools do, Denver explains.

“Operationally speaking, this means that my most immediate task is to prepare our curriculum to undergo review cycles,” he says. “As a school community, we have been working hard to complete the overview documents for our courses’ scope and sequence. By having these documents completed, centrally located, and broadly visible to our faculty and staff, we are able to internally reflect on our stated learning outcomes and make informed, valued-driven decisions about the content of our courses.”

“

If we value having an inclusive community, do our courses illuminate a variety of identities?

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ACADEMICS

intersection of knowledge discovered through their own life experience and information curated for them by the expert learner.

Modern educational leaders have continued the work of Col. Parker.

Practicing education in this way is a deliberate act that requires teachers to be more than content experts. It requires that they also study students collectively and individually. The late educational researchers and practitioners Richard and Rebecca DuFour developed the following central questions to encourage a continuous cycle of student learning: • What do we expect our students to learn?

• How will we know they have learned it?

• How will we respond when some students do not learn?

• How will we extend and enrich learning for students who have demonstrated proficiency?

Our namesake, Col. Francis W. Parker, championed a progressive educational view that put the student learning experience at the center of teaching. Teachers are the expert learners who are modeling, guiding, and encouraging novice learners. Rather than dispensing knowledge gained through their own study and requiring students to provide a well-rehearsed repetition of the teacher’s understanding (rote learning), faculty who practice in the progressive tradition create a learning environment for students to engage with existing knowledge, explore its edges, and form their own set of knowledge. Students build knowledge and form understanding through the

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Embracing these questions guides Parker towards a curriculum where teachers working in content teams create horizontal alignment between the same course, and grade levels are informed by the work in the grades both above and below them to create vertical alignment.

As we often comment to both our current and prospective families: Academic excellence is the floor, and there is no ceiling. Parker does academic excellence well, yet the

strength of the Parker curriculum— specifically our ability to attend to the social and emotional needs of students—is one of the reasons families seek a Parker education for their children.

While the COVID-19 pandemic has been tragic to so many and has certainly disrupted all of our lives, Parker remains resilient. Our focus on intentionality served us well during the most restrictive period of the pandemic, and it will continue to serve us now and into the future.

One more important lesson we learned during this unprecedented time: Don’t go back to normal. “We owe it to our students and their families to uphold the promise of our mission,” Denver says. “Setting up a process for annual curricular review cycles helps us ensure that the values of our School are indeed the throughline of students’ educational experiences.”

Peter Gow, a long time independent school educator, administrator, and consultant has updated an ancient quote attributed to Socrates that states, “The unexamined curriculum is not worth teaching.” At Parker, we have been and choose to continue examining our curriculum to keep it inclusive, relevant, and excellent for all our students.

Parker Moment A Grade 8 student learns a traditional Indian dance during Global Awareness Day. Throughout the afternoon, students learned cultural dances and sampled delicious culinary items from around the globe.

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NEW DIVISION HEAD PUTS DOWN ROOTS IN THE PARKER COMMUNITY

BY MATTHEW PIECHALAK

Ben Temple settles into a seat at a table outside the back entrance to the Linda Vista Library. Six members of the Upper School Associated Student Body (ASB), struggling to contain their youthful exuberance, talk over each other as they get their new head of Upper School up to speed on the meeting’s agenda.

The group is conducting a video interview with Ben—but there’s a twist. During the interview, they will also be subjecting him to a hot wing challenge, an important detail purposely glossed over when Ben agreed to the interview. Ben, however, takes it all in stride. “Just let me know what you need me to do,” he tells the students with a polite smile.

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The Temple family (left to right): Olivia Temple, Class of 2028; Erika Temple, Lower School Associate Teacher; Sam Temple, Class of 2032; Ben Temple, Head of Upper School; Austen Temple, Class of 2025.

ACADEMICS

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ACADEMICS

“You do have to convert to our West Coast ways,” one student quips.

“One of ASB’s goals for the year is to get to know the people who run our school,” explains Scott. “Over the course of the year, we’ll be working with Mr. Temple and it’s important to start building that relationship as early as possible.”

Each question asked by the ASB members is accompanied by eating a buffalo wing, and each wing gets increasingly spicier. It’s the students' take on the popular YouTube show, “Hot Ones,” and it’s about getting to know their new division head in a comfortable, albeit spicy, environment.

“It’s important that Upper School students get to know the head of Upper School and vice versa because it’s how Parker becomes a stronger community,” says ASB Vice President Scott Drouin, Class of 2022. “Wings are messy, informal, and not what you would expect the head of Upper School to eat with students, so we figured having Mr. Temple eating wings with us would be a great way for the student body to get to know him as a person rather than a principal.”

The questions are broad, openended, and fun: Is water wet? Is fire hot? Brown or gold? Shake Shack or Five Guys? “Shake Shack all the way,” Ben answers to the burger-related question. “However, my family and I have had In-And-Out Burger, and it’s far superior to Shake Shack,” he says, much to the delight of the teenage California natives.

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“Staying connected with the kids has always been a part of my job,” says Ben, who came to Parker in July from New York City, where since 2015 he has served as head of upper school at the Collegiate School. “When I first started teaching, I was working at a boarding school, coaching, and running a dormitory. My career has always been on the student side.”

Ben grew up in Philadelphia in a family of educators.

“My grandmother taught at an independent K-12 school called Westtown,” he says. “She taught Kindergarten there for 28 years.

My mom and uncles went to the school. She taught there, too, and then became a division head and an associate head of school. I went there and then worked there for a period of time. I grew up on an independent school campus. Teaching is what I knew I wanted to do.”

Ben is currently in his 20th year as an educator. In that time, he has been a classroom teacher, dormitory head, college counselor, grade-level dean, coach, and assistant head of upper school.

Now in his seventh year as a division head, Ben says his role, fundamentally, is to support teaching and learning.

“Teaching looks like a lot of different things—it takes place in the classrooms, it takes place in an art studio, in J. Crivello Hall, at lunch, in advisory, and athletics,” Ben says.

“Learning is the student side of that engagement and that happens, also, in those same places.”

At the Collegiate School, Ben was responsible for all aspects of the upper school program and supervised 225 students, more than 50 faculty, and eight department heads. In Parker, he was looking for a bigger division and a bigger challenge.

“Working in a coed environment and working in a division that was more than twice the size were really compelling professional opportunities for me,” he says. “The team of people here in the Upper School—the adults—were a significant driver, and then the kids I met along the way were really wonderful.”

The chance to bring his family to the West Coast, where they could all be a part of the Parker community—his wife, Erika, is a Grade 1 associate teacher and their three children now go to Parker—was also an important

component in the coast-to-coast move. And then, of course, there is the benefit to living in a place with yearround sunshine.

“San Diego is wonderful and certainly a cherry on top of the sundae, but honestly, we were not planning to move to the West Coast. It was, ‘Is there a job offer out there that allows for a new set of challenges for me that also would meet the needs of my family?’”

When Ben arrived at Parker, he was eager to get to work, but with an important caveat that he volunteered to those he met: “I don’t know anything about Parker and I’m here to learn.” For him, personally, that approach means being intentionally introspective. It leans heavily on listening before speaking; learning before acting.

“It’s who I am and it would be disingenuous of me to say that it wasn’t a calculation in some respect,” he says. “I want to be thoughtful about how I enter a new community. I’ve seen other folks enter communities and do it in a bunch of different ways— some say, ‘This is who I am, this is what I’m about, and this is what is going to happen next,’ and that’s okay. For me, the way to do it is to try really hard to listen as much as I can. I believe this

is one way to do it well and honestly, it’s comfortable for me because it’s how I approach new things.” As Ben says, there is no school that is monolithic.

“We are sort of wonderfully heterogeneous communities that all have different perspectives, experiences, and opinions. The goal of leadership should be to understand what those perspectives are and to try and chart a course forward that is in the best interest of everyone.”

During Upper School Back to School Night, Ben shared his appreciation for Richard Powers' Pulitzer Prizewinning novel, The Overstory. The novel, in part, explores how trees form communities in forests, communicating and nurturing one another. To Ben, an old-growth forest is truly a fitting metaphor for a school community.

“I identify with the analogy because I really do feel like I’m a tree that has been plopped down in the forest and the roots from everyone else’s trees are out there and communicating and I’m trying to add my network of roots to all the other networks—it’s going to take some time. It’s going to take time for students and faculty to trust me, it’s going to take time for me to get to know the School, and I have been around schools long enough to know that they are all really unique, so I want to be cautious in my early

days here and really try to listen and understand as much as I can.”

One of Ben’s goals for this school year is to learn something new about the School every day, whether that be a policy, historical tidbit about Parker, or an individual’s unique perspective.

“I have a really outstanding team of people who are supporting specific aspects within the Upper School division,” Ben says. “There are a lot of people that are very specifically involved in various aspects of this.

My role is to try my best to help those people do their best work and to try and understand the experiences of students and parents—to see as much of the full picture as possible.

I don’t think it’s an exaggeration to say that for many, this is among the most important institutions in the lives of their families and that really matters.

It’s an enormous responsibility for us.”

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PHILANTHROPY

CELEBRATING PARKER TEA Stories of Professional Development at Parker Each year, Parker invests $250,000 in faculty professional development, which is funded through donations received on the Day of Giving (held this year on Nov. 30). When our community invests in faculty professional growth, we cultivate their passions and curiosity. By providing teachers with the tools to thrive, our students thrive.

These are just a few of the inspiring moments Parker faculty have experienced recently thanks to our community's generous support.

HANNA GNEITING, LOWER SCHOOL WORLD LANGUAGE TEACHER, attended a workshop by Julie Speno, creator of the Mundo de Pepita curriculum and coach for Early Language Programs and Teachers.

“Julie created a custom, personalized workshop for Parker to identify areas of our world language scope and sequence where we can

DEEPEN OUR CURRENT UNITS

as well as fold in new content. We also received coaching and ideas on how to incorporate new and relevant units to our curriculum. This will have a

HUGE IMPACT

on how our students connect to the language and culture as we continue to grow and shape our Spanish curriculum.”

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MAGGIE BLYTH, MIDDLE SCHOOL SOCIAL STUDIES TEACHER, attended courses at Gilder Lehrman Institute of American History on Women in the American Revolution, Black Writers in American History, and American Immigration History.

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“The detailed, intense content knowledge I gained in regards to marginalized groups enabled me to

BROADEN OUR CURRICULUM, helping students see the contributions of people they may not have known about before.”

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ACHERS

JEREMY HOWARD, MIDDLE SCHOOL SOCIAL STUDIES TEACHER AND GRADE 8 DEAN, received a Summer Curriculum Grant.

“Along with my fellow Grade 6 and 7 social studies colleagues, I received a stipend to do summer work to incorporate a new, upgraded textbook for the Middle School social studies program. As we roll out our coursework this year, our students are seeing the benefits of

ENGAGING AND UPDATED COURSE MATERIALS —and teachers that have an in-depth understanding of how to best utilize the new text.”

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CHRIS SANDERS, DIRECTOR OF ADMISSIONS AND FINANCIAL ASSISTANCE, attended the Financial Aid Bootcamp (“FAB*Lab”) by School and Student Services “Socioeconomic diversity has been linked to improved academic and social outcomes for all students, and Parker is fortunate to have families of all financial means within our community. FAB*Lab reaffirmed my belief that thorough and consistent analysis of financial assistance applications allows school leadership to continue being

GOOD STEWARDS OF THE BUDGET.

Beyond the basics, FAB*Lab inspired me to reevaluate how we discuss assistance, so that the stigma of socioeconomic status is reduced, and the community can further its goal of greater feelings of belonging.”

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CHERIE REDELINGS, UPPER SCHOOL SOCIAL STUDIES TEACHER, received a Summer Curriculum Grant.

“During the summer, Joey Kurtz, Emma Neil, and I explored the benefit of ‘gamifying the classroom.’

We aligned our content, skill, and social-emotional learning goals using a video game teaching platform called Classcraft. Using this, students work through tasks called ‘quests’ associated with our class content, just as they would through the level of a video game. The learning approach

MOTIVATES STUDENTS

to work together in teams, practice content through ‘tasks’ and have fun while completing the coursework.”

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“

PHILANTHROPY

RYAN GRIGGS, MIDDLE AND UPPER SCHOOL ENGINEERING TEACHER AND HEAD FACULTY MENTOR FOR PARKER’S F.I.R.S.T. ROBOTICS TEAM 2485, THE W.A.R. LORDS attended a course on computer-aided design with Go Engineering.

“Completing this course gave me a good introduction to using the Solidworks program in computer-aided design. I took this experience to my work with the W.A.R. Lords, and from there gained the

UNDERSTANDING AND CONFIDENCE to offer Solidworks training as part of the engineering honors course.”

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LISA MUDD, GOODING FAMILY ACADEMIC RESOURCE CENTER TEACHER, attended the Learning Disabilities of America (LDA) Conference and visited the S.A.L.T. Center at the University of Arizona.

“Attending the LDA conference reinforced my attention and empathy toward students with learning differences. I came back

FULLY EQUIPPED TO SUPPORT

our Upper School families seeking continuing academic support after high school.”

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MARIELLE DECKER, MIDDLE AND UPPER SCHOOL SCIENCE TEACHER, received a Summer Curriculum Grant.

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“I saw a need to re-imagine the Grade 6 entry unit to better prepare students in future courses. After identifying the essential understandings as a Grade 6-12 science department, I wanted to jump right into the toughest subject: energy. For the first three weeks of school, Grade 6 students now conduct experiments every day that help them

WRAP THEIR HEADS AROUND THE IDEA

of energy. It culminates in a written assessment that answers the question: what is energy?

By building this essential understanding early, students will be primed to investigate deeper as they progress through middle and upper school.”

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CHRISTI COLE, ASSISTANT HEAD OF MIDDLE SCHOOL AND GWEN GIEK, WORLD LANGUAGE TEACHER traveled to Spain in 2019 with WorldStrides to examine opportunities for language immersion in the region, broadening language and math curriculum, and faculty professional development.

THERESA TRAN, ASSISTANT HEAD OF LOWER SCHOOL received funding for her Administrative Credential.

“My coursework inspired me to create an environment in which I can build staff capacity and, as a result,

“

ALLOW SPACE TO LEARN

from each other. My studies have also allowed me to achieve one of my main goals: mentoring and onboarding those who were new to our community during these last two years.”

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“The experience was fantastic,” says Christi Cole. “Upon our return, we implemented new programs and

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PROGRAMMATIC CHANGES

right away. We worked with Worldstrides in the 2019-2020 academic year to develop updated programming for the Grade 8 Discovery Week to New Zealand, China, France, and Costa Rica. This year, we are using the company to go to Alaska, Boston, and Hawaii, traveling locally but growing globally.”

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ARI GASS, UPPER SCHOOL MATH TEACHER AND MATH DEPARTMENT CO-CHAIR received a Summer Curriculum Grant.

o y a D

1

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g n i v f Gi 02

for students who have demonstrated mastery of the skills in honors precalculus. With the support of this grant, I was able to create, proctor, and grade a series of assessments for students who might want to explore an accelerated curriculum.

Ultimately, this led to the creation of an alternate course path, ensuring that we continue to meet the needs of all students.”

School r e ark P s

0, 2

NEW CURRICULUM PATHWAY

Fra nc i

“Our department wanted to explore if there was a need to create a

3 v. o Tu es d ay, N

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Parker Moment Dr. Robert Gillingham Head of Lower School Heather Gray, right, and Assistant Head of Lower School Theresa Tran introduce themselves to a Grade 5 class inside the Considine Library on the first day of the 2021-2022 school year.

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ALUMNI PROFILE

Olympic Dreams

Nick Allen ’17 wins silver medal with Team USA Baseball; Garrett Muagututia ’06 makes Olympic debut for Team USA Volleyball

BY MATTHEW PIECHALAK

The Tokyo 2020 Summer Olympics were difficult for some Americans to watch with their midnight air times.

However, if you were family, friends, or general supporters of Parker alumni Nick Allen ’17 or Garrett Muagututia ’06, you were likely to accept a latenight cup of coffee to keep you awake through the games and matches.

Postponed until the summer of 2021 due to the COVID-19 pandemic, the most recent installment of the Olympic Games was a welcome return to competition for thousands of top athletes from across the globe. Of all the amazing competitors, Nick and Garrett are two that deserve special recognition in the Parker community.

They competed on the highest stage, and made both their country and their alma mater proud.

Nick Allen doubles to right field during the fourth inning of USA Baseball’s semifinal game against Japan at the Tokyo 2020 Olympic Games in Yokohama Stadium.

(The Yomiuri Shimbun via AP Images)

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NICK ALLEN ’17 Nick Allen ’17 was named the starting shortstop for Team USA Baseball a couple of weeks prior to the start of the 2020 Summer Olympics in Tokyo and went on to be an integral part of the team’s run to a silver medal. Along with the second-place finish, Nick was also named the Best Defensive Player of the tournament.

Overall, Nick batted 6-for-21 (.286) in six games with a home run, two doubles, one walk, and five strikeouts. He had several big moments for Team USA, including a home run to left field to help lead the club to a 4-2 win over Korea on July 31 and an RBI double off MLB star Masahiro Tanaka to give the USA the lead over Japan on Aug. 2. In the championship game loss to Japan, Nick collected three hits—half the team’s total. More impressive than his plate appearances was his stellar defense throughout the tournament.

Returning home from Tokyo with a silver medal in tow, Nick, currently the number-three-ranked prospect in the Oakland Athletics organization, was immediately promoted from the Double-A Midland RockHounds to the Triple-A Las Vegas Aviators. He has been named the best defensive shortstop in the minor leagues the past two winters by MLB Pipeline and is predicted by many to be a future big-league infielder.

Nick, a 2017 High School All-American, was drafted by the Athletics in the third round of the 2017 Major League Baseball draft. He played four years at Parker and finished with an astounding field percentage of .963. In 124 games played, Nick batted .372 with 156 hits, 63 RBI, and 119 runs scored.

He won gold medals in international play with the 15U team (in 2013) and again with the 18U team (in 2016).

GARRETT MUAGUTUTIA ’06 Garrett Muagututia ’06 made his Olympic debut during the 2020 Summer Olympics in Tokyo, where the team finished in 10th place.

He was a welcomed veteran presence for head coach John Speraw.

The outside hitter was an alternate in the 2016 Olympic Games in Rio de Janeiro, where the team won a bronze medal. He has been a member of the U.S. Men’s National Team since 2011.

In 2019, Garrett competed for the national team in the World Cup, Nations League, and the Olympic qualifying tournament. He has played professional volleyball in Spain, Finland, Italy, Turkey, Poland, China, Portugal, and Greece.

Garrett was a star on both the volleyball and basketball court at Parker. He helped lead the Lancers to both league and CIF championships in volleyball, where he earned divisional MVP honors and First-Team All-CIF and league honors. On the basketball court, Garrett led the Lancers to the 2006 co-league championship.

He led the league in rebounding and earned First-Team All-CIF and all-league honors.

He went on to play four years at UCLA and earned Second Team AVCA honors and was a Volleyball All-American his senior year.

Garrett comes from a family of athletes.

His father, Faauga, was a Navy SEAL and played volleyball; his mother, Kathleen, played volleyball at the University of California Riverside; and his younger brother, Myles, played volleyball and football at Stanford University.

Garrett Muagututia (number 18) is pictured with teammates during a break in the men's volleyball preliminary round match between the United States and Russian Olympic Committee's team at the Tokyo 2020 Olympic Games at Ariake Arena, in Tokyo, Japan.

(Vladimir Pesnya/Sputnik via AP Images) FALL 2021 Parker Magazine 25

INSIDE LOOK

Parker establishes first ‘Horizons’ chapter in Southern California Program aims to put students on a path to success

BY HEATHER GRAY, DR. ROBERT GILLINGHAM HEAD OF LOWER SCHOOL AND ERIKA ASSADI, HEAD OF INTEGRATIVE PROGRAMS

Horizons at Francis Parker School launched last summer on the School’s Mission Hills Campus. It is the first chapter of Horizons National in San Diego. Horizons is a national network of locally vested chapters that offer a high-quality learning experience outside of the traditional school year and also supports academic achievement and healthy youth development. The program welcomed 15 young students to Parker for an unforgettable summer of learning opportunities. The year-round program continues for the students with monthly meetups during the school year.

HG: Erika, to begin, can you tell us a little bit about Horizons at Francis Parker School?

EA: Horizons is a network of transformational educational programs that aim to put students on a path to success, both in school and in life. Horizons’ mission is to advance educational equity in collaboration with the students, the families, communities, and schools within a region to provide out-of-school experiences that inspire the love of learning.

This past year, we joined their network of more than 60 affiliate sites, and we became the first school in Southern California to partner with Horizons National by creating Horizons at Francis Parker School. We welcomed 15 students—it was a blended class of junior kindergarten, kindergarten, and first-grade students.

HG: That’s wonderful. Can you explain the process needed to bring Horizons to Parker?

EA: It’s been a long process, and we’ve been very grateful every step of the way. We began initial conversations with Horizons National leadership in September 2019. We wanted to see what the program aspects would require and what the potential partnership would be. In October 2019, we created an exploratory board that consisted of the Parker Leadership Team, Parker Board members, Parker faculty, and external community members. We looked through the program from various lenses and created an implementation plan to launch the program; however, the work was put on pause because of the COVID-19 pandemic.

Head of Integrative Programs Erika Assadi (left) and Dr. Robert Gillingham Head of Lower School Heather Gray.

Recently, Heather Gray, the Dr. Robert Gillingham Head of Lower School (HG), sat down with Erika Assadi, Parker’s Head of Integrative Programs and Horizons at Francis Parker School Executive Director (EA), to discuss the launch of the new program, the opportunities afforded to participants, and both the short and long-term goals of Horizons at Francis Parker School. The following conversation has been edited for brevity and clarity.

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But that didn’t stop us. We knew that this program was significant to bring to San Diego. We reignited the work efforts in January 2021, solidified our partnership with Horizons National in March, and soft-launched the program in summer 2021.

HG: I’m on the board, and it was such a wonderful, collaborative process.

Can you talk about what students the program serves?

EA: One of the most significant factors for a successful collaboration is a partnership with schools. We looked at local schools and assessed the distance, the student demographics in connection to Parker, and we decided to partner with Nye Elementary School as our first school. With the help and support of Nye’s principal, faculty, and staff, they identified several students to apply for Horizons at Francis Parker School.

They needed to meet four specific requirements: the first was qualifying for free or reduced-priced lunch; the second was that out of the 15 students, two-thirds needed to be performing below grade level; the third was that the students would have to benefit from the program because we are providing an additional opportunity, not only for one year but for multiple years; and the fourth factor was a strong commitment from the families— we needed these students to attend all the programs each day, not only during the summertime, but when we meet up during the school year.

It’s not a one-year commitment; it’s an ongoing commitment until they graduate eighth grade.

HG: How long do the kids come in the summer, and what are the monthly check-ins like throughout the year?

EA: The summer commitment is six weeks. It’s a full-day program where we provide lunch, transportation, enrichment opportunities, and a focus on academics. The ratio is five students to one teacher, so as you can imagine, we are really focusing on each student and making sure that FALL 2021 Parker Magazine 27

INSIDE LOOK

educational gains during the summertime are happening.

During the school year, the collaboration continues. We try to meet once a month, and we call those “meetups.” It’s an opportunity for the students to continue accessing and visiting different organizations throughout our community in San Diego, and also an opportunity for us to connect with their families.

HG: What was the most recent meetup?

EA: We’ve done two so far. On the first one, we went to the Natural History Museum in Balboa Park because the

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students were learning about dinosaurs in the summer.

On the second one, we went to the San Diego Zoo. The students love animals, and we were able to get a guide, rode on the kangaroo bus, and had a fantastic time.

HG: Are the parents a part of those as well?

EA: They are! We also will have informational sessions and opportunities for parents to advance their own education through our meetups.

HG: Can you talk about how this program ties into the Division of Integrated Programs?

EA: The Division of Integrated Programs supports Parker students in Junior Kindergarten through Grade 12 and the Horizons program as it evolves and develops year after year. Right now, Horizons will end at Grade 8, but we strive to help the students and their families get into high schools and colleges as well. That’s a long-term goal, and beyond that, I think it is an opportunity for Parker to be a good community member and a leading organization here in San Diego as we partner with schools and organizations throughout the city. The program strengthens our commitment to supporting students, our mission, and our public purpose.

HG: Can you talk about a personal example of something that stood out to you from this summer?

EA: How much time do you have? Overall, the program was very inspiring and there were moments when students would light up because they were able to take supplies home that they did not have, or there was a student who loves coding and was able to share his love with his peers to inspire them to learn to code.

One particular moment is imprinted on my mind. Swimming is a big part of the Horizons program—not only does it develop confidence that translates into the classroom, but it is a life-saving skill that can sometimes be challenging for students. One student would get dressed just like all the other students, and once we got to the pool, he would not get in the water. We had lots of conversations over several weeks, we read books, and ultimately what we learned was we needed to build trust with this student, which takes time. One day, the student put on his swimsuit, got on the bus, got to the pool, and the reading specialist jumped in the pool with him, and the initial moment when his body touched the water, that moment and that laughter will always be in my mind. It was such a special moment to witness. We had many of those moments because a lot of these experiences are the students’ first.

called “STAR” for formal assessments in both literacy and math. What we learned is that all the students improved their academics in all areas. On average, about 30 percent of their performance increased from the first week of summer to the last week of the program.

Also, a big part of the program is social and emotional learning. We had the students go swimming and play music.

They had a lot of science, technology, engineering, and math activities interwoven into the curriculum. They also visited the Elementary Institute of Science, which is another example of how we partner with different organizations in the community.

HG: What are the short and long-term goals of the program?

HG: The joy in that classroom was always magnetic when I would see what they were doing. Could you talk a little bit about the staffing of the program?

EA: Short-term goals include growing the program with 15 kindergarten students each year, so in 2025, we will have 75 students participating in Horizons at Francis Parker School.

Long-term, by 2030, we will have our first graduating Grade 8 class and have impacted the lives of 150 students.

Ultimately, our goal is to—going back to our mission—inspire a love of learning and help the students make a meaningful difference in the world.

EA: The ratio was five students to one teacher. We had a reading specialist, a lead teacher, an associate teacher, and an aide. The results this past summer were so incredible.

We do formal and informal assessments throughout the program, and with Horizons National, we use a program

To learn more about Horizons at Francis Parker School and how you can help support the program, visit www.horizonsatparker.org or contact Erika Assadi by email at eassadi@francisparker.org.

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GO LANCERS

Return to the Stands

‘Lancer Legion’ relishes a return to athletic competitions

BY ETHAN KASSAR, CLASS OF 2023

It’s 7 pm on a Friday and Parker students are filing into the home stands at Lauer Field. It is early evening, and as anyone who has been to a home football game knows, there is an abundance of pinkish-red clouds in the sky as the autumn sun slowly sets. Fans are still talking about the delicious churros when the national anthem starts to play and they go from talking to singing along. For the first time since 2019, the stands are filled with fans to watch a Parker football game in person.

In March 2019, many aspects of life were moved to a virtual platform, but sports simply came to a halt. Finally, in spring of 2021, student-athletes were able to resume the thing they loved most: competing. While the return of sports at Parker was a win, there were still limitations: masks had to be worn, players had to undergo weekly COVID-19 tests, and fans were unable to attend the games in person. As a result, most athletes were not able to invite their friends and family to cheer them on from the sidelines.

For the first time, athletes were expected to perform to the best of their athletic ability without the support and energy of fans in the stands.

Thankfully, teammates stepped up and cheered for each other.

“It was honestly kind of eerie; the place where you normally have parents and friends cheering you on all of a sudden got super quiet,” says multi-sport athlete Chris Williams, Class of 2023. While athletes are used to playing with lots of noise, they had to quickly adjust to this “eerie” new playing field. It was difficult. “Without an audience, it was pretty terrible,” says Girls Volleyball Captain Delaney Wilson, Class of 2022. “Volleyball is super momentum-driven and just a clap or two can determine the outcome of a game.”

While all sports suffered from a lack of visible support, cheerleading was hit particularly hard. With no one in the stands to aid in the cheering, cheerleaders carried that responsibility alone. Cheerleading Co-Captain Alexandria Fennell, Class of 2022, recounts the challenges of cheering to empty bleachers. “It was really hard to keep up our energy,

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because it felt pointless. It felt like we weren’t appreciated; there was no one cheering with us. We were carrying the noise on the field,” says Alexandria.

important part of who they are and how people see them,” she says. “Attending games and cheering on friends isn’t just important for school spirit. If you are a student-athlete, having people come and support you and acknowledge that part of your identity is really important.”

Human beings are built to be social, and when those opportunities are disrupted, even for good reasons, it can be hard, explains Parker School Psychologist and Dean of Student Support Services Bridgett Besinger, Ph.D.

Now that things have returned to a new normal, fans have been able to return to games and Parker athletes are so thankful. The athletic department kicked off the fall season with Parker Palooza, where both football and volleyball dominated The Meadows School. “The best part of having fans back is just knowing that people are there to support you and that the energy is completely restored in the Field House,” says Delaney.

“We are not built to be in isolation.

Especially for a high school, to lose out on a big chunk of what we do as a community, it can take its toll,” she says.

For student-athletes, sports is a big part of their unique identity, and having peer and family support is crucial to validation, Bridgett says.

“Identity development is the most important task of adolescence, and for athletes, not having fans in the crowd, not having their parents or friends come and watch them can really take a toll because that is an

Everyone has their favorite cheer, but across the board, the best is bragging about our beloved freshmen. “My favorite cheer is ‘He's a freshman,’ when a freshman in the water scores. That's the best thing you can say,” says Boys Water Polo player, Landon Bell, Class of 2022.

Now that fans are able to watch their friends and family play, we should be filling the stands for every game. Go out and cheer for the Lancers! Whether it is a Friday night football game at home, or a water polo tournament in La Jolla, stand up and bask in the glow of our Parker pride.

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PARENT ED

Untangling Students’ Mental Health Supporting children and adolescents as they meet the challenges of the COVID-19 pandemic

BY DEBORAH PONTILLO, PH.D.

Deborah is the Owner/Founder and Director of San Diego Kids First, a clinic providing mental health, behavioral, and educational services for children and youth, birth through young adulthood. Dr. Pontillo has over 25 years of education, training, and experience in pediatric psychology and is regarded as an expert in the field of child and adolescent development, behavior, and learning. She is also a Voluntary Assistant Clinical Professor in the Department of Psychiatry, School of Medicine, at UCSD. Contact San Diego Kids First at contact@sdkidsfirst.com or 858/692-4187 or visit www.sdkidsfirst.com to learn more about the many ways San Diego Kids First can support your child or teen.

As not only a parent, but also a professional who works with children, adolescents, and their families, I’d like to acknowledge how long, winding, and strange the pandemic road has been for all of us. Nearly all of our normal structures and routines have been abolished or transformed into something different—and often, not for the better. So many familiar, comfortable, and helpful fixtures and routines have shifted or vanished, leaving us all in a sustained fog of uncertainty. It has been tough on communities, schools, families, and without question, such pervasive uncertainty is tough on children.

development is still years from catching up with that identity. What a confusing jumble of factors! Add in a dollop of pervasive uncertainty, and you’ve got the recipe for what many parents and academic professionals are seeing with their kids—increased stress, increased anxiety, and a marked effect on mood, emotions, and overall mental health and wellbeing. This can manifest as strained family dynamics and relationships, struggles with peers and friendships, or difficulties with school performance.

Children and adolescents simultaneously wear hats as students, friends, and siblings, among other roles. Under the best circumstances, these roles create competing demands for a child’s attention, time, and internal resources. When it comes to managing challenges, methods that may seem obvious to adults—setting priorities, coping strategies, and the ability to understand logical consequences—are not as discernible to children. Now, consider the additional complexities faced by adolescents, who are beginning to identify as adults, but whose cognitive, social, and emotional

The return to in-person instruction has not been a panacea, for several reasons. First, the return represents just another transition to be made, after more than a year of shifting transitions. Second, the schools to which students have returned are not the schools from which they departed.

New routines, new processes, new requirements, and new expectations are in place. Third, a looming sense that the carpet may yet be pulled out from underneath even this “new normal” lurks in the back of all of our minds. Finally, even to the extent that some of the comforting structures

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and environments of school are now back in place, families and communities are still in flux and dealing with the pandemic in their own ways. The reverberations from all that ongoing uncertainty affect children. Additionally, families that support students are themselves in need of support, as the cumulative stressors of the pandemic take their inevitable toll.

So, what can we do? How can we best support our children in these challenging times? The good news is that there is a lot we can do. Being presented with these new challenges has allowed us the opportunity to identify how to best support children, teens, and their families and there are a multitude of services and support options available. These services are aimed at developing our children’s resilience, teaching them new coping strategies, and helping them rise from this experience renewed, with

“

Encountering new or unexpected difficulties is natural in this odd, prolonged period of uncertainty

”

improved self-awareness and a refined social-emotional intelligence that will last them a lifetime.

In order to assist parents, on how and when to look for help, I’ve identified a list of the most common signs and symptoms evidenced by children and teens that are struggling and in need of support.

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PARENT ED TALKING WITH YOUR CHILD < Take into account your child’s communication style; adapt, but do not sacrifice clarity.

MOOD CHANGES Here, you’re looking for marked shifts in mood that are more prolonged or more intense than in previous experience.

Many parents are familiar with the term “depression” and what it looks like for adults. However, for children and teens, depressive symptoms can manifest quite differently and can vary widely between individuals. Common outward signs of depression in children and teens include different “clusters,” such as sadness, pessimism, and hopelessness; irritability and argumentativeness; withdrawal, self-isolation, and apathy; or behavioral challenges such as increased rigidity or low frustration tolerance. Mood “swings,” or dramatic highs and lows, should also be investigated further.

ANXIETY As with depression, anxiety symptoms can manifest differently depending on the individual. Some children and adolescents may verbalize worrisome thoughts. Others may say nothing, but exhibit avoidance, resistance, or excessive procrastination. Other common signs of anxiety are difficulty falling asleep or staying asleep, restlessness, difficulty sustaining attention, and the appearance of distractibility or being “off in their own world.”

ACTIVITY LEVEL CHANGES Watch out for shifts toward a lack of motivation, persistent low energy or fatigue, slowness to initiate tasks, and/or failure to complete tasks. Activity level changes may also impact wakefulness or sleep patterns. Shifts in activity level can also look like increased agitation, being “on edge,” or having difficulty calming down.

< Begin by stating what you’ve observed about their recent behaviors or mood, then ask, “Would you like to talk about it?” < Offer to help, but refrain from pressuring or aggressively persuading. < If your child resists talking to you, offer to pair them up with another family member, family friend, or counselor.

EATING BEHAVIORS Persistently increased or decreased appetites are potentially important and relatively easy to spot, as are weight gain, weight loss, or skipping meals. Eating behavior changes can be accompanied by complaints of symptoms that include stomachaches and headaches.

SCHOOL BEHAVIORS Keep your eyes open for decreases in your child’s ability to complete homework, or to complete it at their customary level. Take notice of teachers reporting that your child is more distractible, less focused, or has difficulty completing tasks or engaging in class.

SOCIAL BEHAVIORS Your child’s behaviors with respect to their friends can offer an important window into their possible need for support.

Withdrawing from friend groups, declining invitations, appearing uninterested in friends, or engaging in protracted self-isolation or solitary activities can all be signs, especially if they represent changes to your child’s typical social behaviors.

LACK OF TAKING PLEASURE Be alert to indications that your child or adolescent no longer takes pleasure in previously enjoyed activities.

This can include a lack of interest in attending regularly scheduled activities (e.g., dance, music lessons, and organized sports) as well as unstructured pastimes (e.g., skateboarding, jam sessions, etc.).

HIGHER RISK BEHAVIORS Any of the following “red flags” are cause for immediate concern and action: cutting behaviors, comments about wanting to die, comments about wanting to hurt others, substance use (even once!), or other obviously unsafe and reckless behaviors.

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TALKING WITH YOUR CHILD'S TEACHERS

TALKING WITH A MENTAL HEALTH PROFESSIONAL

< Schedule time for the conversation.

This is not an “in passing” chat.

< Make an initial appointment to discuss your concerns. The therapist will help you discern what level of support is appropriate and whether they are the right fit to provide therapeutic support.

< Describe what you’ve observed about your child’s recent behaviors or mood. < Solicit impressions from the teacher(s). < It’s less important that everyone agrees on root causes; it’s more important that everyone can honestly report their own observations. < Assemble a team to continue to monitor your child. This team acts as your “eyes” when your child is at school.

If you’ve identified that your child or adolescent is likely struggling, the next steps all begin with conversations (see boxes above). These conversations might be held in parallel, or in sequence, depending on your individual circumstances.

And, as with any good conversation, the key is to focus on communicating with clarity and empathy, as opposed to controlling the discussion towards a specific outcome. The first conversations you’ll absolutely want to have are with your child and your child’s teachers.

After speaking with your child and your child’s teachers, you may feel confident that involving a therapist or other mental health professional is the right next step, but you may feel unsure. If you’re stuck on this decision, it can be helpful to speak first with your child’s pediatrician about your concerns and to schedule an appointment for the pediatrician to meet with your child. There are several benefits to this approach:

< Even if the therapist advises that formal therapy is not indicated, they will be able to make recommendations useful for helping the situation at home and at school. < There are more options than “once per week” versus “no therapy.” Many therapists may prescribe “check-in” visits if regular therapy is deemed unnecessary. < Kids sometimes resist the very notion of therapy. If this is the case in your situation, explore the possibility of “check-in” visits, and emphasize to your child that the visits needn’t be regular, recurring events.

In summary, there are a few core ideas to remember as you help your child navigate the strange terrain of the pandemic. First, encountering new or unexpected difficulties is natural in this odd, prolonged period of uncertainty. Second, although internal struggles can be elusive, there are many signs and symptoms to look for and many resources within your reach. Finally, every important course of action begins with open, honest, and clear communication—with your child, with their teachers, and with any of myriad mental health professionals whose entire reason for being is to help in times like these.

Your child or adolescent may be more open to meeting first with the pediatrician, who is a “known entity,” and who does not explicitly identify as a mental health professional. The pediatrician can make a referral, if appropriate, to a therapist or other provider.

Adolescents, in particular, may respond better to a referral from a pediatrician than a suggestion from a parent. The pediatrician may be able to offer you additional perspective and support on the best next steps. It’s possible that you already suspect that professional mental health support is the right next step for your child or teen. If so, then it’s time for a conversation with a therapist or counselor.

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36 Parker Magazine FALL 2021

Parker Moment Upper School Band performs live during Homecoming 2021.

FALL 2021 Parker Magazine 37

BOOK REVIEWS THE VANISHING HALF

THE MERCIES

Reviewed by April Duncan, Grade 6-12 Librarian

Reviewed by Dakota Greenwich, Library Assistant

One of the most fulfilling and enlightening parts of my job at Parker involves hosting the Faculty/ Staff Book Club. Last year, we read and discussed The Vanishing Half

by Brit Bennett, which begins in the segregated South.

Books based on real events aren’t usually my cup of tea, but I finally gave The Mercies, by Kirin Millwood Hargrave a shot, and I am beyond thankful that I did.

By Brit Bennett

By Kirin Millwood Hargrave

What Are You Reading?

Book reviews from members of the Parker community

Share the joy of reading with the Parker community by submitting a book review. Email communications@francisparker.org.

It’s the story of a set of Black identical twins who are so light-skinned, they can pass as white. One twin, Stella, decides to leave her life—and her sister—behind to live as a white woman. I’m always intrigued by stories about sisters and sisterhood; these relationships can be simultaneously beautiful and tumultuous. I speak from experience here!

The Vanishing Half explores this relationship and the larger story arc in which the sisters experience dramatically different realities.

Each sister’s daughter also evolves into a significant character. I highly recommend this book if you enjoy historical fiction, family dynamics, or just incredible storytelling.

This harrowing, immersive, and chilling novel is set in Vardø, Norway in 1617 and follows women in a small Arctic town, who, after all the men are wiped out by a catastrophic storm, must fight to survive the threats of the hard landscape and ominous newcomers.

Twenty-year-old Maren Bergensdatter, along with her mother, sister-in-law, and neighbors teach themselves to fish and forage while also battling all-encompassing grief. A new minister and his younger wife are sent to convert and commune with the women of Vardø and to ensure the following of Christianity and dispel the widereaching allegations of witchcraft and paganism in this Indigenous community. But “helping” the women of Vardø may mean introducing an even greater evil.

The Mercies is a feminist story of perseverance, evil, acceptance, and love in the harsh and unforgiving Arctic circle. This book is perfect to snuggle up with on cold, rainy days or when you’re craving a cozy winter day.

The Mercies is a must read and a new personal favorite.

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TO SLEEP IN A SEA OF STARS

THE NIGHT DIARY

SHADOW AND BONE

Reviewed by Dessa Kuritz, Class of 2024

Reviewed by Sreya Reddy Duvuuru, Class of 2028

Reviewed by Athena Apostolides, Class of 2029

First contact, romance, and warfare— what could possibly go wrong? Threehundred years in the future, humanity has ventured and colonized beyond the home solar system of Sol. When xenobiologist Kira Navárez stumbles across a rock pile on a foreign planet that contains an alien relic, she is delighted… until the relic moves, and she is thrown into a personal biological crisis and an intergalactic war.

If you like a book with a story that slowly draws you in, The Night Diary is a nice read. The main character, Nisha, and her twin brother, Amil, lose their mother when she passes away the day they are born. When Nisha gets a diary for her 12th birthday from their cook, Kazi, she decides that she will write in it every day, if possible.

This book is a thrilling adventure with Russian influences. The main character is a fearless and strong leader named Alina Starkov. Throughout the story, she faces deception, jealousy, and disapproval as she tries to stop a greater evil that is threatening to destroy the kingdom and the Grisha (people with mystical powers) forever.

Does Alina learn to control her magical gifts? Does she figure out who she can trust? Will she ultimately discover the way to defeat the Darkling?

By Veera Hiranandani

By Leigh Bardugo

By Christopher Paolini

To Sleep In A Sea of Stars is marvelous. The writing spares no detail, helping readers to inhabit both the story and Kira’s perspective.

The dialogue is believable; it meshes with the descriptive writing, allowing characters and plot to develop together. Description and dialogue also support the rapid pace, keeping Paolini from overwhelming or confusing the reader.

To Sleep In A Sea of Stars explores the curiosity and passion that drives us to survey the galaxy, and the intelligence and sensitivity that makes us capable of connecting with the aliens we wish to find. I would recommend To Sleep In A Sea of Stars to older young adult science fiction and fantasy readers looking to deeply connect with a story that explores the boundaries of humanity.

The author really made me feel as though I was right there with Nisha, watching as everything unfolded. I will not spoil the book, but when Nisha was in some tough situations—and she was definitely in a few—she could just write her thoughts, emotions, feelings, and reactions down in that diary.

Nobody would be able to see it except Nisha and the reader.

Overall, The Night Diary is a great read, especially if you like a chill book with a storyline where you can see all the characters grow up during their journey.

Shadow and Bone is an exciting blend of suspense and drama, with romance and some intense battlefield violence mixed in. The story is action-packed and will keep you on the edge of your seat. If you read this book, I promise that you will never want to put it down.

I recommend this book to people who are thrill-seekers and like some excitement. (For children aged 10+ with parent approval, so thrill-seekers, get ready to have the adventure of a lifetime!)

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COMMUNITY NOTES

Community Notes

A roundup of events, highlights, and good news from around the School Faculty and Staff Giving Campaign The School thanks all Parker faculty and staff members who participated in this year’s faculty and staff giving campaign, which ran Oct. 25-29. We are also grateful for the work of this year’s faculty and staff campaign ambassadors: Lower School—Laurie Buttaro, Otis Caldwell, Angelina Scull; Middle School—Maggie Blyth, Dr. Sarah Gongaware; Upper School—Paul Esch, Jasmin Taylor; Staff—Erik Anderson, Suzanne Barrow, Maggie West.

Parker Community Supports Afghan Refugees Parker, in partnership with Second Families—an all-volunteer 501(c)(3) nonprofit helping new arrival refugees in Southern California—collected donations of clothing, toys, household supplies, decor, and furniture from the Parker community to furnish two apartments for Afghan families recently airlifted to safety. Parker seniors helped assemble furniture for the families during advisory class in early November (shown above).

Parents Association Connections With the help of its division VPs and grade-level representatives, the Parents Association (PA) successfully welcomed parents back to campus through their gradelevel coffee events. The School is so grateful to the PA for keeping parents connected and informed throughout the school year.

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Faculty and Staff Visual Art Exhibition Parker’s Visual Arts Department reopened the Rose Art Gallery this fall with a showcase exhibit of faculty and staff artwork. The show featured art from visual arts teachers and community members across divisions and departments.

Works included paintings, photographs, fiber art, sculpture, and much more. The exhibit opened with a reception featuring music from Middle and Upper School Guitar Teacher Keven Ford.

Coach Rob Mendez Opens Homecoming Week Parker Football Coach Rob Mendez addressed Upper School students during the opening of Homecoming week. Rob, who was born without arms and legs, is also a motivational speaker, author of the new book, Who Says I Can’t: The Astonishing Story of a Fearless Life, and a 2019 ESPYs Jimmy V Award winner. “Ultimately, it’s up to you on how you perceive life,” says Rob. “I always focused on what I was able to do instead of what I wasn’t able to do.”

Restorative Practices with Anthony Ceja Parker Faculty and Staff attended an all day professional development session before the start of the school year with Anthony Ceja, Senior Manager of Student Support at the San Diego County Office of Education. During the session, participants received training which included increased understanding of how schools can benefit from restorative practices; skill development in facilitating activities that promote understanding, respect, and healing; and competency and skills in the ability to facilitate conversations and activities that build trust and positive relationships.

W.A.R. Lords Claim Victory For the first time in more than 18 months, the W.A.R. Lords are back to in-person competition. On Oct. 9, the Parker Robotics team helped produce and participated in Battle at the Border, their annual off-season competition. Twenty robots, fielded by 18 F.I.R.S.T. Robotics Competition teams, gathered at Cathedral Catholic High School to compete for peer awards. The winning alliance was composed of: the Millennium Falcons, Team 3647 from Torrey Pines High School; E-motion, Team 2658 from Rancho Bernardo High School; and the W.A.R. Lords, Team 2485 from Francis Parker School. The W.A.R. Lords delivered autonomous points, a consistent climb, and substantial defense to achieve victory. Parker also won the peer award for Most Creative Robot. Team 2485’s official season begins in January.

Admissions Open House Parker’s admissions season for the 2022-2023 school year opened on Oct. 1, 2021 and runs through Feb. 1, 2022. The Middle and Upper School welcomed families to an open house on Saturday, Nov. 13, and the Lower School event is set for Saturday, Dec. 4. Open House is an engaging way for parents and children to learn more about Parker. For more information, visit www.francisparker.org/admissions.

Mary Brown Birthday Celebration Beloved Parker retiree Mary Brown celebrated her 80th birthday on Saturday, Nov. 6 alongside nearly 85 Parker alumni, current and former faculty and staff, and friends at the Student Life Center on the Linda Vista Campus.

Mary taught math at the School for more than 45 years and impacted thousands of lives. In honor of her milestone birthday, the Mary Brown Fund was created to support faculty professional development.

FALL 2021 Parker Magazine 41

CLASS NOTES

Class Notes Connecting the Parker alumni community Share your news with the Parker community, including professional milestones, personal news, wedding and birth announcements, and obituaries. Email alumni@ francisparker.org to submit.

Alumni Updates

Ben “Benji” Campbell ’05 received his Ph.D. in neuroscience from the Weill Cornell Graduate School of Medicine. Ben’s co-authored research paper on mGreenLantern, a fluorescent protein he developed alongside his research team, was recently published in the Proceedings of the National Academy of Sciences of the United States of America journal. Ben has accepted a position with MeiraGTx as a senior scientist and will remain in Manhattan to gain additional industry experience.

the business by implementing new systems and processes as well as spearheading the addition of an analyst to the team. Sydney is focused on how the power of technology can be used to reduce wealth inequality and make life better for the widest swath of people possible. She has a true passion for companies whose mission and vision are to bring positive change to the lives of many.

Emily Hicks ’69 retired from San Diego State University, where she taught as a professor in the departments of Chicano and Chicana Studies and English and Comparative Literature since 1984.

Yolanda Selene Walther-Meade ’86 co-founded This Is About Humanity (TIAH) in 2018 with her sister Elsa Collins ’98 and Zoe Winkler Reinis to attend to the needs of migrant families and asylum seekers in response to the family separation crisis. In recognition of their support of Tijuana and its communities during the COVID-19 pandemic, Tijuana Innovadora, a platform for social innovation in Tijuana, named TIAH as a 2020 Paseo de la Fama/Walk of Fame Binational Honoree. TIAH was also named the 2020 Outstanding Grantmaking Organization of Year for the Association of Fundraising Professionals, San Diego Chapter, for its grantmaking initiatives on both sides of the CaliBaja border.

Don Vaughn ’04 was recently published in Time Magazine. His article focuses on the concept of brain plasticity and showcases his theory of the importance of dreams. Visit www. time.com/5925206/why-do-we-dream/ to view the article online.

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Jacqueline Denysiak, M.D. ’09 has returned to San Diego after completing her residency training at Kaiser Permanente Riverside Medical Center to join her mother, Barbara Denysiak, M.D., at their outpatient private practice in Hillcrest. The Drs. Denysiak focus on wellness, preventative medicine, and senior care. Jacqueline has taken on prospective medical students in her practice and was recently approached by a very enthusiastic young Lancer named Giana Bove, Class of 2024, to learn more about a career in the medical field.

Sydney Thomas ’06 was promoted to principal at Precursor Ventures, a venture capital firm. Over the last six years, Sydney has enhanced

Tara Reed ’09 was named 30 under 30 in Education by Forbes Magazine. In 2016, with zero experience in coding, she built an app to help individuals find artwork they love. Tara utilized this experience to educate others on how to build apps without coding knowledge. Her company, Apps Without Code, offers training courses.

Olivia Lawrence ’16 graduated in 2020 from New York University and is enrolled in the master’s program in psychology at Columbia University with hopes to continue on to a doctorate degree upon graduation.

Nik Marino, M.D. ’11 received his doctorate from St. Louis University Medical School, along with his master’s degree in business administration from Washington University in St. Louis. He and his fiancée were accepted into the

University of California San Diego residency program where he will focus on internal medicine.

Stella Gerson ’16 returned to San Diego and is studying law at the University of San Diego with a focus on social justice. She looks forward to reconnecting with friends in town when the “new normal” arrives.

Sam Deddeh ’14 is embarking on a Fulbright scholarship in Salzburg, Austria. Sam will be teaching English to Austrian high school students, taking a class at the University of Salzburg, and doing research on history education in Austria.

Ryan Risse ’15 earned a master's degree in accountancy from Wake Forest University and has accepted a position as an audit associate with KPMG in Baltimore, MD. Carlos Ezquerro ’16 is pursuing a master’s degree at Stanford Graduate School of Business while he continues the next chapter of his professional journey as a technology investment banking analyst at Morgan Stanley’s Global Technology Group in Menlo Park.

Caroline Wohl ’16 is pursuing a Master of Arts in public relations and advertising at the University of Southern California’s Annenberg School for Communication and Journalism. Caroline is a Cowan Scholar, assisting with graduate research at USC Annenberg’s Center on Communication Leadership and Policy under Geoffrey Cowan. She is honing her strategic storytelling skills as she pursues a career in corporate communications.

Drew Cross ’16 wrote and published his first book, The Unsolvable Intrigue, under the pen name D.C. Story. It’s available now at Barnes and Noble and Target.

Emily Potts ’18 started her own company, Pith & Parchment (pithandparchment.com), which sells handmade cards. Emily is busy turning the company into an LLC and enjoys the challenges of being a small business owner.

Jordan Finley ’19 transferred to Stanford University and will be a member of their cheer team this fall.

Jordan (left) is pictured with fellow Cardinal Ryan Sanborn ’19.

Radha Solanki-Carollo ’20 was one of four San Diego teens nationally recognized as members of the country’s first female Eagle Scouts during the “Be The Change’’ celebration on Feb. 21, 2021. Radha is a member of Troop #1667, the first Scouts BSA troop established in San Diego County specifically for females.

Audrey Chapman ’21 (second from left) took 2nd place at the US Rowing Youth National Championship at Nathan Benderson Park in Sarasota, FL. Audrey rowed stroke for San Diego Rowing Club’s (SDRC) women's varsity 4+ team and made San Diego rowing history as the first and only coxed crew to medal at Youth Nationals in over 130-plus years of SDRC history.

Racing the 40 top boats in the nation, they bested legendary crews from around the country, most of which had actively competed all season.

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CLASS NOTES

Alumni Weddings Christina Porterfield ’83 married Robert Tate at The Forgotten Barrel Winery in Escondido, CA on June 20, 2020.

rainbow arched and the golden sun broke over what had been a blustery, cloudy, and rainy day. Jenna, a graduate of James Madison University, works in medical communications as an account director at BoldScience.

Andy, a graduate of the University of California Santa Barbara, works for the City of San Diego as a laboratory analyst. The newlyweds are making their home in La Jolla, CA.

Alumni Births Andres Sette Arruza ’04 and wife Diane welcomed Isadora Carla Sette Arruza on May 28, 2020.

Sarah Dawe ’02 married Ryan Karlsgodt on July 24, 2021, in front of a small group of family and friends in Little Bull Island, MT. Emily Dawe ’92 and sons Josh and Sammy Weil served as attendants. Kirby Brady ’02 gave the wedding toast, including some highlights from their time at Parker.

Allison Panton Least ’04 welcomed her third child, Trinity Lynn, on Dec. 3, 2019. Her grandmother, former Parker kindergarten teacher Holly Panton, is very proud and was lucky to spend the holidays and much of January with Allison and family.

CJ Grigoriadis ’07 and wife Liz welcomed baby Luca Emil Grigordiadis into their family on Feb. 24, 2021.

Tyler Bernardini ’07 and wife, Emily, welcomed baby Leonardo Hunt Bernardini in March 2021.

Amani Walker ’07 and wife Morgan welcomed their daughter, Saige Serena Walker, on July 27, 2021.

Jenna Stenderup ’05 married Andrew Hata of Long Beach atop Symphony Towers at the University Club in San Diego, CA on Nov. 8, 2020. They exchanged vows just as a double

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Alumni In Memoriam Ellis “Reid” Shannon ’48 passed away in June 2019. He enjoyed lifelong friendships from his time at Parker.

William “Billy” Tufford ’54 passed away on Dec. 31, 2020.

Upcoming Alumni Events Nov. 26, 2021 Last Decade Reunion Dec. 12, 2021 Platinum Reunion and Belle Baranceanu Mural Dedication Feb. 10, 2022 IGNITE Parker Networking Feb. 23-25, 2022 FPS Regional Alumni Events March 30, 2022 SPARK: IGNITE Parker Networking Conversations (Virtual) Date TBD Reunion and Distinguished Alumni Award Ceremony

Stephen Lew ’95 passed away suddenly on May 15, 2021. Stephen leaves behind his wife, Jennifer, and baby girl, Chloe (pictured). Many enjoyed seeing Stephen recently at our virtual 25th reunion. Stephen’s family established a scholarship in memory of Stephen within the real estate and development major at the University of California San Diego’s Urban Studies and Planning department, where Stephen served on the board.

April 6-7, 2022 FPS Regional Alumni Events April 19, 2022 DEIB Alumni Conversations May 11-15, 2022 Alumni Giving Days of Impact June 1, 2022 Senior Class to Alumni Ceremony

Alumni questions: Gillian Rose-Hassell 858/874-3371 grosehassell@francisparker.org

FALL 2021 Parker Magazine 45

SPECIAL EVENT

HEAD OF SCHOOL

CIRCLE RECEPTION

Carin Canale-Theakston and Hillary Theakston—parents of Piper, Class of 2028; and Ella, Class of 2031—graciously hosted the Head of School Circle Reception on Oct. 20, 2021 at their Mission Hills home. More than 65 guests gathered together for an evening of live music, delicious food and drink, and wonderful conversation. The reception honors donors who have taken a leadership role in their support of Parker.

HILLARY THEAKSTON AND CARIN CANALE-THEAKSTON, KEVIN YALEY

SUSAN LESTER, ALISON ALPERT AND JEFF VON BEHREN

JENNIFER AND JOHN CRISAFULLI

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SEAN JOSEPH, MAHAU MA

Photos by Bauman Photographers DR. SARAH GONGAWARE

PRIYA HUGGETT, CARIN CANALE-THEAKSTON, KALPANA NATRAJAN, IRENE COPPEDGE, LIZ YU-HANSEN

JING BOURGEOIS AND JIM FREEMAN

TOM AND ANA CHAPMAN, CARIN CANALE-THEAKSTON

JILL AND JOHN GARTMAN, SUSAN AND MICHAEL MARONDE

RICH EFFRESS, SAMIR SINGH AND PRIYA PATEL

CLAIRE AND FRANS VAN DER LEE

JENNIFER AND TOM RANGLAS

TORI AND AARON HABERMAN

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Parker Moment Upper School Dean of Students Dr. Stacey Patsko, in character as the Queen of Hearts, walks among students on the Lancer Lawn following the reveal of the 2021 Homecoming theme, “Welcome to Wonderland.”

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YOUR GIFTS GIVE STUDENTS THE TOOLS FOR SUCCESS MAKE YOUR GIFT:

WWW.FRANCISPARKER.ORG/GIVE

When you support Parker, you support lifelong learning for students in Grades JK to 12. Your gifts support every aspect of the Parker experience, from technology in the classroom to specialized programming and professional development for faculty and staff.

Thank you for ensuring that Parker students reach “as far as the mind can see.” Make your gift to Parker and be a part of advancing the School’s mission and bright futures of our students.

NONPROFIT ORG. U.S. POSTAGE

PAID FRANCIS PARKER SCHOOL

Is this your preferred address? If you did not receive this magazine at your current address (or parents of alumni, if your child no longer maintains a permanent residence at your home), please notify the Alumni Office (alumni@francisparker.org or 858/874-3372) to update our records.

From the Archives

This mosaic mural, displayed on Parker’s Mission Hills Campus, was created in 1962 by the Grade 6 art class under the guidance of teacher Belle Baranceanu. It was restored in 2021 by Kim Emerson Mosaics through the support of the Alumni Impact Fund and other generous contributions.

Restoring a Piece of Parker History: In 1962, Parker’s Grade 6 art class created a special mural on the Mission Hills Campus under the guidance of Belle Baranceanu, artist, teacher, and member of Parker’s Arts Hall of Fame. The mural was restored in 2021 by Kim Emerson Mosaics through the support of the Alumni Impact Fund and other generous contributions and is proudly displayed once again at the Mission Hills Campus.

Belle was a beloved teacher during her 30-year plus tenure at Parker. Ann (Anni) Kier Bennett Miller ’61 shared this memory of “Miss B” (as she was known to the students): “What can I say... she was a legend! I loved all of those regular art classes with her. I loved her panache. I did not realize her talent and fantastic-ness until I was older. I am so happy to hear about the restoration of the mural and dedication. She deserves this for sure.”

Join us on Sunday, Dec. 12, from 2 to 4 pm on the Mission Hills Campus as we celebrate the restoration of the mural created by Belle Baranceanu and her Grade 6 students. We will begin the celebration with a toast at 2 pm, followed by the Platinum Reunion (Classes of 1945-1969), featuring appetizers, wine, and great conversation. Email Director of Alumni Relations Gillian Rose-Hassell at grosehassell@francisparker.org for more information.

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