Parker Magazine Fall 2017

PARKER MAGAZINE

Fall 2017

FALL 2017

francisparker.org

LOWER SCHOOL ECO ADVENTURES

MIDDLE SCHOOL DIGITAL CITIZENS

UPPER SCHOOL SOCIAL JUSTICE

INCLUSIVE CLASSROOMS

SILBERMANS’ HISTORIC GIFT

�e Pa�nts AssocIaTIon p�sents the 36th Gala

MAY 5, 2018

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AN ISLAND LUAU TO BENEFIT PARKER STUDENTS Chaired by David Gray and Marilyn Tobin

MESSAGE FROM THE HEAD It was the afternoon of April 10, 1975.

My two brothers and I were sitting in what had been transformed, rather hastily, from a den to a baby’s room. Much to our surprise, our mother enters holding a five-week-old baby. I was sitting in the rocking chair when my mother places the baby in my lap announcing the arrival of our new sister, Kateri. My younger brother reaches over to poke Kateri’s forehead (perhaps wondering if she was real) but stops short to ask, “Why is she brown?”

Growing up, my sense of family felt pretty ordinary. Yet when people did see the Yaley crew together (this was the 70s and 80s, mind you), many perceived anything but ordinary. Upon reflection, I now understand that while I was essentially naive to what others were saying (or not saying), my sisters felt the stares and heard the whispers much more deeply than did I. To my mind, one of the most attractive values of Parker is its joint commitment to diversity and inclusion. In truth, when I was offered the opportunity to become a part of the Parker family what sold me was not only this community’s deep commitment to academic excellence and student wellness, but also the growing desire to build a school that is truly global in perspective, diverse in composition, and reflective of the larger world. What was evident to me then, and even more so today, is that our faculty, staff, students, and parents are committed to sustaining a school where all members truly feel valued, included, and respected.

Like all things in life that matter, building a diverse and inclusive community demands our time, attention, and a shared commitment. And while we still have some distance to travel in this regard, I note with confidence that when one wanders the walkways of Parker today, instead of the stares and whispers my sisters endured those many years ago, Parker’s visitors and students

Nancee Lewis Photography

I was raised in a family of six siblings: three older brothers (I am the middle son) and three younger sisters. All three of my sisters were adopted; two were born in Korea and one in Vietnam. Rarely did I distinguish between my biological and adopted siblings, for any reason. To my mind, they were one in the same as any one of my sisters or brothers could annoy me equally irrespective of how they became part of the family (and I, them.)

experience a school that is warm, welcoming, and engaging—one that celebrates diversity and inclusion at every turn.

In this edition of Parker Magazine, you will discover once again what makes the Parker community extraordinary. From the numerous student and alumni accomplishments, to the recurring acknowledgment of an exceptional academic and extra-curricular program, you will be reminded that Parker is a remarkable community defined by a unique mission bolstered by a set of timeless values.

All the best,

Kevin Yaley Head of School

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PARKER MAGAZINE SUMMER 2017 FRANCIS PARKER SCHOOL Kevin Yaley, Head of School EDITOR Lori Foote ’94 DEPARTMENTS 04 PARKER HIGHLIGHTS

The Latest News from the School 20 INSIDE THE CLASSROOM

Conversations Between Parker Teachers

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COPY EDITOR Barb Fokos Nicole Gesualdo CONTRIBUTORS Melissa Beltz Courtney Ranaudo Tiffany Yu

25 LEARNING MUSIC TO THE BEAT

OF THEIR DRUM Parkerʼs Percussion Class

PHOTOGRAPHY Melissa Beltz Nancee Lewis Photography Courtney Ranaudo Tiffany Yu

28 FALL ATHLETICS

Celebrating the Fall Athletics Season 30 HEAD OF SCHOOL CIRCLE

Honoring Leadership-level Donors 32 A TRANSFORMATIONAL SUMMER

Weickart Scholars Experience Parker 34 EQUITY AND ACCESS Parkerʼs Approach to Financial Assistance

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36 ADVANCING PARKERʼS MISSION

The Silbermansʼ Historic Gift to Establish

the Head of School Scholarship Program 37 YOUNG AND HUNGRY

Parker Alumni in the Food Industry FEATURES 07 ALL IN THIS TOGETHER

The Grade 5 Eco Adventures Project 12 BUILDING DIGITAL CITIZENS

Tools for a Connected World 16 PASSION WITH A PURPOSE

The Upper School Global Issues and

Social Justice Class

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2017-2018 FRANCIS PARKER SCHOOL BOARD OF TRUSTEES Jeff Silberman ʼ75, Chair Will Beamer ʼ89 Diana Casey Randall Clark Susan Davey Kristie Diamond Rich Effress Shakha Gillin, M.D. 2

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Robert Gleason Robert Howard Randy Jones Ted Kim Susan Lester Jennifer Levitt Patsy Marino Kate Deely Smith

Meghan Spieker Mary Taylor Jeff Von Behren ʼ90 David Wellis Sarah White Caroline Rentto Wohl ʼ86 Kevin Yaley, Head of School

OUR MISSION 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.

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.

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

Communications Office Francis Parker School 6501 Linda Vista Road San Diego, CA 92111 communications@francisparker.org www.francisparker.org/magazine

HEART OF CAMPUS CONSTRUCTION

Food Service Manager Rosie Lopez and the staff at the Lower School cafeteria held their first-ever “Tasting Day” in October, where students and parents were invited to try farmfresh fruits and vegetables from local growers. The “Farm to Table” theme was a hit and gave students the chance to try seasonal items that will appear on the menu.

Tasting Days are an opportunity for students to try menu items they might not be familiar with and to get them excited for delicious Parker lunches.

It also gives parents an opportunity to taste the nutritious food offered to their kids so they can encourage them to eat a balanced School lunch.

Grade 6 students helped drum up enthusiasm by participating in a poster campaign to get Lower School students excited to try new foods.

Grade 6 kids posed holding signs about healthy eating habits, putting a familiar face in front of the effort to energize students around eating a healthy lunch. The posters are on display in the cafeteria.

The Tasting Days and posters, along with new food items on the daily menu, were the result of parent feedback on ways to promote healthy eating habits at the Lower School.

MIDDLE AND UPPER SCHOOL ADOPT S.T.R.I.V.E. Character Education is one of the top reasons why families choose Parker, as shown in a recent survey of current Parker parents. This knowledge has inspired the School to align and grow Character Education across all three divisions using S.T.R.I.V.E. as the instrument for improvement.

Division heads are now working alongside grade deans, teachers, and students to adopt the S.T.R.I.V.E. philosophy in the Middle and Upper Schools.

S.T.R.I.V.E. is a Lower School program aimed at introducing and reinforcing Parker’s expectations for students’ conduct, attitude, and citizenship. These expectations are: seek always to do your best; treat people and property with respect; revere the truth; invest in your future; value school rules, your heritage, and personal responsibility; enrich the world for all.

PARKER HIGHLIGHTS

LOWER SCHOOL CAFETERIA

The Heart of Campus construction continues as planned on the Linda Vista Campus. Crews have been working from west to east in an effort to begin above-ground work sooner. The much-anticipated traffic signal at Linda Vista Road and Northrim Court (next to 7-Eleven) is expected to be installed beginning in Winter 2017. Project construction continues into the summer of 2018.

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PARKER STUDENT AND TEACHER CREATE ARTWORK FOR MAMMOTH BOOK

ALUMNI CARE PACKAGES Parker’s Alumni Office sent college care packages full of snacks and Parker swag to the Class of 2017 alumni. The snacks were generously donated by parents of the alumni and the swag included sunglasses and credit card holders that stick conveniently on the back of students’ cell phones.

PARKER HIGHLIGHTS

Included in the care packages were a class photo and special letters written by current Grade 2 students with a picture drawn on front. In the letters, Grade 2 students introduced themselves and posed important questions to the young alumni.

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Visual Arts teacher Melanie Taylor and Kira Hirsch, Class of 2019, had their artwork published in a new book released Sept. 26, 2017 about California’s eclectic Mammoth Lakes. The two were commissioned by author Jennifer K. Crittenden to create two nature illustrations for her book, titled “The Mammoth Letters: Running Away to a Mountain Town.”

Introduced to Crittenden by Melanie Witt, wife of Parkerʼs Middle and Upper School Music Department Chair Jim Witt, Taylor and Hirsch submitted pencil sketches of a post office, bear, and snow scenes that appear in the book. Crittenden remarked that the two were “wonderful to work with.”

Annie Sawyer, Associate Director of Alumni Relations and Development, spoke about the importance of this alumni initiative: “It’s the first mailing they receive as Parker alumni and it’s nothing but love. We hope that they hang their class photo on their fridge, that the letter from their Grade 2 pen-pal makes them smile, and that the snacks carry them through a late-night study session.”

TEACHER VISITING FROM YK PAO SCHOOL This year, Parker welcomed Irene Gong, a Grade 2 Mandarin and science teacher from the YK Pao School in Shanghai.

She visited for two weeks in October as part of a special exchange program between Parker and the YK Pao School.

During her visit, Gong said she was impressed by the unique connection teachers have with their students and the welcoming nature of the Parker community.

Snow scene by Kira Hirsch, Class of 2018

For the past five years, Parker and the YK Pao School have sent groups of students and faculty to experience school life in the U.S. and China. Parker students will visit the YK Pao School in April 2018, along with a member of the Parker faculty.

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Landscape by Melanie Taylor

TURF REPLACEMENT AT LINDA VISTA CAMPUS The School upgraded its athletic fields on the Linda Vista Campus in summer 2017, replacing the aging turf on Lauer Field after it reached the end of its lifespan. The old turf was one of the first synthetic surfaces in San Diego County when it was installed in 2004, and has saved the School a significant amount in terms of water, fertilizer, and field maintenance over the years. Lauer Field now boasts over 140,000 square-feet of artificial turf with “CoolPlay” technology, providing a safe, consistent playing surface year-round.

FACULTY AND STAFF GIVING Faculty and Staff Giving reached 99-percent participation in the 2017-2018 school year, eclipsing the previous school year’s record-breaking numbers. The combined gifts from Parker’s faculty and staff this year provided $30,000 toward the endowment, which will grow in perpetuity. Faculty and Staff Giving is part of the Parker culture of philanthropy and demonstrates the commitment our faculty and staff have to the School’s mission.

This year’s campaign was led by Giving Ambassadors from each division: (Lower School) Kym Farkas, Michele Muzzy, Patti Diaz, (Middle School) Bernice Alota, Gwen Giek, Rob Campbell, (Upper School) Chuck Wineholt, Chris Harrington, Rose Hanscom, (Staff) Diane Bergel, and Maggie West.

The Parker community has the opportunity to support the faculty and staff professional development through the annual Day of Giving on November 28.

PARKER GRANDPARENTS Parker Grandparents toured the famous Stuart Collection at the University of California, San Diego on a sizzling October day. More than 30 grandparents visited the university campus for a walk through the permanent art installations.

They saw 8 of the 19 art pieces, including Sun God, Green Table, Bear, TREES, and Fallen Star.

We are excited to announce that Sandy and Mike Harris, grandparents of Annika and Evan Clark, both Class of 2023, will succeed Susan Houser as Chairs of the Grandparent Council starting in the 2018-2019 school year.

For more events, visit francisparker.org/grandparents.

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Photo credit: Bill Hayes

A Poetry Salon with Billy Collins Thursday, February 8, 2018 6:30 PM J. Crivello Hall Linda Vista Campus Billy Collins, former two-time United States Poet Laureate (2001-03) and best-selling author of 13 books of poetry, will visit Parker for a Poetry Salon and book signing. Mr. CollinsĘźs visit is sponsored by the Vassiliadis Family Chair in English and the Salon is the culminating event of ParkerĘźs week-long celebration of poetry.

Buy your tickets today: parkerpoetryweek.eventbrite.com

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Lower School Dream, Do, Try

The Grade 5 Eco Adventures Project

BY TIFFANY YU

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There is a sense of urgency in the air as teams of Grade 5 students desperately grab for bamboo sticks, branches, and cordage in the Gooding Family Courtyard. With basic handmade tools, the students work together to use the natural materials to create a survival shelter for their team.

“It looks like rain, boys and girls,” says Laurie Brae, Lower School librarian and design teacher. “Will your shelter withstand the largest storm of the century? Make sure your whole team can fit.”

Students rush into their shelters to give it a good test. “Good, we all fit,” one student notes.

A student on another team spots trouble for a classmate who is injured: “Oh no! Miles’s leg can’t fit. We’ll have to make an extra room for his cast.” The team hurries out to make adjustments to the shelter.

Of course, there is no real storm heading for San Diego. The temperature is 75 degrees, and there is nothing but blue sky above Parker.

This exercise is part of the Grade 5 Eco Adventures project, in which students learn creative thinking, patience, and teamwork by overcoming unexpected obstacles.

“This project really challenges the students’ ability to pivot and rethink a solution to a problem.”

— Laurie Brae, Lower School librarian and teacher Center: Grade 5 students work together to build an A-frame shelter.

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Students carefully split the handle of their wooden bow.

When students gather for lessons related to this project, they all are in the same space physically, but they are asked to imagine themselves somewhere else. Each team envisions a different U.S. national park where their specific survival scenario will take place: Kenai Fjords National Park in Alaska, Bryce Canyon National Park in southern Utah, Hawaii Volcanoes National Park, Dry Tortugas National Park off Florida’s Key West, or Carlsbad Caverns National Park in the Chihuahuan Desert of southern New Mexico.

Because the goal of the project is for the students to see how geography, climate, and culture come together, each team studies the terrain, local materials, and other traits that make their national park unique. Knowing

the environment well is crucial to success in the survival scenario, which proposes that a natural disaster has trapped them in their park. Supplied with only a survival pack that contains duct tape, trash bags, string, and a sewing kit, each team must determine how to survive using only the additional resources they can find in nature.

The Grade 5 curriculum equips students with special skills to perform well in this kind of situation. They report to the Design Lab to learn how to build shelters with Brae and Letty Robinson. They create tools with Michael Crone in woodshop, they get innovative with trash bags with Margo Sharpe in art, and they make fire with Robin Rendon in science.

These sessions build students’ practical toolkit, but the major FALL 2017 PARKER MAGAZINE

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4 1| Students test to see if they all fit in their shelter. 2| Students rebuild their shelter after it fell over. 3| Hard at work, student create handmade hammers using items they found around Lower School. 4| Two students discuss the practicality of using yarn to secure a rock to the handle of their hammer.

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The Kenai Fjords National Park group presents the highlights of the icy mountains of Alaska.

lessons are working together and communicating effectively to reach a goal.

“The biggest benefit comes from the opportunity to practice collaboration, communication, creative problemsolving, applying concepts in realworld situations, and possibly the most important skill, dealing with frustration,” Brae says.

When working in a group, Parker students practice three principles that encourage healthy discussions: there can only be one voice at a time; there are no bad ideas; build on the ideas of others.

The Design Lab shelter-building exercise described in the beginning of this story is a great example. Each team must come up with a plan for a structure using ideas from all of its members. The students then have 20 minutes to bring their designs to life.

The constraint of using only materials found around the Parker Lower School stands in for the real-life issue of being able to only use what is in the team’s national park.

“We would have loved to have the students build with the resources from their regions,” Brae jokes, “but we just can’t figure out how to make it snow here.”

Each group produces a unique structure, some that successfully stand on their own and others that do not.

All the teams learn to work through their obstacles with grace—and to deal maturely with failure. Recognition is given not only for the structural quality of the end result, but also for team values such as politeness and consideration. Students then reflect on what went right and what could have gone better so that they can set goals for improving their shelters the next day.

“My favorite part of the shelterbuilding exercise is listening to their reflections after the project,” says Brae. The students understand that listening respectfully to one another is key to effective collaboration, and they realize that the stickiest problems serve to bring them closer to a solution.

“I loved the sense of pride the students felt when they overcame challenges,” she adds.

The final project for the Grade 5 adventurers is for each group to create and present to their classmates a visitor’s brochure for its national park, describing the region and how to survive there.

The Grade 5 classes have been doing the Eco Adventure projects for about a decade, but the Design Lab became part of the endeavor only about three years ago. Its integration has successfully driven home the importance of collective thinking and problem-solving.

“The Design Lab has allowed the kids to take a real hands-on approach to learning,” says David Ries, Grade 5 teacher. “Students learn that working collaboratively is hard but powerful work.” n

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Middle School Digital Citizens

BUILDING DIGITAL CITIZENS TOOLS FOR A CONNECTED WORLD

BY MELISSA BELTZ

Technology has fueled fundamental changes in the way we move through the world and interact with one another. It has also given us unimaginable power: the ability to access information, to construct an identity for ourselves, to shape the world’s perceptions of others, and so much more.

Understanding how to use this power responsibly is a crucial skill. That’s why Parker is ensuring its students have all the tools they need to become good digital citizens. From what they post on social media to where they go to research homework assignments, Parker students will be equipped to navigate the digital world responsibly and safely.

As any parent knows, there is no keeping technology away from children, so Parker designed its digital citizenship program to take flight in the Middle School. Digital Foundations is a mandatory course that teaches all Grade 6 and new Grade 7 students how to use technology as a force for good, helping them to “create and manage a positive digital footprint.”

Right: Middle School Technology Coordinator Stephanie Oberle helped write the Digital Foundations curriculum four years ago to ensure all Grade 6 and new Grade 7 students could responsibly navigate their digital worlds.

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Self-awareness is an enormous part of the equation. Middle School Technology Coordinator Stephanie Oberle said that Digital Foundations encourages students to “think about how they interact online a little more, about what they’re posting and reading.”

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1 Oberle developed Digital Foundations four years ago with fellow technology teacher Lyford Rome and robotics teacher Ryan Griggs. The three saw the need for a focused digital citizenship course once the School started distributing iPads to every single Middle School student. Students use the tablets to submit class assignments, check their grades, and keep track of their busy schedules—but also as a gateway to the internet.

“We needed a class to teach students how to use their iPads and use them safely,” Oberle said.

The class is broken down into several mini-courses covering topics such as digital citizenship, library and research skills, study skills, robotics, and mobile apps. The curriculum gets students comfortable with the technology, but its mostlasting lessons are grounded in ethics.

“We cover big concepts that we’re not always able to cover in other classes,” said Linda Vista Campus librarian Ricca Gaus, who plays a key role in the research side of Digital Foundations.

Students learn where to find trusted, legitimate sources for their projects and how to identify information that may be 14

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biased or unfounded. They discover the phenomenon of fake news—something few of us were aware of just a few years ago—and learn to read with a critical eye. This is in addition to the classic research principles that their parents were taught about citing sources and acknowledging others’ work.

“We want students to be aware of these issues,” Oberle said.

“If it comes up in another class or elsewhere, are they able to talk about it and explain it?”

Students are challenged to define what it means to be good citizens in both the digital and real worlds. The course offers an opportunity to begin thinking critically about the posts, comments, and other forms of content they produce that may have an impact on other people.

In general, consideration for one’s peers is a hallmark of Digital Foundations. Because students come in with varying levels of proficiency with iPads, peer-to-peer learning is both natural and common. Gaus said she often sees students’ willingness to help extend beyond the classroom.

Well on the road to wielding their digital power responsibly, students have a chance to learn more about the options that technology affords them. Digital Foundations allows them to begin exploring robotics and the STEM (Science, Technology, Engineering, and Math) fields.

“We need more women in STEM. We wanted every student to take robotics to see if they like it, because if they take it and love it, they will move on with it.”

— Stephanie Oberle, Digital Foundations teacher In the Digital Foundations robotics module, students use the graphical user interface Mindstorm to program EV3 robots to create a story that they will film on their iPads, edit with iMovie, and upload to Google Drive. Creativity is in play: a pair of Grade 6 students recently made a robot adaptation of “Beauty and the Beast” called, “Bethany and the Robot.”

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In the Digital Apps Bootcamp module, students become familiar with—among other things—the core apps used at Parker, including Digital Compass, Google Drive, the design app Canva, and the notetaking app Notability. Projects in this module include an interactive family tree, featuring hyperlinked images and descriptions of their family members.

As technology evolves, so will these modules and the Digital Foundations course as a whole. “It’s always changing,” Oberle said. “We make it individualized to the needs of the kids.”

Learning these digital tools helps students become more independent. It also prepares them for life in high school, college, and their careers. When you encounter responsible, engaged, and compassionate digital citizens in the future, it’s highly possible that their technological fluency and selfaware mindset trace their roots to Parker. n

1| Digital Foundations teacher Brittany Bateman helps a student with her family tree project using the app Inspiration. 2| Robotics teacher Ryan Griggs helps a student program her EV3 robot to create a compelling story. 3| The Digital Foundations robotics module challenges students to program a robot to “act out” a short story, which students will film with their iPads and share with their fellow classmates.

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Upper School Change Makers

Passion WITH A

PURPOSE A LOOK INTO PARKER'S UPPER SCHOOL GLOBAL ISSUES AND SOCIAL JUSTICE CLASS

BY TIFFANY YU

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Book learning is incredibly important—from world literature to ancient Greek philosophy to parabolic functions—but some topics require a departure from the classroom. There are lived realities—such as income disparities, homelessness, and hunger—that, without direct experience, one cannot claim to fully understand.

Parker’s Upper School Global Issues and Social Justice class is designed around the idea that there are approaches beyond the textbook that can develop one’s grasp of persistent social problems such as these. Upper School social studies teacher Phil Trotter uses field trips, handson community outreach, and guest speakers to broaden his students’ views of complex topics such as poverty and immigration.

Experience is particularly crucial when it comes to gaining a deeper understanding via others’ perspectives on multilayered and sometimes contentious issues. For example, in the class’ unit on immigration and border issues, students are challenged to begin by asking their peers and other people in the San Diego community how they feel about these subjects.

“We seem to be caught in the confines of a classroom, and even in front of a computer.

To go out there to gauge how people feel about a topic is really important.”

Photo taken by Emma Considine ’17 during her trip to Jacumba Hot Springs, California.

­ —Phil Trotter, Upper School social studies teacher In addition to venturing out into San Diego to collect viewpoints, students are fortunate to have some perspectives come to them. The Social Justice class attracts a fascinating roster of guest speakers to campus, including Josue Rodriguez ’16, who returned to his alma mater to discuss how immigration issues have affected his family, and Rev. Bill Jenkins, director of the Christ Ministry Center at United Methodist, who spoke about the challenges and the joys of helping to settle 5,000 Haitian refugees who came through the San Diego/Tijuana border in the last year.

Having broadened their grasp of opinions surrounding a social issue, students are then ready to immerse themselves in the neighborhoods for which these challenges are a daily reality. In the immigration unit, the field component takes them to Jacumba Hot Springs, California, an hour and half east of San Diego. In this small border town, where many migrants are known to cross into the United States, students take a midnight hike up the tallest mountain in the area to FALL 2017 PARKER MAGAZINE

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get a grand view of the physical divide between the two countries. They walk along the border at night and examine it up close. They also talk with locals and border patrol agents about life on the border and how immigration affects them, their families, and their community.

The effect is significant. “I have been to the border at designated border crossings numerous times and [have] seen plenty of pictures and videos of the wall,” wrote Ashkon Aghassi, Class of 2018, in a reflective blog entry about the Jacumba trip. “But something about walking along the wall impacted me more than the other experiences.”

The goal of the trip is not to find solutions for immigration issues in America, but to better comprehend the complexities inherent in them.

“After this trip, I still have questions to the issues of the border,” Isabella Norton, Class of 2018, wrote in her blog. “I do not know exactly how I feel about it. I want to help people and I know that so many desperately will do anything for a better life, but I also don’t think that we can realistically not have a border at all.”

As part of the class, students develop independent projects to show what they have learned, from their preliminary peer interviews to their trips, such as the one to a border community.

These projects have the potential to be profound. In 2016, students created a moving documentary called “Si Supieras—If You Knew.” Directed

by Adam Linssen ’16 and Ben Clark ’17, it examined the U.S. immigration climate during the 2016 presidential election. Interviews introduce viewers to people who risked everything and crossed the border, people who have been deported, and people who remember those who lost their lives trying to cross. At the end of the film, students reflect on how it is difficult to form a stance on border issues after 18

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Above: Social Justice students listen to visiting alumnus Josue Rodriguez ’16 on border issues.

visiting the communities and meeting the people whose lives are affected by immigration.

The documentary got rave reviews and has been shown at local film festivals including the Border Film Festival and the Latino Film Festival of San Diego.

It was featured on many educational blogs and websites, including the National Association of Independent Schools’ Inspiration Lab blog, which encourages exploration by sharing stories about inspired learning in independent schools.

The documentary is an excellent depiction of the students’ use of Thomas Aquinas’ principle of seejudge-act, a method of study used in Trotter’s class that develops critical judgment skills and allows students to understand a situation through

reflection before taking action.

Trotter believes this method of study produces more thoughtful students who have a deeper and more personal understanding of global issues. In addition to immigration, his class covers homelessness, hunger, women’s rights, the death penalty, and animal rights. Students also suggest topics that interest them. The sequence of interviews, guest speakers, field trips, and time for reflection and action is built into each topic.

Each student is also required to complete a six-week service internship in which he or she dedicates time to enriching the community beyond Parker. In the past, students have helped to tutor students at Kit Carson Elementary, volunteered at food banks, or helped beautify community

Above: Visiting alumnus Josue Rodriguez ’16 speaks with Social Justice students on immigration issues. Above Right: Emma Considine ’17 collaborated with local artist Celeste Byers to paint this mural “Trascendiendo Fronteras/Transcending Borders” about border issues for the Social Justice Garden on the Linda Vista Campus.

gardens. Students in this class also manage the Social Justice Garden at Parker on the Linda Vista Campus.

While learning about environmental issues, students cultivate the soil and plant vegetables that are later donated to the Linda Vista Food Bank.

Parker alumnus Evan Stewart ’17 said that Trotter’s Social Justice class opened his eyes to local issues that affected his community. In March 2017, Stewart and fellow students from the Lower, Middle, and Upper Schools spent an evening learning about homelessness in San Diego, an event that brought together a panel of speakers and passionate community volunteers to discuss why they are committed to ending homelessness.

“I had always known homelessness was a very complex issue that is not

easy to solve,” Evan said. “But this night taught me even more about how difficult a topic it is. Also, I better understand that every homeless person has their own story and that you can’t look down on someone else just because they are less fortunate than you, but rather you have to do everything you can to help them.”

Evan said he was motivated to speak with local politicians about homelessness, stressing the importance of providing affordable housing for the needy.

“I have been to the border at designated border crossings numerous times and [have] seen plenty of pictures and videos of the wall, but something about walking along the wall impacted me more than the other experiences.” ­—Ashkon Aghassi Class of 2018

Trotter said Parker “does a great job preparing our students for college and the real world,” adding that “students have a better sense of who they are, what makes their life meaningful and how they can be conscientious citizens.” n FALL 2017 PARKER MAGAZINE

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Inside the Classroom Conversations Between Parker Teachers

CREATING INCLUSIVE CLASSROOMS

BY LORI FOOTE ʼ94 Faced with the broadest possible range of student backgrounds and learning styles, how does a Parker teacher inspire a love of learning while also preparing students to embrace the larger world around them? How does the School develop each student into someone who strives for excellence in all aspects of life?

We sat down with Christen Tedrow-Harrison (CTH), Parker’s Director of Diversity and Inclusion, who served as moderator, and a teacher from each division at Parker to find out how their inclusive classroom environments address the questions above. Joining us in the conversation are Joan Anderson (JA), Grade 3 teacher; Denver Guess (DG), Middle School mathematics, design lab, and computer programming teacher; and Ninamarie Ochoa (NO), Upper School English teacher.

Note: The transcript of this conversation was edited for space and clarity.

CTH: What defines an inclusive classroom?

DG: It’s more about the learning environment, not necessarily who is in the class. It’s a learning environment where students feel safe and respected and valued regardless of who they are.

NO: An inclusive classroom, unsurprisingly, is a space where everyone feels included, which is something that has to happen actively and consistently. To be inclusive is about inviting someone in and that person participating, which requires activity on both parts.

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Left to right: Denver Guess, Christen Tedrow-Harrison, and Joan Anderson discuss creating an inclusive classroom environment.

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CTH: How do you go about creating that inclusive classroom, knowing that you have a diversity of students in your classroom?

JA: We use the idea of the “windows and mirrors” to ensure that all students can see themselves in the classroom and also see into experiences that are different from their own. I diversify my library by varying the books that I use, and I think about what I hang up on my walls. When I choose posters for the space, I make sure that they are representative of everybody in the class and of people who are not in my classroom.

DG: One other thing is that the teacher must possess the skills to engage all of the learners in that environment. If a teacher is just using one instructional strategy, such as lecturing, then it is probably not the most inclusive of classrooms.

NO: The inclusive classroom space comprises the physical environment, the way that I lead the class, and also the nuts and bolts of the information I disseminate to students—the content.

The physical space of the classroom has to actively invite students in. I have my students sitting in a circle at individual desks, which I think is important.

Everyone is talking to one another, not at the back of another student's head, because English is such a discursive subject and classroom. I remind myself of my own experiences as a student to inform the way that I teach.

CTH: What are some of the benefits that you have seen from creating an inclusive classroom?

Ninamarie Ochoa, Upper School English teacher leads a discussion with her class.

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JA: You see students developing positive attitudes toward themselves and toward others who are different from themselves, as well as compassion and empathy. It’s about understanding who you are and who others are, and respecting other people for their differences and qualities.

DG: Research has shown time and again that students’ backgrounds heavily influence how they learn. If we can provide opportunities for them to build empathy, compassion, and respect for those around them, they have the opportunity to grow emotionally, socially, and academically.

CTH: It seems that the essence of the pursuit is putting every student in the best possible position to learn.

JA: If students see themselves in their surroundings and feel like they are part of the group, they can focus on academics because they are not preoccupied with social or emotional concerns.

DG: If you go back to Maslow’s hierarchy of needs, feeling safe is extremely important as a precursor to being able to achieve higher-order goals. When students notice that they are welcome and included, they feel safe and comfortable to explore the ideas that you are putting forth to them.

NO: In my studies to become a neuropsychiatrist, I have come to see the connections among diversity and inclusion and the fear response. A lot of the bigotry, hatred, and conflict that we see in the world stems from a fear of the “other” or the unknown.

What we know about the biology of fear is that it is housed not only in the amygdala, which is near the brainstem and creates our instinctual fight or flight response, but also in the hippocampus, which is responsible for memory formation. At a very early age in our lives, we start forming categories of what we recognize and is familiar. The more diversity a student is exposed to, the less likely that he or she will encounter something unrecognized that stimulates the fear response, that “fight or flight” feeling.

Neurologically, exposure to diversity is essential to the development of

humans who are not afraid of what they haven’t seen before.

CTH: Parker has prioritized the creation of inclusive classrooms as part of its Strategic Plan. How do you address this in your classroom?

JA: I do a lot more group and paired work. I try to get my students together more often, so that they are learning from one another and sharing how they solve problems.

DG: I have made modifications to the physical space of my classroom.

For example, I changed all of the bulletin boards and dedicated one to highlighting mathematicians from a variety of backgrounds, calling out elements of their identities that allow students to learn more about them as people. For example, I could point out in a narrative biographical paragraph that an individual “was a female mathematician, she was Iranian, she was lesbian,” in addition to highlighting her contributions to the field of mathematics.

NO: Each of us has the power to craft his or her own classroom space and infuse it with the kind of energy that

he or she has as an instructor. Mine is a quiet space, and it’s a still space, and it’s a warm space. Experience has shown that it enfolds students into it in a way that encourages a slowing of pace, which I find is helpful when talking about the many issues raised by literature. Outside of this room, students might be inundated with sensory experiences or demands on their time and attention, but here, I want them to focus on one thing or on one another’s voices during our time together.

CTH: How do you see this connected to the larger work of the School?

DG: One of the things that I love about Parker is that we are a mission-driven school. If our mission is truly to “create and inspire a diverse community,” we need to be sure that the environments in which we are teaching allow for diverse individuals to thrive.

JA: It is our responsibility not just to teach our students how to read, write, and compute, but also how to be compassionate human beings who have tolerance and empathy. It’s about teaching the whole child, not just academics.

Joan Anderson, Grade 3 teacher speaks with a student.

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CTH: Do you have any examples of students who have thrived because of taking this approach in your classroom?

JA: Through text, I provided an opportunity for a student to have a conversation with her dads about her adoption. It empowered her to discuss her adoption process with her family.

The book allowed her to be able to talk about it. In talking about the character and the character’s feelings, she also could talk about her feelings. It was a safe way into that conversation, and it changed her. I think it helped her overall state of being and her happiness.

DG: I teach Grade 7 math and Grade 8 computer programming. Computer programming is male-dominated in terms of its enrollment, but a female student whom I had two years ago told me that the way that I taught my math class made her feel comfortable enough to take programming. My use of culturally responsible teaching methods and creation of an inclusive classroom allowed this student to go out on a limb, take a risk, and enroll in a course that maybe she didn’t really see was accessible to her. She did wonderfully and had a phenomenal time.

NO: Recently, a student summarized his experience in my class. He mentioned that prior to taking the class, it was uncommon for him to step outside of his comfort zone. He would engage in things that were “like him.”

Through exposure to literary works from other cultures, and as a result of conversations in the class, he now incorporates an awareness of diversity in all that he does. He acknowledges the unique perspectives that each person brings, and takes these lessons with him each and every day. n

Denver Guess works with students in his Grade 7 Pre-Algebra class.

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Learning Music to the Beat of Their Drum

PERCUSSION CLASS PROVIDES A RHYTHM FOR LEARNING

BY MELISSA BELTZ

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If you step into J. Crivello Hall on a school day, you may see a group of young students stepping, counting, and clapping while an enthusiastic teacher hops, skips, and jumps to the beat. This would be Catherine Barnes, percussion teacher, who has a distinct method of teaching.

Barnes’s approach is as physical and animated as the bouncing heads and trembling hi-hats of the drums she teaches students to play.

“Percussion is a very organic, physical instrument,” Barnes said. I like to move around a lot, and percussion lets me release that energy. It’s constructive, and it moves other people.”

Percussion, introduced as its own course for Grades 6, 7, and 8 when Barnes joined Parker in 2014, is one component of the School’s inclusive arts program.

Barnes has been playing percussion since she was 10 years old. “I was lousy at the flute, so they let me play drums,” she joked.

Her love for percussion has shaped her career and taken her all around the world. She studied in Ghana as a percussion performance major in college, and in Brazil after graduation.

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I enjoy practicing and performing different varieties of music and have learned so much about where these rhythms are derived from.”

The Grade 6 and 7 social studies curriculum delves into Brazil in particular, and in Percussion, students not only learn Brazilian rhythms, they use Brazilian-style drums and practice a Brazilian style of movement-based learning called “O Passo.” They step, bend their knees, and count along with the rhythms they’ll soon learn to play on the drums. Barnes said this method of learning helps kids “get out of their heads and into their bodies.”

“Their feet are not going to lie to them,” she said.

Students also learn that percussion is often a collective pursuit. “Everyone can participate at the same time,” Barnes said. Together, students forge a pulse and rhythm.

Most students come into the class with no prior experience, but they pick up on the rhythms relatively quickly. The skill-level increases are apparent as they advance from Grade 6 to 8. While some students are more naturally inclined, Barnes said she’s never had one who couldn’t learn the rhythm.

Percussion fulfills the Parker mission by connecting students to global cultures and expanding their perspectives. In addition to reinforcing the values of self-awareness, community awareness, and global awareness that characterize Grades 6, 7, and 8, playing percussion allows students to see how music ties in with world history and culture—themes they are learning about in social studies.

This experience gives students confidence that translates into other classes and areas of their lives.

“My favorite part about Percussion is the fact that we get to work on rhythms from different cultures and places,” said Percussion student Milena Seymour, Class of 2023. “We worked on rhythms from Brazil last year and now we are learning rhythms from Africa.

Ben Effress, Class of 2022, said Percussion has not only given him more confidence, it helps him focus in other classes.

“Going into my first class I felt a little nervous because I had never done anything like this before,” recalled Milena. “Since the beginning of last year, I have progressed a lot and have even been able to play in concerts.

Last year, I had the opportunity to play percussion for the Parker Orchestra.”

“Percussion helps me in other subjects because it requires focus. The

increased level of focus transfers into other subjects and helps me stay on task,” he said.

And while students learn teamwork, concentration, and build confidence playing the drums, they are simultaneously learning about world cultures and expanding their global perspective. When Barnes first came to Parker, she got together with Grade 7 Dean and Middle School social studies teacher Mary Ong-Dean to incorporate percussion into the regular history program.

“We were trying to make percussion an integral part of the Parker curriculum and not just a stand-alone,” said OngDean. “I think the students see the relevance of what they’re learning if they see it in more than one place and experience it in a lot of different ways. Plus, my curriculum is doublementioned! It sticks better.”

Percussion student Kimi Landicho, Class of 2022, can attest to this.

“A lot of the rhythms we play in Percussion come from different countries, so to familiarize ourselves more about the style of the rhythms and meanings of them, we learn about the countries. This has helped me in history because it has made me more aware of the different countries we learn about,” she said.

While teachers and parents are keeping an eye on the academic and social benefits that percussion can bring, what stays with the percussion students is that class is a really good time.

“When everyone’s playing together and the beat is on, it’s fun,” Barnes said. “I can’t say it any other way.” n

Parker’s Percussion course takes students out of their comfort zones as they learn traditional rhythms from around the world. The course also plays into their social studies classes, where they explore many of the same cultures the percussion rhythms originated from.

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Athletics is an integral and valuable component of the Parker experience. Student-athletes benefit physically and emotionally, and also develop critical skills such as teamwork, resilience, leadership, and tenacity that promote success in the classroom, in college, and in life. Here, we celebrate the 11 sports that make up Parkerʼs fall athletic season.

FOOTBALL

FALL ATHLETICS

CHEER

GIRLS GOLF

CROSS COUNTRY

GIRLS TENNIS

BOYS SAND VOLLEYBALL

GIRLS VOLLEYBALL

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SPORTS MEDICINE SAILING

LANCERS AT THE NEXT LEVEL

FROM THE CLASS OF 2017 CROSS COUNTRY Brooke Trossen, University of Notre Dame

GIRLS SOCCER Michaela Thomas, Trinity College SURFING

BOYS SOCCER Alex Goskowicz, University of Notre Dame

BOYS BASKETBALL Alec White, Swarthmore College

BASEBALL Ethan Risse, Catholic University of America Evan Stewart, Middlebury College WATER POLO

Nick Allen, Oakland A's organization

BOYS VOLLEYBALL Adam Gordon, Harvard University

GOLF Alan Tom, Pomona College

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Head of School Circle Reception

Rick Bosse and Jan Steinert, parents of-Lindsey ʼ10; Max ʼ12; Nick ʼ12; Dylan, Class of 2021; and Kate, Class of 2021-hosted the Head of School Circle Reception on October 25. They welcomed more than 100 parents, grandparents, parents of alumni, and alumni to their home in La Jolla. This reception honors donors who have taken a leadership role in their support of Parker.

Nancee Lewis Photography

Jan Steinert, Marc Matys, Robert Gleason, Rick Bosse

Claudia Valenzuela, Susan Davey, David Cain

Aline Koppel, Vera Miller

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Ashley Stone, Jeff ’75 and Karen Silberman

Jenny and John Crisafulli

Joan Berg, Ted Tchang ’81, Jeremy Berg

Jan Steinert, Susan Fox ’86

Zubin Anklesaria ’10, Jennifer Anklesaria, Nash Subotic

Marc and Claudia Wornovitzky, Julie Garrie, Erik Keskinen, Kristie Diamond, Patsy Marino

Jeff Smith, David Gray

Paul and Tonnia Tran, Nika and Ramin Samimi

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WEICKART SCHOLARSHIP ENSURES SAN DIEGO STUDENTS HAVE ACCESS TO PARKER PROGRAMS Each year, at least sixteen students from the San Diego area are selected to attend Parker’s Summer Program as Weickart Scholars. Nominated by their teachers and principals, these students possess the integrity, humility, character, and ambition that exemplify the Parker mission and make its community unique.

For three weeks, these students put on the Parker “P” and attend the School’s rigorous and varied summer courses.

They take enrichment classes such as digital photography, creative writing, ceramics, wood shop, and fashion design. They also have access to gradespecific “jump-start classes,” which introduce them to the curriculum they’ll encounter at their schools in the coming academic year.

Weickart Scholars from 2017 Summer Session II. Back row: Javier Maldonado, Braulio Garcia Montes de Oca, Marcos Mejia. Front row: Eloisa De La Rosa, Natalia Armenta, Lauryn Larios.

A Transformative Summer at Parker

BY MELISSA BELTZ

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In the afternoons, students unwind with Lancer Camp, an activities-based program that brings them to exciting places around San Diego, including Boomers, Skate World, Mission Bay, and Coronado Beach.

The Weickart Scholarship broadens students’ academic exposure and gives them a glimpse into life at Parker.

Lauryn, a Grade 6 student from America’s Finest Charter School, was excited to partake in the ceramics course as a Weickart Scholar. “I’ve always wanted to do something with art,” she said, “and I got to experience something new.”

For many Weickart Scholars, it is a lifechanging summer.

“I am so thankful [the Weickarts] made this scholarship,” said Javier, a Grade 7 student from the Longfellow Spanish Immersion Magnet School.

“Otherwise, I wouldn’t be here. It’s the best opportunity I’ve ever had. This has been the best summer I’ve ever had. I feel like I’ve been blessed.”

Lauryn and Javier are two of the 17 middle school students who received a Weickart Scholarship in 2017.

leadership potential. Those who perform well during the summer program and apply to Parker may be admitted as full-time students.

Macy Hoang, Class of 2018, and the Silberman Scholar, began her Parker career as a Weickart Scholar in summer 2012.

“I was so nervous yet excited when I first stepped on the Parker Campus because I didn’t know what to expect,” she recalled. “I enjoyed those three weeks so much because of the people I met, whether it was the students or the teachers. Making friends was the easy part. It wasn’t hard to find kind people at all because Parker is surrounded by them.”

Back in 2012, as a rising Grade 7 student from Nativity Preparatory Academy, Macy excelled in her summer courses.

She was accepted at Parker to start her Grade 9 year.

“My experience as a Weickart Scholar allowed me to realize that Parker was the school for me,” she said. “When the three weeks were over, all I could think about was, ‘When can I apply?’ As a Parker student, I’m being challenged every day to excel in my classes,

to be active through community engagement, and so much more.”

All of the students who attend Parker as Weickart Scholars remain part of the Parker family, regardless of whether or not they become full-time students.

“I consider them all Parker students,” said Tim Katzman, Director of Summer and Extended Day Programs. “The students leave this Campus with a heightened sense of self. They’re more aware of the academic and extracurricular activities that are out there to experience and be engaged by and, in turn, become engaging individuals.”

Katzman was instrumental in bringing the Weickart Scholarship to Parker in 2010, when the Weickart family sent their daughter and two sons to the Summer Program. Every year since, the family has renewed its pledge to expand summer-term access to the School.

“The word that describes this scholarship more than any other is ‘transformational’,” Katzman said. “It opens the lens on their camera to a broader field of view.” n

The scholarship is named for Christiane and Nicolaus Weickart, whose philanthropy has allowed more than 100 students from across San Diego to experience three summer weeks at Parker. This year marked the seventh for the Weickart Scholarship, and the donors have generously agreed to double their contribution for the coming years.

Weickart Scholars are chosen from participating schools across the San Diego area, including Albert Einstein Academy, Kipp-Adelante Preparatory Academy, Nativity Preparatory Academy, and Chesterton Elementary, among others. Students who are chosen to participate demonstrate strong character, an excellent work ethic, academic achievement, and

Javier Maldonado, a Grade 7 student from the Longfellow Spanish Immersion Magnet School, participates in a speaking exercise during Summer Session II.

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Equity and Access

Why Parker’s Approach to Financial Assistance Matters

BY COURTNEY RANAUDO

“The needs of society determine the work of the school.”

– Colonel Francis W. Parker

For more than a century, Francis Parker School has recognized the need for students who can independently make a meaningful difference in an increasingly global world. Inclusion is a core component of this mission, allowing individuals of all socioeconomic identities to contribute perspectives, ideas, and accomplishments toward the improvement of the community.

The School’s commitment to diversity and inclusion is the result of decades of hard work and intentional planning from parents, board members, faculty, and staff. An organized push for a more aggressive scholarship budget came about in the early 1990s, led by former board member Mary Walshok. She presided over an era of diversification of the student body and the Board of Trustees leadership.

In a recent interview, Walshok remembered, “We expanded inclusiveness in governance and developed resources to recruit and provide scholarships to talented students regardless of their ability to pay.”

BREAKING BARRIERS Ensuring access for families who would normally find Parker out of reach isn’t just the best thing for our community—it’s the right thing to do. Dr. Rai Wilson, Upper School Social Studies teacher, recalled an alumna who received financial 34

assistance during her tenure at Parker. “[This student] would have never considered coming to school here had she not received assistance. Now she’s off getting her Ph.D., and I’m not positive that would’ve happened without the support and education she received from Parker,” Dr. Wilson said.

Another Parker alumnus and graduate of Yale recounts the doors opened to him because of his attendance at Parker: “My parents’ dream for me was to have a lifetime of unlimited opportunities, and education has been the bridge to realizing their dream,” he said. “I can honestly say that every second I was at Parker, I felt inspired.

I know that the countless hours studying for exams and exhausting energy on the field was a platform for me to achieve more than I knew was possible. Quite frankly, none of it would have happened unless I was provided a scholarship to attend school here.”

While the personal stories of the impact that financial assistance has had on its recipients are numerous and profound, the benefits of a robust financial assistance program reach further than any one student. “When all the pieces of the financial aid puzzle fall into place, everyone benefits,” said Mark J. Mitchell, Vice President of School and Student Services at the National Association of Independent Schools.

“Students who receive financial assistance can take advantage of an opportunity to pursue excellence that they might otherwise not have; the school community is enriched by the socioeconomic diversity that is built and leveraged; and the staff managing the process feels more effective and gratified in its efforts.”

Dr. Wilson emphasized the positive effects that socioeconomic diversity at Parker has had on his classroom.

“If the group of students in my class is homogeneous, the discussions tend to lack depth,” he explained.

“Heterogeneous groups bring different voices, perspectives, and backgrounds.” Dr. Wilson also reflected

on the power of peer-perspectives: “I can articulate certain points of view, but coming from me, it can sometimes feel like indoctrination. When the diverging viewpoints come organically from discussions with peers, it’s so much more powerful and valuable.

Students carry those moments with them for the rest of their lives.”

A stronger and more diverse population also prepares students to contribute to the global economy when they start their careers. In an interview with The Atlantic, former U.S. Education Secretary John King argued that interactions with peers from different backgrounds better prepares students for the workforce.

“In today’s working world, your boss may not look like you, your office-mate may not worship like you, your project teammates may not speak the same language as you, and your customer may not live on the same continent as you,” King said. “Today, cross-cultural literacy is another way of saying competitive advantage.”

NO LIMIT TO BETTER Parker owes its socioeconomic diversity to a robust financial assistance budget, which allows the School to attract academically talented students whose families cannot cover the full cost of tuition. The School’s generous annual-giving donors go a long way toward making this possible. “Ideally, we’re admitting the best, brightest, and most dedicated students from our applicant pool,” said Jacqueline Wilson, Director of Enrollment at Parker. “It’s incredibly difficult when a highly-qualified student turns down Parker’s offer of admission because his or her family wasn’t able to make it work financially,” Wilson said. “You’re left wondering what that student could have accomplished and contributed to the community had he or she been able to attend Parker.”

Today, the charge of helping families afford Parker is more important than ever. While Parker’s annual financial-

assistance spending has grown to $4.3 million over the last decade, the School still falls short of the national trend among independent schools, which have increased their total budget by 52 percent since 2009, according to the National Association of Independent Schools.

“We’re on our way to a truly inclusive community, but there’s more we can do,” said Head of School Kevin Yaley.

“At Parker, commitment to access and affordability is unquestionable— rooted in our mission and our core values. Together, the Parker community is profoundly devoted to achieving this strategic goal.” n

“When all the pieces of the financial aid puzzle fall into place, everyone benefits.

Students who receive financial assistance can take advantage of an opportunity to pursue excellence that they might otherwise not have; the school community is enriched by the socioeconomic diversity that is built and leveraged; and the staff managing the process feels more effective and gratified in its efforts.”

– Mark J. Mitchell Vice President of School and Student Services at the National Association of Independent Schools.

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Advancing Parker’s Mission THE SILBERMANS’ HISTORIC GIFT TO ESTABLISH THE HEAD OF SCHOOL SCHOLARSHIP PROGRAM

Karen and Jeff Silberman

Parker alumnus and parent, Jeff Silberman ʼ75 and his wife, Karen, have spent a lifetime committed to the spirit of giving. From holding leadership positions to making meaningful financial donations, the Silbermans have made philanthropic investments in organizations that make a difference and enhance the lives of those in need.

Jeff and his family have made ongoing contributions to Francis Parker School since he was a Parker student himself.

His father served on the Board of Trustees and his mother was President of the Parents Association. Following in his parents’ footsteps, Jeff has committed his time and talent as a member of the Board of Trustees—this year and last, as Board Chair. Jeff and Karen have also committed significant philanthropic gifts to ensure all qualified students have access to a Parker education.

In 2013, Jeff and Karen started an endowed fund that provides a fouryear scholarship for an Upper School student and joined the School’s Legacy Society with a planned gift to expand the reach of their scholarship fund. They have also made leadership gifts to prior capital campaigns, including the Heart of Campus project.

Most recently, Jeff and Karen announced a $1.5 million matching investment to establish and endow the Head of School Scholarship Program. It is the largest single endowment gift in Parker’s history and will significantly increase the School’s ability to provide transformative educational experiences to qualified students across all socioeconomic backgrounds.

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“We hope our gift will be transformational and life-changing for the child, their family, and ultimately, the community in which the child lives.

Our desire is that children who have the benefit of a Parker education will have better lives and someday serve as role models for others in our community,” said Jeff.

The Head of School Scholarship Program will recognize and support ambitious and talented students who possess the potential and motivation to succeed academically at Parker. The essential goal of the Program is to ensure that Head of School Scholars thrive at Parker by engaging them fully in academics, arts, athletics, and student life, in order to best prepare these young men and women for a higher education and beyond.

The new Program fund will provide awards to Grade 6 through 12 students who gain acceptance to Parker, demonstrate financial need, and complete a secondary application.

The awards will help cover tuition and other essential costs, including books, uniforms, clubs and activities, global trips, transportation, and support from the Gooding Family Academic Resource Center. The Head of School will select the Scholars.

“Jeff and Karen’s belief in the Parker experience and the powerful impact it can have on a student’s education journey is unparalleled,” said Head of School Kevin Yaley.

The Program is an extension of Parker’s ongoing commitment to diversity and inclusion, and will continue to create an education experience that is welcoming and accessible to all students across San Diego County and beyond.

“Perpetuating diversity and inclusion is one of the most important values we pursue at Parker. It’s on par with the academic rigor of the School and it’s part of our larger mission,” said Jeff.

Karen, who sits on the Diversity and Inclusion Committee at Parker, elaborated on the importance of opening up Parker to an even greater variety of students.

“Continuing to expand our diverse population at Parker is essential to providing the best education for all of our students who live in a complex society. We hope our students will walk into their world with their eyes, hearts, and minds completely open. The Head of School Scholarship Program will continue to help our students navigate a changing world,” said Karen.

To encourage the School to raise even more funds for financial assistance to benefit additional students, the Silbermans will utilize their $1.5 million matching gift to inspire others to join them as investors in the Program. Their investment will provide double the recognition for other donors’ gifts to the Program for the next two school years.

The goal is to raise an additional $1.5 million from the Parker community for a total initial investment of $3 million.

Donors who give to the Program during the 2017-2018 and 2018-2019 school years will be recognized at double their gift level. For example, if a donor gives $5,000 to the Program, they will be recognized for a $10,000 contribution.

Donors who give to the Program during the 2017-2018 and 2018-2019 school years will be recognized at double their gift level. For example, if a donor gives $5,000 to the Program, they will be recognized for a $10,000 contribution.

“We look at our philanthropy as an opportunity to better the world,” said Jeff. “Whether it’s access to education, access to healthcare, access to arts, or access to social services, our philanthropy is informed by where our gifts can create the most meaningful impact. And, hopefully, we can encourage others to give as well.” n

For more information and to support the Program, visit francisparker.org/hosscholarshipprogram

Young AND

HUNGRY PARKER ALUMNI IN THE FOOD INDUSTRY Nathan Tobias on

BY MELISSA BELTZ

’05

Finding success in the food industry today means more than putting on a toque blanche. Thanks to an explosion of food-inspired social media accounts, television shows, and a desire to find the next big trend, foodies all over the world have been able to take their love of scrumptious cuisine to the next level.

When the following Parker alumni set out to make their mark on the world, they let their stomachs be their guide. Finding inspiration in the art of food, they embarked on journeys that took them to different places within the same industry. From restaurant owner and pastry chef to nutritionist and marketing maven, these Parker alumni fueled their entrepreneurial spirit and turned their hunger into success.

Samantha Katzman ’10

Amand a Wrigh

4 Allie Hobson ’0

t ’06

Alex Adler ’11

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NATHAN TOBIASON ’05 OWNER OF REFILL When Nathan Tobiason ’05 decided to open a café that would showcase his passion for cold-brewed coffee, he had zero experience working in the service industry, let alone running his own restaurant. But that didn’t stop him from diving in head first.

“It was kind of a leap of faith,” Nathan said, as he sat on one of the handcrafted wooden benches that line the outdoor patio of his coffee shop, Refill. “It was a lot of learning as I go, and learning from other people.”

Nathan admitted he was in a little over his head, but that it was never something he couldn’t handle. He wasn’t one to shy away from a challenge, having immersed himself in some exhaustive art projects during his years at Parker.

The School’s robust arts program helped bring him to where he is today, and he made sure to incorporate the arts into his vision for Refill.

The wooden benches and tables—even the elegant bar that serves up delicious, locally sourced coffees—were handcrafted by a local artisan. Every mug was hand-thrown

by Parker’s very own pottery teacher, Steve Cook.

The result of Nathan’s pairing a love for the arts with a love of cold brew is a bustling community hub on San Diego’s Park Boulevard, between North Park and Hillcrest. Refill opened in July 2016 and features cold brews on tap, espresso, and hot coffees, as well as sweet and savory crepes and California’s current staple: avocado toast.

Nathan’s passion for cold brew grew organically. A friend turned him onto it about four years ago, and he was instantly hooked by its ease of preparation and intensity of flavors.

Nathan uses beans from local Bird Rock Coffee Roasters and encourages his customers to explore the different blends until they find their favorite flavor. It is the same sense of discovery that inspired Nathan to take his passion and turn it into a career.

“You have to go for it and not be too afraid of failure,” Nathan advised. “Try to surround yourself with people who are more experienced than you. Get as much information as you can, and have faith.”

Website: refillcafe.com Instagram: @refillsd Pictured: Nathan ’05 serves up locally sourced, cold-brewed coffees at his coffee shop in San Diego’s trendy North Park neighborhood. Customers craving a small bite with their caffeine fix can choose from a variety of menu options, including the California go-to, avocado toast. Each brew comes in a handcrafted mug, thrown by Parker’s very own pottery teacher Steve Cook.

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SAMANTHA KATZMAN ’10 FOUNDER OF ACE OF TASTE During her time at the University of Southern California, Samantha Katzman ’10 watched the audience for her foodfocused Instagram account grow from a handful of people to tens of thousands. Today, the journalism major has more than 45,000 followers—and humbly refers to her online presence as “an interesting experiment.”

Samantha has always been drawn to food. She was the one her friends asked for restaurant recommendations, and she worked in “front-of-house” restaurant jobs—the term that covers servers, hosts, and other customer-facing staff— since she was a teenager. When she studied abroad at City College in London, she traveled extensively and used food as her guide.

“It’s exciting to see how pivotal food is to people’s culture,” she said. For example, “London is awesome because it’s such a melting pot. There’s Thai, Middle Eastern, Classic English, all these different types of food all in one place.”

Samantha now lives in New York City, another place where cultures come together and express their heritage through food. As the founder of Ace of Taste, a digital marketing consultancy, she has shifted her attention away from her own Instagram account and onto those of chefs, restaurateurs, and others in the food industry whom she helps to establish brands and communicate via social media.

“If you make amazing food and no one knows about it, then it doesn’t really matter,” she said. “It’s all about branding and making sure you have a message that’s being received.”

As part of her consulting work, Samantha writes copy, takes photographs, and works with businesses to create strategies for marketing campaigns. She has worked with big names such as Del Taco and New York Fashion Week, as well as with international food festivals.

Her love of food, along with her Parker work ethic, helped her to get where she is today.

Pictured: Samantha ’10 paired her journalism background with her love of food to help companies in the food industry market their brand and grow on social media. She sparked excitement around Del Taco’s Mexican-inspired cuisine with a summer social media campaign that is pure California vibes

“Parker is such an artistic place,” she said. “There was such a focus on the arts, and it really ingrained creativity in myself and being able to think outside of the box.

That, coupled with my experience at USC—those were the ingredients that helped me see that I can create my own path. I have always been hungry. But I wouldn’t be where I am today without those two things.”

Website: theaceoftaste.com Instagram: @ace_of_taste

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AMANDA WRIGHT ’06 OWNER OF A519 CHOCOLATE Tucked away in a small neighborhood north of downtown Pittsburgh is the production kitchen where Amanda Wright ’06 creates a unique array of decadent chocolates. If you had asked Amanda before her college graduation where she thought her career might lead her, she probably wouldn’t have named the chocolate business.

“It was something that I had always dreamed about but never gave any real consideration to until after college,” she said.

Amanda graduated from the University of Rochester with a B.S. in neuroscience and a B.A. in psychology. She moved to Pittsburgh soon after to work at the University of Pittsburgh Medical Center, but after two years, she decided to chase a different dream. She enrolled in the baking and pastry arts program at the Culinary Institute of America in Napa Valley, where she excelled in her classes, earned top awards, and worked with some of today’s greatest pastry chefs.

As a science buff, she wasn’t surprised by her success in the pastry arts.

“So much of what goes into baking, and especially chocolate, is precision, so having a science background really helped me,” Amanda explained. “Chocolate is really finicky and requires a level of skill and precision to work with it. It’s about managing time and temperature, controlling crystallization. Recipes take into consideration the levels of fat and moisture. You have to ask, ‘How do all of those things come together to create one single truffle?’”

Pictured: After graduating with a neuroscience degree, Amanda ’10 followed her passion for the pastry arts to open a burgeoning artisan chocolate business. A519 chocolates are often inspired

by Amanda’s own nostalgia, using wistful childhood memories to create original flavor combinations.

Amanda returned to Pittsburgh after culinary school and launched A519 Chocolate with her partner, Andy Rape, a biomedical engineer who holds a doctorate from Carnegie Mellon University. They opened their shop in the neighborhood of Millvale and have been in business for about two years.

“Writing recipes and executing them isn’t always difficult.

It’s coming up with brand new flavors that are going to be delicious that can be the most challenging,” she said.

Creating memories and bringing people together through food is something she has always been passionate about, whether it was sitting together for family dinners or engaging people from inside and outside her social circle over cookies at Parker baseball games.

“I learned early on that foods have the power to connect people,” said Amanda. “I’ve always had a sweet tooth, and I love to share that desire with other people.”

Website: a519chocolate.com

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ALEX ADLER ’11 CO-OWNER AND TACOTEUR OF PUESTO When you set out to make the best taco in a city renowned for great tacos, it’s hard to stand out from the crowd. But Alex Adler ’11, co-owner of the wildly popular Puesto restaurants, made it happen.

Serving up a blend of traditional and modern Mexican dishes using local, seasonal ingredients, Puesto has claimed its place among San Diego’s premier Mexican restaurants. It made Zagat’s “Best of List” for its zucchini and cactus taco in 2014, a mere two years after its first location opened in La Jolla.

The family-run business, co-owned and operated by Alex and his two older brothers, Eric and Alan, now has locations in La Jolla, downtown San Diego, and Irvine, with plans to open two more restaurants in the San Francisco area.

“The vision and the mission have always stayed the same,” Alex said from the outdoor patio of Puesto’s downtown branch, on the kind of achingly beautiful day that only San Diego can produce. “It’s been around creating the best experience, the best taco, the best Mexican cuisine we could.

But it was also about keeping it fun and lively. The moment we lose the fun, we know there’s something wrong.”

The playful mood is apparent in Puesto’s colorful storefront, artistic menus, and vibrant food. Alex and his fellow “tacoteurs” drew inspiration from Adler family recipes and placed their business in the skillful hands of world-class chefs.

“We don’t look Mexican, but our roots are Mexican,” Alex explained. “The food we eat at home is Mexican. It’s the same food we used to cook at home, and the same food we love—we’re just serving it in a restaurant setting.”

When Puesto first opened, Alex was halfway through his freshman year at New York University. He juggled school alongside internships at Google, Facebook, Uber, and Square, and he still managed to collaborate with his brothers to open the restaurant’s inaugural location. Alex said Parker had a hand in ensuring his success.

“I think Parker pushes you to want to have a drive to succeed in whatever you do,” he said. “Parker got me prepared to do everything and anything.”

Website: eatpuesto.com Instagram: eatpuesto Pictured: Alex ’11 opened the popular Puesto restaurants to showcase the traditional Mexican cuisine he grew up with, prepared with a modern twist. Puesto’s menu features colorful dishes inspired by Adler family recipes and fresh, seasonal flavors.

The restaurant brings classic Mexican street food to San Diego.

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ALLIE HOBSON ’04 FOUNDER OF BAREFOOD NUTRITION A couple of years ago, Allie Hobson ’04 decided to make a change. The University of Southern California graduate had been working as an interior designer and architect when a personal health issue made her rethink her diet and how it was affecting her daily life.

“I’ve always been conscious of what I eat, but I took it to a whole new level when I started to learn about how food relates to autoimmune disorders,” Allie said. She realized that the feelings of fatigue and stress that she always associated with productivity might actually be indicators of health concerns that needed attention.

Today, as a certified Nutritional Therapy Practitioner, Allie is making a career out of helping people improve their lives and the way they feel through a more mindful diet.

When she went back to school to begin her certification, she wasn’t precisely sure how it would figure into her next career step. But she found a community of like-minded people who inspired her. “I was halfway through the course when I knew that these were my people,” she recalled. “We were totally on the same page.”

Now in private practice, Allie helps her clients figure out which food choices might be contributing to their health problems, whether they are digestive issues, chronic fatigue, high cholesterol, or high blood pressure. She then builds a diet that works better for their bodies.

“People need to understand what’s going on inside of them and how big of a role food plays,” she said. “A lot of times, my clients thought they were eating healthy, but then they came to understand they weren’t.”

Pictured: Allie ’04, a certified Nutritional Therapy Practitioner, helps people find harmony and balance through a healthy, mindful diet. She teaches her clients how to choose truly healthy foods that work with their bodies to combat health issues like chronic fatigue and digestive issues.

Another important connection is the one between Allie and her clients. She gets to interact with them on a human level, something she did not have the opportunity to do as an interior designer and architect.

“What I didn’t love about design was it was so behind the scenes—I would design amazing spaces and I didn’t get to present it to clients,” she said. “What I’m doing now is handson. I’m interacting with clients and really helping people.”

These interpersonal skills trace back to Allie’s time at Parker.

“Parker was a big relationship-building type of experience,” she said. “Building relationships with people and learning how to be close and genuine has been very helpful. Understanding what that core community can get you—that’s what business is. It’s about building relationships.”

Website: barefoodnutrition.com

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2017-18

PARKER

ALUMNI EVENTS

Fall Pizza Socials on College Campuses Friday, Nov. 24 Last Decade Reunion (Classes of ’07-’17) Thursday, Feb. 1 Parker Networking Thursday, Feb. 22 FPS in San Francisco Thursday, Feb. 22 FPS in Los Angeles Saturday, April 14 FPS in New York City Friday, April 27 FPS in San Diego Saturday, April 28 Parker Reunion (Classes ending in 3s and 8s) Thursday, May 17 Alumni Giving Day Spring Alumni Socials in Washington, D.C. and Boston Tuesday, May 29 Parker Senior Class to Alumni Ceremony Socials are alumni organized meet-ups.

FPS events are organized by Parker and include faculty attendees.

VISIT FRANCISPARKER.ORG/ALUMNI FOR EVENT DETAILS DISTINGUISHED ALUMNI AWARD - NOMINATE AN ALUMNUS TODAY! The Francis Parker School Distinguished Alumni Award is presented to an alumnus/a who embodies the ideals of intellect, initiative, and social responsibility which are the very essence of a Parker education. This individual is one who has demonstrated remarkable leadership in his/her field of endeavor, attained local and/or national recognition, and has made an outstanding contribution to the School, community, or country.

FRANCISPARKER.ORG/ALUMNI FALL 2017 PARKER MAGAZINE

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ALUMNI CLASS NOTES 6 | Nadia Carrillo ’16 was named the

UPDATES 1 | Amani Walker ’07 accepted

a position coaching soccer at San Diego Christian College, in addition to coaching Parker Middle and Upper School athletics.

2 | John Carruthers ’16 is a member

of the varsity rowing team at Northwestern University. In August, the crew competed at the Royal Canadian Henley regatta and won the senior menʼs straight four and the u23 straight four, and placed second in the senior pair. John is working towards a Ph.D. in kinesiology and sports science.

Aline Taylor ’35 Scholar at Barnard College for the 2017-2018 academic year. Nadia is studying Spanish and Latin American culture with a minor in translation studies.

WEDDINGS 7 | Breanna McKinley Johnson

’10 married Graham Johnson in Point Loma on Sept. 10, 2017. Sean McKinley ’10 served as Breanna’s Man of Honor and Anne Squier ’09 was a bridesmaid. Other Parker alumni in attendance included Kelly Burns ’10, Louisa Frahm ’08, and Mandy Rowe ’10.

3 | Faith Tomlin ’17 is one of just

eight freshmen selected to join YaleDancers, the oldest dance group at Yale University. The company, comprised of both graduate and undergraduate students, performs a wide variety of dance styles including classical and modern ballet, jazz, contemporary, tap, hip hop, and modern dance.

4 | Sarah Ogle ’15 was named

a National Fastpitch Coaches Association All-American ScholarAthlete for the 2016-2017 academic year. Sarah is a pitcher for the Carleton College softball team and averages 4.91 strikeouts per game.

She qualified for the award by achieving a 3.6 grade-point-average last year.

5 | Janelle Lopez ’05 began a Doctor of Osteopathic Medicine program at Midwestern University. Parker alumni friends attended her white coat ceremony in October 2017.

Pictured: Tessa Floodberg LaPointe ’05, Whitney Wightman-Goodall ’05, Janelle Lopez ’05, Marisa Alvarez ’05, Jacqueline Lopez ’03.

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BIRTHS 8 | Anthony Pretto ’06 and his wife

Mariangela welcomed twin girls Sofia Anne and Isabella Angelina on June 14, 2017. Anthony and Mariangela married at The Dana on Mission Bay in 2015 with Johnny Harari ’06 serving as best man. The family lives in El Cajon.

RETIRED FACULTY 9 | Retired faculty members met for

breakfast at Perry’s Café on the first day of the 2017-2018 school year.

Pictured: Sitting (left to right): Joan Dorgan, Patrick Mitchell, Irina Dorfmann, Tony Ghironi, Barb Struger, Corrine Towers, Meg Peckham, Judy Coker. Standing (left to right): Sue Marrone-Moerder, Diane Wozniak, Barb Ritchie, Diane Leflang, Mary Ann Driscoll, Lynn Fowler Stafford, Alyce Lynn, Debbi Butler, Julie Feori, Liliana Batelman, Carol Jensen, Jan Rogers, Diane Ruff, Kirsten Rindal, Judy Conner.

IN MEMORIUM 10 | Retired Middle School teacher

Ellen Burns died on Aug. 22, 2017.

Ellen began her career at Parker in 1985 and retired in 2009. After retirement, Ellen volunteered at the Monarch School for Children impacted by homelessness and at the YWCA of San Diego County. She was remembered by retired Admissions Director Carol Jensen as “an amazing person, fabulous teacher, and joy to be around” and ex-husband and dear friend Len Novarro described life with Ellen as a “true adventure.”

11 | Retired Spanish teacher

Marlene Fisher died on Sept. 10, 2017. Marlene taught at Parker for her entire career, which spanned more than 40 years. Marlene was a model of kindness, compassion, and endurance. After retirement, she found time to travel, volunteer with her church, and be an active member of Delta Kappa Gamma. She is survived by her husband of 60 years Gerald Fisher; sister Linda Wodiuk; daughter Lori (Brad) Copeland ʼ76; son Stephen (Beth Anne) Fisher ʼ82; two grandchildren Deanna Cohen, Abby Sindaha; four great-grandchildren Kierstyn, Caitlyn, Parker, Canon; and her dog Molly.

Parker alumni are invited to share their news in Class Notes.

We welcome wedding and birth announcements, career updates and professional milestones, and obituaries. Send your note and/or photo to alumni@francisparker.org.

Submissions will be edited for space and style.

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Homecoming is a special day for the Parker community to come together and share their Parker Spirit. On these pages, we celebrate some of ParkerĘźs alumni families that were among the guests at this yearĘźs Homecoming.

The Walther-Meade Family

The Tchang Family

The Cheskaty Family

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The Smith Family

The Vilaplana Family

The Trent Dethloff Family

The Valverde Family

The Keith Family

The Resh-Sateesh Family

The Lillie Family

The Szeles Family

The Drouin Family

The Wasserman Family

The Ogle Family

The Davis Family

FALL 2017 PARKER MAGAZINE

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From the

ARCHIVES In 1931, Ethel Dummer Mintzer, Parkerʼs second Headmistress, created Boole Blocks—mathematical blocks that provide students an understanding of arithmetic, algebra, and geometry through the practice of eye and hand activities.

Ethel might be proud to learn that symmetry blocks very similar to these would still be used in Parkerʼs Lower School classrooms nearly a hundred years later.

In the instruction manual for Boole Blocks, Mary Everest Boole, a 19th-century mathematician, noted, “Children should be given time for things to speak to them.” The manual goes on to explain how the unconscious mind is fed during hands-on learning and sensory activities like the symmetry blocks. Such forward thinking from nearly a hundred years ago embodies the type of thought leadership in education that still runs deep within Parkerʼs leadership and faculty.

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The Boole blocks were donated recently to the Parker Archives by Chris and Murney Gerlach, sons of Lee Gerlach who recently passed at the age of 96. Lee was Mintzer’s sonin-law and lived next door to what is now the Head of School residence in Mission Hills. Gerlach was an accomplished poet and professor at Stanford, UCSB, and USD and had befriended Shawna Yaley, wife of Kevin Yaley, Parkerʼs current Head of School, in the last years of his life. Our thanks go to the Gerlach and Mintzer families for their continued support of Francis Parker School.

Pictured above: Boole Blocks created by Ethel Dummer Mintzer.

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FALL 2017

CALL FOR NOMINATIONS DISTINGUISHED ALUMNI AWARD

francisparker.org

The Francis Parker School Distinguished Alumni Award is presented to an alumnus/a who embodies the ideals of intellect, initiative, and social responsibility which are the very essence of a Parker education. This individual is one who has demonstrated remarkable leadership in his/her field of endeavor, attained local and/or national recognition, and has made an outstanding contribution to the School, community, or country. Visit francisparker.org/alumni for more information or to make a nomination.