Pp oct nov 2014 final w

O C TOB E R- NO V EMBER 2 0 1 4

The Park Parent in this issue: LIBRARY LOOKS AHEAD // 2 REACCREDITATION PROCESS // 3 INTERNS 2014-15 // 4 PARK vs. SHADY HILL DAY // 6 AROUND THE LIBRARY // 12 CRAFT FAIR // 14 PARKING SPACE // 15

Facts, Formulas, and Functions: Math Is So Much More b y Katrina MI LLS, Lower Division Math Specialist, S T E VE N g o l d m a n , Middle Division Math Specialist, a nd el aine Hamilton, Upper Division Math Teacher

M

ention the word “math” at a

Jo Boaler, a professor of mathematics education at Stanford University, has spent years conducting research elicit a series of groans along with on students who study mathematics in England and the United States with different teaching approaches. In the familiar line, “I hated math. I was never her article “The Stereotypes That Distort How Americans Teach and Learn Math” published in The Atlantic any good at it!” Here at Park, we have been (http://theatln.tc/XTRhlX), Boaler states that, “All of long been striving to implement a culture shift my research studies have shown that when mathematics is opened up and broader math is taught—math around math. A shift from “I hate math” to that includes problem solving, reasoning, representing ideas in multiple forms, and question asking—students “math is so cool;” a change from “well, she’s perform at higher levels, more students take advanced just got a math brain” to “we all have math mathematics, and achievement is more equitable.” Jo Boaler is calling for a revolution in mathematics teachbrains.”

dinner party and you are likely to

continued on page 8

See the World Through a Styrofoam Cup b y mariko SakurAI , Parent Writer

Do you know how long it takes for Styrofoam to degrade?

500 to 1 million years

Do you know how many Styrofoam cups Dunkin’ Donuts sells annually? Over 1 billion cups a year

Did you know that Park School has an Anti-Styrofoam Club? Yes!

vo l u me 47 nu mb e r 2 a pub lication of the park s c h o o l parent s’ assoc iation

I didn’t know the answers to these questions, but my ten-year-old did. As she provided answers with an urgency that compelled my attention, she brought her school right into our dining room. I thought of John Dewey’s vision of education: “Education is not preparation for life, but life itself.”

She was continuing a conversation that had commenced one year ago during a Morning Meeting, in which continued on page 11

Library

The Park School Library Looks to the Future B y DOrothea Black, Librarian

W

hat will the library look like in five or ten years?

How much will it resemble the library of today? The future is likely to be interesting in ways beyond what we can now imagine; that said, we venture a few predictions based on current trends.

A Strong Original Vision At a time when libraries are striving to define and reinvent themselves, the Park School library builds upon a tradition of innovation. In 1971 the library opened in the current space as what we would now call a “learning commons” far ahead of its time.

Described in Park Parent articles from the 1970s as an “an educational resource center,” and “a place of action as well as enlightenment,” the library has always embraced experiential learning and the exploration of new ideas. Many of the terms used to discuss forwardlooking trends in libraries—hands-on, community building, collaborative, participatory—describe the library culture at Park.

Technology and Change More than any other force, technology has changed the information landscape and the activities of the library. Over the last decade we have extended our services beyond our walls through web-based resources and instructional materials. We have always connected students to ideas through books; now the capacity exists to connect them directly to people all over the world. Our profession calls upon us to guide and support students and faculty as “content creators” who produce and share information as well as consume it; and “curators” who gather, organize, analyze, and share information through the web. How to find information is no longer the focus of our teaching. In a world overwhelmed with information, we now guide students as they develop the capacity to ask good questions, think critically, solve problems, and join conversations in a closely connected world.

“Will There Be Books?”

This is the question that always arises about libraries of the future.

One local school library has already gotten rid of its books, an idea which, believe it or not, some librarians are contemplating. Operating with a foot in the past and a foot in the future, maintaining old systems while implementing new ones, is time consuming and expensive. What would happen if we were free to explore the

potential of new technology alone? Despite the push to go digital, we still say confidently that there will be books in the Park School library for years and decades to come. We will also certainly be supporting digital reading on everyone’s devices of choice. Our goal is always to provide as much access as possible to reading and information. About maintaining a stimulating mix of traditional and new ways of reading we say, “the more, the better!”

Alternative Learning in the Library In addition to supporting the curriculum and classroom instruction, the library traditionally promotes independent learning and the pursuit of individual passions. As technology gives students increasing control over their own learning, the library will provide resources to help them with their challenges and encourage their talents. We support the idea that addressing the special needs of specific students makes us better educators of all students.

What Does the Future Library Look Like?

• Mobile: with no need to stay tethered to any one spot, readers and researchers will cluster and disperse according to their needs and moods.

• Open: as the collection of print books diminishes, new areas will open up to accommodate shifting patterns of library use.

• Collaborative, noisy, active, messy (relatively): people will be building, presenting, discussing, editing, chatting, playing, and yes, reading. continued on page 13

The Park Parent // PAGE 2

HEAD’s LINES

Park’s Reaccreditation Process B y MICHAE L ROBI NSON, Head of School

P

ark School is a lively, deeply-engaged learning community.

Every ten years, as part of the School’s reaccreditation process, we undertake the comprehensive and exciting enterprise of self-study in preparation for a visit by a team of educators representing the Association of Independent Schools in New England (AISNE), our accrediting body. In this academic year, 2014-2015, our faculty, staff, and members of the Board of Trustees are busy with self-reflection and preparation of the self-study document that will form the basis of the visiting team’s assessment in October 2015.

AISNE accreditation provides many benefits and programs to local independent schools and allows Park to be a member of the National Association of Independent Schools (NAIS). The two organizations advocate for independent schools, sponsor conferences, provide important resources, and advise schools on their sustainability and operations. Most importantly, the process of being accredited and reaccredited every ten years serves to validate the quality of Park’s educational program, ensuring the community that we meet certain standards and are following “best practices” in all areas. Specifically, the self-study and visiting team report yields recommendations for continuous improvement. For example, as a result of Park’s 2005 reaccreditation work, the School undertook facilities expansion and improvement, implemented diversity initiatives, and developed comprehensive, up-to-date curriculum guides.

The goals of accreditation are singularly focused on enhancing

student learning and growth in member schools by requiring institutional reflection and self-evaluation. Having gone through this process previously at three schools, I agree with AISNE’s assertion that the accreditation process: • Strengthens the school’s commitment and adherence to its mission • Requires institutional reflection and self-evaluation; affirms the strengths of the school • Helps the school identify areas for improvement; provides structure and a timetable for institutional reflection, dialogue, and change • Requires the school to compare its performance to a wide range of standards of good practice • Demonstrates the school’s willingness to be held professionally accountable • Enhances the school’s credibility with its immediate constituents and with the community at large • Demonstrates that the school is part of the larger entity of independent school education • Focuses on the institution rather than on individuals, which helps to ensure the long-term health of the school continued on page 7

AISNE TEN MAJOR STANDARDS FOR ACCREDITATION Of the total number of AISNE Standards for Accreditation, 10 Major Standards are defined as critical to a school’s well being, and therefore every school is required to pass these standards in order to be accredited or reaccredited.

1. There is a high degree of congruence between the school’s stated mission and philosophy and its operations and culture 2. Faculty, administrators, and support staff are well suited to their specific responsibilities by training, education, and/or experience 3. Faculty, administrators, and support staff participate in a clearly defined program for professional growth 4. The school has a clearly defined and implemented program for the regular supervision and evaluation of faculty, administration, and support staff performance 5. The school’s curriculum and teaching methods are congruent with its stated mission and philosophy 6. The faculty and administration have a consistent process by

which they regularly document, review, evaluate, and revise the educational program 7. The governing board recognizes its role as a strategic, policysetting body and delegates to the head the task of managing the operations of the school, while also providing appropriate support 8. The governing board is appropriately organized to carry out its fiduciary responsibilities and to ensure the stability of the school 9. The school has policies and procedures for the effective oversight of its financial resources 10. The school has policies and procedures to foster the physical and emotional safety and well-being of its students

OCTOBER-NOVEMBER 2014 // PAGE 3

New faces

New Interns for 2014-15 B y K ate lapine, Director of Communications

Each year, between 6 and 8 teaching interns become respected and valued members of Park’s dedicated and talented faculty. Our intern program attracts college graduates who wish to explore a teaching career, often while they are pursuing a master’s degree. These placements allow interns to gain experience in the classroom, thanks to the veteran teachers who host them, and engage in the extracurricular life of the School, such as coaching teams or working in the After-School Program. Here’s a look at this year’s crop.

Jess Burnham

majors in English and music, and from

wrote a string quartet entitled

Colgate University in 2013 with a

“Shore” for her senior thesis.

major in psychology and a minor

During the summers, she teaches a

Jess

Burnham

graduated

in Spanish, but always knew she

pop songwriting class and coaches

wanted to be an elementary school

sailing at Tabor Academy. Abigail

teacher. She grew up in Winchester,

has dreamt of pursuing a career in

north of Boston, and always loved

education for as long as she can

school.

remember and is thrilled to have

During

the

2013-2014

school year, Jess worked as a second

joined Peter Bown’s Grade III class

grade teaching associate and upper

and the Music Department here

school house parent at the Ross

at Park. She will also be coaching

School in Long Island, New York.

Grade IV & V soccer and ice hockey.

She is pursuing her Master’s in elementary education at Lesley University. This year, Jess is working alongside Jen Riley in Grade

Alex Jones

III and is coaching Grade IV & V field hockey this fall. She is so

Alex

excited to be joining the Park School community this year!

Williams College in 2014 where she

Jones

graduated

from

majored in psychology and played George Duryea

an active role in the Program in

in Teaching. When she wasn’t

neuroscience from Trinity College

doing homework, exploring the

After

earning

his

BS

in 2011, George worked in the

Berkshires, or mentoring freshmen,

pharmaceutical

a

she spent many hours at the local

Microbiology analyst at Sanofi-

elementary school as a classroom

Aventus.

assistant, running a math center,

industry

Ultimately

as

deciding

that this path was not for him,

and teaching after school clubs.

he travelled to Europe where he

This fall, she is interning in Shalini

worked on organic farms and

Rao’s Grade V classroom and working with the Pre-K – Grade III

tutored elementary-aged children

students in the After-School Program. Outside the classroom, she

in English. Putting a newfound

enjoys playing tennis, playing piano, and baking. She is happy to

passion to work, George became a substitute science teacher at the San Miguel School in Providence,

have the opportunity to learn from the talented and engaging teachers at Park and be part of such a wonderful community!

Rhode Island, and worked with the Horizons Program at Dedham Country Day School this past summer. He looks forward

Scott Mulloy

to working with Heather Offen in the Middle Division science

Having recently graduated from Boston College with a BA in

classroom, where he is excited to put his enthusiasm for science

history, Scott Mulloy is excited to be placed with Nancy Barre

and working with children to good use.

in Upper Division social studies this fall. Scott first developed a passion for working with young people as a counselor in

Abigail Gray

the Belmont Day School (BDS) summer program during high

Abigail graduated from Amherst College this past May with

school. He continued to work at BDS during and after college,

The Park Parent // PAGE 4

ADDENDUM: NEW FACULTY MEMBER

coaching soccer, basketball, and tennis, and working in its afterschool program. This past year, he

Kathleen Earley

furthered his interest in pursuing

Kathleen joins the Park School

a teaching career while working

faculty as a Grade I teacher,

as an English teaching assistant in

providing maternity coverage for

Madrid, Spain. Scott is eager to

Alli Raabe. Kathleen will begin

learn from the dedicated teachers

the school year as a permanent

and students at Park, and looks

substitute

forward to assisting Paul Touissant

Thanksgiving), then join Alli as a

with the Grade VI Boys Soccer team

co-teacher in Grade I (Thanksgiving

this fall.

through

(September

Yule

through

Festival)

before

assuming responsibility for the Sally Snickenberger

class

Sally Snickenberger is a recent

Kathleen is well known to many

graduate

January

through

June.

of

in the Park community having served as an intern in the Lower

she

Division (2009-2010). Since 2010, Kathleen has taught Grade II

majored in elementary education

at St. John the Evangelist School in Wellesley where she also

and minored in special education.

chaired the school’s self-study and reaccreditation process in 2013.

Vermont

Currently,

of

the

(UVM),

Sally

is

University where

getting

her

Master’s in education from Boston College.

Sally

is

excited

Kathleen earned her BA from Stonehill College and her MEd from Lesley University.

about

joining the Park community and will spend the first half of the year in Jessica Niebuhr’s Grade II classroom.

At UVM, Sally was a member of the varsity field hockey team and will be sharing her knowledge of the sport with Grade IV and V field hockey players this fall.

Ben Wilsker ’07 After finishing Park in 2007, and Boston University Academy in 2010, Ben recently graduated from the University of Edinburgh, where he completed his MA in classics. He has volunteered and worked in teaching environments in Boston and abroad since 2007, and is also an avid photographer, traveler, and Ultimate Frisbee player. This year, Ben joins David Perry in teaching Grade VII, VIII, and IX Social Studies and Katie Reardon in coaching Boys’ JV Soccer.

OCTOBER-NOVEMBER 2014 // PAGE 5

ATHLETICS

The Most Important Rivalry in the Universe: Park vs. Shady Hill B y BOB “ My Blood Runs Green for Park” l i ttle , Athletic Director

I

t’s perhaps understandable that Michigan vs. Ohio State,

Harvard vs. Yale, or even Nobles vs. Milton gets more publicity–but there is no more important school rivalry in the country than Park vs. Shady Hill. Perhaps it’s a color thing. When mixed, the best of Shady Hill’s blue and yellow approximate Park’s majestic green. Or perhaps it’s a cross-town thing: Cambridge and Brookline both claim to be the most important suburb of Boston.

Whatever the reason, the rivalry runs deep in the bones of those who experience it, and the pride that comes from competing for one’s school never waivers.

Park had already been turning out accomplished athletes for 27 years when the cross-town upstart was founded in 1915, so when the Shady Hill folks came a knockin’, Park was more than happy to oblige. The longest private middle school rivalry in the nation started with “field days.” Sack races, egg tosses, hoop rolling, and horse shoes were the first competitions held, but quickly the ante was raised and by the early 1940’s the boys were competing in football, basketball, and baseball and the girls in field hockey, netball, and lacrosse. Legions of young athletes (as many as 3,000 living alumni from each school) have participated in The Rivalry and their allegiance still runs deep. Many of these former athletes continue to grace the halls of Park School. Ms. Lucey, the former Alice Perera ’77, competed against Shady Hill in field hockey.

She quietly marks the Rivalry Day each year on her calendar and remembers back to the day when she and her sisters were instrumental in a 3-2 victory in Cambridge. “Blue and yellow were never good colors for me. I much prefer the Park green. It’s a color that exudes confidence and grit,” Ms. Lucey remarked. Ms. Studley, the former Dana Welshman ’85, remembers a lacrosse game in 1984 where, “the Shady Hill girls couldn’t even touch the ball. Our team was so strong, so skilled, and so together, we almost felt badly for them... almost!”

Mr. Wilsker ’07 has a more painful memory of The Rivalry. It was a rainy day in late September 2004 when his JV soccer team lost a tough, overtime battle to Shady Hill dashing his team’s quest for an undefeated season. “I won’t ever forget that fateful day,” Mr. Wilsker remembered. “It was heartbreaking and I don’t ever want to lose to Shady Hill again.” Fortunately, since he’s now 22, he won’t have to. Mr. Segar, the Head of the Lower Division, has very different memories of The Rivalry. Although he tries to keep this quiet, Mr. Segar marks the Rivalry Day each year by putting on his blue and yellow socks. His father was the Headmaster of Shady

The Park Parent // PAGE 6

Park students prepare for “The Rivalry” in the 1940s.

Hill for 27 years and Mr. Segar is an alumnus of the “other school.”

In the sixth and seventh grade Mr. Segar played baseball for Shady Hill against Park, before the school moved to its present Goddard Avenue campus. “I am very conflicted,” Mr. Segar admitted. “I played for Shady Hill, but my two daughters played for Park. At this point I guess my 35 years at Park outweigh my two years at the other place. On October 24, I’ll be rooting for Park!” But what about the blue and yellow socks? Mr. Segar explains, “They have sailboats on them. In the late fall, I need a reminder of summer. It has nothing to do with Shady Hill!”

The Rivalry with Shady Hill goes back 99 years, and every alumnus remembers those halcyon days of playing with their classmates and friends against the kids from Cambridge. On Thursday, October 23, Park will host almost 300 runners in the Annual Larz Anderson Invitational. That race will also be scored separately as a dual meet between Park and Shady Hill and the results will figure into the Champions Cup tally. Then, on Friday, October 24, the Park vs. Shady Hill Champions Cup will be awarded again. Varsity Boys Soccer, Varsity Girls Soccer, and Varsity Field Hockey will all play at 3:30 p.m. here on Goddard Avenue. Shady Hill won the Cup in 2013, but if our faculty alumni athletes have any say in it, The Cup will stay in Brookline this year, and maybe we should get Mr. Segar some green socks.

Reaccreditation, continued from page 3 This year, the faculty, staff, and Trustees will prepare a selfstudy document that will review every aspect of the school community, from the academic program and the governing structure, to school services and the details of extracurricular programs. Park began preparing for the self-study process during the 2013-2014 school year when we appointed Maria Alvarez, secondary school counselor and Spanish teacher, and Kimberly Formisano, Intern Program director and Park21 coordinator, to co-chair the process.

These two veteran Park teachers attended a training session at the Meadowbrook School in March. Maria also served on an AISNE visiting team at a local peer school last year in which she experienced for herself the details of a visit and writing a visiting team report.

Under Maria and Kimberly’s capable leadership, all 150 faculty and staff members are working on one or more of 30 self-study committees. Each committee’s work is to answer a number of discussion questions guided by a set of 50 standards. The commit-

tees will determine how well the Park School addresses these standards, answer specific questions, note specific strengths and weaknesses, and identify areas for improvement.

Self-reflection and a commitment to continuous improvement are the hallmarks of excellent schools. The ten-year self study and reaccreditation process is a special, focused, and, frankly, rigorous manifestation of this important ongoing work.

Kindergarten to Lengthen Mondays in 2015-16 Beginning next year, Kindergarten will be dismissed at 3 p.m. on Mondays. The decision to enhance the Kindergarten program by extending the Monday school day from a half-day to a full-day was made following a thoughtful, collaborative process involving Lower Division Head Andrew Segar, After-School Program (ASP) Director Tracy Duliban, Pre-K and Kindergarten faculty, and myself.

The task force thoroughly researched practices and programs in peer schools as well as carefully analyzing current Pre-K, K, and ASP programs.

While we were mindful of preserving the fundamental nature of the Kindergarten program and maintaining a developmentally-centered approach, we also saw the value of adding an extra afternoon for Kindergarten. We had a clear consensus that more time would allow for a more deliberate and thoughtful pace to the week, additional time to address the needs of individual learning styles, and opportunities to deepen and enrich the existing curriculum, particularly in science and art.

There was also clear agreement about the importance of preserving a noon dismissal on Fridays for Kindergarten. Children and families value the opportunity to attend ASP, have afternoon play dates, or participate in activities outside of school, and teachers find the extra time to collaborate, plan, and prepare for the coming week incredibly important.

Together with teachers and administrators, I am excited to announce this enhancement to our Kindergarten Program and look forward to developing the program with the additional, precious resource of time. – Michael Robinson, Head of School

OCTOBER-NOVEMBER 2014 // PAGE 7

Facts, Formulas, and Functions continued from page 1

Characteristics of good math students, as determined by Jill Rubinstein’s third graders.

ing and learning. Here at Park, these are not revolutionary ideas. It is the direction we have been growing for the last ten years.

Boaler identifies seven “messages” that she feels teachers should explicitly talk about and implicitly support in class. These are core beliefs about math education and represent a shift in the way math has been traditionally taught in the U.S. At Park School, however, they are part of the fabric of our math teaching.

Message 1: Everyone can learn math to the highest level In the first math class of the year, Jill Rubinstein asks her third graders what makes someone good at math. The children

The Park Parent // PAGE 8

are eager to volunteer and soon they have a list. Their suggestions are revealing.

Effort, flexibility, curiosity, and perseverance are prominent. The students believe that being good at math is not something you are born with, but the result of hard work. Their list is very similar to the habits of mind that Steve Kellogg is reviewing in the West Building with his ninth grade students. Here they talk about all the habits of character like grit, zest, and creativity and discuss how these characteristics relate to their geometry class.

Underlying these discussions are the ideas of researchers such as Carol Dweck, professor psychology at Stanford University, who have argued that not only is the brain capable of growing and changing, but understanding how the brain works has a profound influence on learning. “We had found in our past research that viewing intellectual ability as a gift (a fixed entity) led students to question that ability and lose motivation when they encountered setbacks. In contrast, viewing intellectual ability as a quality that could be developed led them to seek active and effective remedies in the face of difficulty” (Dweck: “Is Math a Gift? Beliefs that Put Females at Risk.” http://stanford.io/1tNc2MM).

Message 2: Mistakes are valuable How can getting the wrong answer be a good thing? As Boaler explains, “For people with a growth mindset, the act of making a mistake results in significant brain growth.

What this means is that we want students to be making mistakes in math and we should not be giving students work that they get mainly correct.” (Boaler: “Unlocking Students Potential: 5 Research Results to Transform Math Learning.” http://bit. ly/1ubme2U). Park teachers work hard to create environments where it is not only a safe space to make mistakes, but that those moments of confusion are valued because they help us learn. As one Grade VIII student explains, “One of the things that I like best in math is that when I have something

In Grade V, students are learing about multiplication.

wrong, I can find the point where I made a mistake and then can learn from it.”

Message 3: Questions are really important Lean in to a lunch table and you might hear the following discussion: “How do they know how many oranges to order?”

“Well, I know every single person does not eat an orange so it will be less than that.”

“Do we know how many people are even in here?”

“We could ask Mr. Segar, he’ll know how many kids there are.”

“I wonder how many oranges are in the big bowl right now?”

“Can we find out how many oranges are being eaten right now?”

“Why are you guys talking about oranges so much?”

These are children who are comfortable asking questions, thinking about lots of ways to answer the question, and sharing and listening to each other’s ideas and strategies for answering the questions.

Message 4: Math is about creativity and making sense A second grader fills a design with hexagon-shaped pattern blocks. She then adds another layer and uses only green triangular-shaped blocks. Another layer follows,

Middle Division Math Coordinator Steven Goldman uses cards and other creative ways to teach math.

A student completes his Investigations math homework.

this one with red rhombi. She might look like she is playing with blocks, but she is actually using the blocks to make an argument about equivalent area. The blocks are a tool to make sense of a mathematical idea, and she is using her creativity to solve the problem.

From the youngest grades to the oldest, students at Park are challenged to use their own strategies, to look at problems from different perspectives, and to understand what they are learning.

As Boaler writes, “Children should never think that math is a set of rules they need to follow.” Instead they should always be asked, “Does this make sense to you? Why? Why not?” (Boaler: “12 steps to Increase Your Child’s Math Achievement and Make Math Fun.” http://bit.ly/1wWbHd3).

Message 5: Math is about connections & communicating Walk by a Park math classroom and you are likely to hear student voices discussing math. “Math Talk” whether it is sharing an idea with a partner or sharing a strategy with a class, is an integral part of the curriculum. It is in these conversations that students learn to connect ideas and to communicate their thinking. Alli Raabe

describes what it looks like in her Grade I class. “One student shared number line strategies to help with addition, something that she was a great expert at. It was really amazing and powerful to see kids learning so much from her, and to see her in the role of teacher and expert, standing in front of the class, talking about her models or sharing her strategies.”

Message 6: Math class is about learning, not performing In her research, Boaler found that when most students were asked what they think their role is in math classrooms, they said it was “to answer questions correctly. They don’t think they are in math classrooms to appreciate the beauty of mathematics, to explore the rich set of connections that make up the subject, or even to learn about the applicability of the subject; they think they are in math classrooms to perform.” (The Mathematics of Hope, http://youcubed.org/teachers/2014/the-mathematics-of-hope/)

At Park we work to change that perception. Imagine being a seventh grade student in Taylor Horan’s class. You go home in the evening and log onto the Edmodo website and pull up a video.

The video is not a glitzy production, just a simple clip of Taylor continued on next page

MATH RESOURCES If you would like to know more about the revolution taking place in math, here are some terrific resources: • Boaler, Jo. “Ability and Mathematics: The Mindset Revolution that Is Reshaping Education.” FORUM, 55, 1, 143-152. (2013).

• Boaler, Jo. The Elephant in the Classroom: Helping Children Learn and Love Maths. Souvenir Press, 2010.

• Boaler, Jo. “The Stereotypes that Distort How Americans Teach and Learn Math.” The Atlantic Monthly, 2013.

• Boaler, Jo. “Timed Tests and the Development of Math Anxiety.” Ed Week, www.edweek.org (2012).

• Boaler, Jo. What’s Math Got To Do With It? How Parents and Teachers Can Help Students Learn Their Least Favorite Subject.

Penguin, 2009.

• Dweck, Carol. Mindset: The New Psychology of Success. Ballantine Books, 2007.

• How To Learn Math, online course through Stanford University http://scpd.stanford.edu/instanford/how-to-learn-math.jsp

OCTOBER-NOVEMBER 2014 // PAGE 9

Facts, Formulas, and Functions continued from page 9 writing out and explaining a math concept. In fact, it is the same explanation that Taylor gave today in class. Why did she post it? For some students, the chance to listen again on their own as often as needed is an essential part of learning a concept well. By providing this video resource, Taylor has given her students a powerful tool to review and think deeply about their learning.

SO MANY WAYS TO HAVE FUN WITH MATH AT PARK SCHOOL Grades K – II • Math Mornings: K–II Parents are invited to classrooms periodically throughout the year to play math games and do math activities.

• Grade II Problems of the Week: Second graders are given Problems of the Week to work on at home and at school.

• Interactive Math Bulletin Boards: The “Math Bulletin Board” provides questions,

Message 7: Depth is more important than speed A teacher asks a question. Several students immediately raise their hands. The teacher calls on a student who correctly answers the question. What’s wrong with this picture? Boaler argues that this methodology, which is a common mode for a lot of math classrooms in the U.S., is not fundamentally about learning. If the students already are expected to know the answer immediately, what was the point of asking the question? Such back and forth creates the expectation that math is about answering lots of questions correctly.

At Park, we see math as an active engagement with ideas. We do practice computation, but the focus is on developing a deep and sophisticated understanding of the underlying concepts. The curriculum we use in Grades K to V is named “Investigations” because it is built around series of activities that require students to think, to puzzle, and explore.

We are proud of the mathematics teaching and learning that occurs in classrooms at Park School. Every day, children think, problem solve, and approach mathematics with curiosity and confidence. We need to work together and learn together so that we can continue to shift our understanding of mathematics from the power of facts to the power of thought.

games, and other activities that students can respond to and post their ideas.

• Summer Problem Solver Club: Katrina Mills and Steven Goldman email fun and interesting problems to pre-registered students. Problems and solutions are sent and discussed over email.

• Scratch Lunch Club: Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations. Students are provided opportunities at lunch recess to learn Scratch programing and work on Scratch projects.

Grades III – V • Interactive Math Bulletin Boards: The “Math Bulletin Board,” by the stairwell on the third floor, provides questions, games, and other activities that students can respond to and then post their ideas.

• Math Club: An after-school club that explores mathematical ideas and concepts in fun and interesting ways.

• Math Team for Grades V and VI: Any student can join the Math Team. The Team practices on Fridays and competes against other Brookline schools in 3 meets throughout the year.

• Olympiads for Grade V: A math contest that students can choose to participate in 5 times throughout the year. The questions are designed to develop flexibility in problem solving.

• Summer Problem Solver Club: Katrina Mills and Steven Goldman email fun and interesting problems to pre-registered students. Problems and solutions are sent and discussed over email.

• Chess Club: Students meet on winter Friday afternoons to learn about and play chess.

Grades VI – IX • Interactive Math Bulletin Boards: The “Math Bulletin Board” provides questions, games, and other activities that students can respond to and post their ideas.

• Olympiads: Students can choose to participate in this contest 5 times throughout the year. The questions are designed to develop flexibility in problem solving.

• Purple Comet: An international competition held yearly. Students work collaboratively and supported by various technology tools to solve 10 problems in 20 minutes.

• Math Counts: A yearly national competition for middle school students to work independently and cooperatively through various problems covering topics like geometry, algebra, probability, combinations. Students at Park compete in February at the chapter level and typically advance to the state level. They work weekly at lunch and recess together.

The Park Parent // PAGE 10

See the World, continued from page 1 And then came the news… Dunkin’ Donuts was willing to meet. On July 18th, 2014, six rising fifth and two rising sixth graders representing the Anti-Styrofoam Club drove to the Canton, Massachusetts Dunkin’ Donuts Headquarters to meet with executives and to deliver the petition of 272,000 signatures asking the company to stop using Styrofoam by Earth Day 2015. According to Change.org, a website whose platform is to promote petitions focused largely on social and environmental justice, this was one of the largest petitions in their history. As Scott Murphy, chief supply officer and senior vice president of Dunkin’ Donuts said during the meeting, “You kids sure came prepared, I am so impressed with how much you know.”

And they did—as they sat as a panel, facing the team of execuPark students meet face-to-face with Dunkin’ Donuts executives. tives from Dunkin’ Donuts, they seemed all at once so young, yet so faculty members Peter Bown, Dean Laabs, and Ted Wells (to name eloquent and passionate as they asked the questions that they had prepared. Questions such as: “Are you aware of the health effects of a few of the brave!) shaved their beards in the name of saving trees Styrofoam? Do you know how long Styrofoam takes to biodegrade? and stirring our children in a call to environmental activism. To Did you know there are biodegradable cups made out of fungi? belong to the One Tree Club, children must cancel 60 catalogs, How are your Brookline stores doing now that they no longer use which is equivalent to saving 1 tree. Since 2007, when Ted started Styrofoam?” the Catalog Canceling Challenge over 9,000 children from over The executives at Dunkin’ Donuts agreed that Styrofoam is an 100 teams of schools or scout troops from 22 states have canceled important issue and they are committed to finding an alternative 83,000 unwanted sales catalogs, saving approximately 1,400 trees. within the next two years. While they stated that they could not The reverence for a single tree is but a seed for the reverence commit to the date of Earth Day 2015, they brought out sample for life in general. cups that they were testing. The Anti-Styrofoam Club is not givInspired by the model set by their teachers and the One Tree ing up. The Club plans to re-focus their efforts on having Dunkin’ Club, this past year the fifth graders (this year’s sixth graders) Donuts make the switch sooner, even if it is not the perfect cup. overwhelmingly wanted to continue their green efforts. Thanks The Ocean Conservancy in Washington D.C. heard about the petito Grade V teacher Courtney Bonang’s offer of her room and her tion, loved the idea, and would like to co-sponsor a beach clean-up lunch hour, 15 students gathered and from passionate debate and in partnership with other schools (stay tuned!). Park science teacha plethora of ideas (from fracking to working on sustainability of ers Karen Manning and Heather Offen are also looking into ways paper mills) emerged the Anti-Styrofoam Club. With the support to join Ted Wells in supporting the Club and other green efforts. of Middle Division Head Cynthia Harmon, the co-founders, two When asked what they had learned, one student captured what fifth graders, along with their first two members, two fourth graders, many felt, “We learned that even though we are just kids, we could presented at Morning Meeting their video on the Great Pacific be heard and that we could make a difference.” And the year is just Garbage Patch (a patch of trash the size of Europe that permabeginning. nently floats in the Pacific) and their petition that was posted on Change.org asking Dunkin’ Donuts to stop using Styrofoam.

Not quite knowing how to further their petition, they appealed to Ted. Their efforts had come full circle. With Ted’s mentoring and expertise, and the support of his class, the club members learned how to call corporate headquarters, present persuasive facts on conference calls with the media, and join forces with another petition that had been started in Michigan. By June, the petition had grown from 407 to over 200,000 signatures.

Press coverage of Park Students Against Styrofoam BostInno: http://bit.ly/1rqYbuW

Yahoo Health: http://yhoo.it/1ql8c7s

Boston Globe: http://bit.ly/1moqZ6M

Boston.com: http://bit.ly/1sfIXLg

OCTOBER-NOVEMBER 2014 // PAGE 11

nd

o r A u

LIBRARIAN PICKS

The Library

The Pilot and the Little

Boy. Rife with suspense and

BOOK OF THE MONTH

in the library. To begin, Mr.

Prince by Peter Sís

adventure, this story finds

Things Come Apart: A

Massauro will consult on

The genius of Peter Sís is

unlikely friends fighting an

Teardown Manual for

taking apart—and, ideally,

everywhere apparent in this

epic battle that culminates in

Modern Living by Todd

putting back together— a

magnificent picture book

a heroic journey of the heart.

McLellan

weed whacker.

biography of Antoine de

I am still under the spell this

Saint-Exupéry, author of The

book cast over me.

Lower Division (selected

the land. Thus begins the

by Christian Porter)

powerful tale of The Witch’s

Little Prince. Sís inventively UPCOMING AUTHOR VISIT

captures the adventurous

Upper Division (selected

dream spirit of Saint-Exupéry,

by Dorothea Black)

helping us to envision a

Brown Girl Dreaming by

life’s journey that led to the

Jacqueline Woodson

creation of one of the world’s

Woodson has a sure sense

best loved books. A must read

of how to develop universal

for fans of The Little Prince

themes through vivid specifics

and a tribute to its central

of her characters’ lives and

You’ll be amazed by this

tenet: “It is only with the

personalities. In this book she

book of photographs of

heart that one can see rightly;

writes about herself, growing

disassembled objects, laid

Eric Velasquez

what is essential is invisible to

up. The particulars—Ohio,

out in ordered compositions

The Library is thrilled to

the eye.”

South Carolina, New York City,

or dropped in an explosion

collaborate again this year

of parts. Included are a

with the PA Diversity &

Middle Division (selected

loving grandparents, absent

Swiss Army knife, handheld

Inclusion Committee to bring

by Tory Lane)

father, an upbringing as a

GPS unit, telescope, toaster,

exceptional authors and

The Witch’s Boy

Jehovah’s Witness, a beloved

upright piano, and many

artists to the Park community.

by Kelly Barnhill

uncle in jail— create a picture

more. Essays by specialists

This fall, award-winning

What if you knew your true

of a certain family in a certain

in various fields invite us to

illustrator Eric Velasquez will

self to be different than what

time. The universals—feelings

the Civil Rights movement,

think about environmental

meet with students in the

everyone around you saw?

of belonging or being on

stewardship, hands-on

Lower and Middle Divisions to

Perhaps you hear your dead

the outside, yearning for a

learning, and interpreting

discuss his work’s exploration

brother’s voice loud and clear,

beloved person or place, best

history through objects.

of African-American and

or you watch as your father

friendship, dreaming of what

Hispanic-American experience.

becomes a stranger. hen,

she might become—connect

During October and

Look for a display of his wide-

with out much preparation,

with every reader. The spare

November, students will

ranging work in November.

you are called upon to

prose verse creates time and

be invited to participate in

protect the most powerful

space to savor the story.

ongoing disassembly projects

and dangerous magic in all

The Park Parent // PAGE 12

n n n Grandparents’ & Special Friends’ Day n n n Wednesday, November 26, 2014 All grandparents or special family friends are invited to this memorable morning at Park. Invitations will be mailed directly to special guests from the School. Questions about the day? Contact Rena LaRusso ’04 at 617-274-6022 or alumni@parkschool.org.

INTERESTED IN VOLUNTEERING? We would love your help! Parent volunteers are very helpful on this busy day. If you would like to volunteer or have questions about the Grandparents’ & Special Friends’ Day, contact Rena LaRusso at alumni@parkschool.org or 617-274-6022.

PARKING REMINDER Parking spaces are precious! Please help us reserve the school parking lots for our guests. Parents are asked to park along Avon and Rockwood Streets. Thank you!

All-School 8 a.m.

School Opens

Pre-K – Grade III 8:15 – 9:20 a.m. Classes with Grandchildren

Classrooms

9:20 – 9:50 a.m.

Reception with Head of School Dining Room

10 – 10:50 a.m.

Thanksgiving Assembly

Grades IV – V 8:15 – 8:30 a.m.

Morning Meeting Theater Performance by Grades IV and V

8:35 – 9:20 a.m.

Classes with Grandchildren

9:20 – 9:50 a.m.

Reception with Head of School Dining Room

10 – 10:50 a.m.

Classes with Grandchildren

Classrooms

Grades VI – IX 8:15 – 9:20 a.m.

Classes with Grandchildren

Classrooms

9:20 – 9:50 a.m.

Reception with Head of School Dining Room

10 – 10:50 a.m.

Classes with Grandchildren

All-School 11 a.m.

Dismissal for Grades Pre-K – IX

West Gym

Classrooms

Classrooms

Park Apparel For Sale!

Grandparents’ Day 11/26 and Yule Festival 12/19 Come see new merchandise and do some early holiday shopping while showing your school spirit! Credit cards accepted

Library Looks to the Future, continued from page 2 • Participatory: students and faculty will be invited to contribute to decisions about the library space and collections and to lead activities in which they help and teach each other.

• Visual: the making and sharing of digital work will be a prime function of the library. Images will become more important as an informational, educational format.

• Differentiated: a plethora of choices of information formats and customized approaches to learning will be offered.

• Communal: people will still come together in the library to

connect to each other and the world, through methods both familiar and new.

• Welcoming: the special qualities of the library as a place will grow in significance as an alternative to experiences in virtual space. Librarians will always strive to maintain a friendly setting where each member of the community feels at home.

Stop by the library any day and you’ll find projects and exhibits, books and computers, space to read and think, and people who are eager to discuss ideas.

OCTOBER-NOVEMBER 2014 // PAGE 13

CALLING ALL BAKERS! Our bake sale is a highlight of the Craft Fair! Please deliver your (nut-free) baked goods to the West Gym Lobby on Friday, November 14, after morning drop off. Stay for a bit and help wrap! All contributions are greatly appreciated. Any questions, please contact: Beth Holzman bawinthrop@yahoo.com Nancy Cohen nsydney@comcast.net

Volunteer

s Needed!

We need help with admissio ns, our bake raffle. Two-ho sale, and ur shifts begi n at 9:30 a.m. Th terrific way to is a become invo lved, meet ot and enjoy a w her parents, onderful fam ily day at Park contact Volu . To help, nteer Outreac h Coordinators Carol Batche : lder cbbatc helder@gmai Karen Kaufm l.com an karend kaufman@ya Sarah Keatin ho o.com g sarahcampbel lkeating@gm ail.com

air! th Annual Craft F 4 1 ’s rk Join us for Pa o major annual

of only tw Craft Fair is one ce la tp ke ive, day long ar M e Brooklin raisers. This fest nd fu n tio ia oc ss nts’ A om across New Park School Pare ts and crafters fr tis ar d ! rie ju + 90 le & food trucks event features sell-out bake sa a e, ffl ra to the r la en cu op ta mily & England, a spec for the entire fa n fu is t en ev e wid This community & neighbors! ing your friends br se mcast.net public, plea sannechiang@co su

ng ia Ch e act: Susann king.com Questions? Cont cradockwoodwor y@ nc na

ra he Nancy Pinc

The Park Parent // PAGE 14

The Players in the Park presents:

The Park School

PARKING SPACE

Parking space ads are free!

Contact Kate LaPine by phone (617-274-6009), or e-mail (communications@parkschool.org).

The deadline for the December/January issue is Monday, November 17th.

Suzuki Cello Lessons. Melanie Dyball, professional cellist and teacher with 20+ years of experience has limited spaces available for new pupils in her Jamaica Plain studio. For more information, contact Melanie at 857498-1677 or www.CelloLessonsBoston.com, or Park parent Christina Baker.

Friday, November 21 7 p.m.

Saturday, November 22 2 p.m.

Dog Sitter Available. Going away? Worried about your pet? Park alum and graduate nursing student available for dog/house sitting nights and weekends. References available. Please contact Hilary Segar at segar.h@husky. neu.edu

OCTOBER-NOVEMBER 2014 // PAGE 15

Upcoming Dates of Note October 21 Tuesday Pre-K – V Parent Conferences Pre-K – V NO SCHOOL; ASP available 8 a.m. - 4:30 p.m.

VI-IX regular schedule October 23

Thursday

Chop-a-Thon Marathon, 7:45 a.m. – 4:30 p.m.

November 2

Sunday Admission Open House, 12-3 p.m.

November 10

Monday

Faculty In-Service Day – NO SCHOOL

November 11

Tuesday

Veterans’ Day – NO SCHOOL

November 15

Saturday

Craft Fair, 10 a.m. – 4 p.m.

November 21

Friday

Fall Play, “Charlotte’s Web,” 7 p.m.

November 22

Saturday

Fall Play, “Charlotte’s Web,” 2 p.m.

The Park Parent Editor: TC Haldi Editorial Board Chair: Stanley Shaw Director of Communcations: Kate LaPine Editorial Board: laura barkan, Carol batchelder, CarolINE bicks, Anne Harvey Kilburn, Todd idson, Emily raviola, SARAH SMITH, Nicky Tolliday Syken President, Parents’ Association:

November 26 Wednesday Grandparents’ & Special Friends’ Day

(Pre-K – IX Dress Day)

11 a.m. dismissal – No ASP

Chair, Board of Trustees:

November 27 Thursday Thanksgiving Day – NO SCHOOL

Head of School:

November 28 Friday

Thanksgiving break – NO SCHOOL

December 1 Monday

School resumes

December 19 Friday

Yule Festival (Pre-K – IX Dress Day), 9:30 a.m.

12 p.m. dismissal – No ASP Winter Vacation begins

Shannon Falkson vinny chiang mich ael Robins on

Visit the calendar on the Park School website for more dates!

We want to hear from you!

If you have a story idea or issue you’d like to see covered or thoughts about something you’ve read, please let us know.

TheParkParent@parkschool.org

Read The Park Parent online at www.parkschool.org The Park School 171 Goddard Avenue Brookline, MA 02445 617-277-2456 OCTOBER-NOVEMBER 2014

The Park Parent