Summer reading lists have been posted for Middle and Upper School students. Please follow the links below to view the complete lists on the Linda Vista Campus Library website.

Middle School Summer Reading >>

Upper School Summer Reading: English Department >>

Upper School Summer Reading: Social Studies Department >>

This year more than 95,000 students from all over the USA took the French National Exam (Le Grand Concours). The students prepared for the exam with several months of preparation, including handouts, hours of online training, and practice exams. Upper School French Teacher, Irina Dorfman is, "...very proud of my students."

Parker students placed first in San Diego in levels 2,3,5 and national results are as follows:

Level 2

• Gold medal (1 place) - Jonathan Lemberg
• Silver medal (2,3 places )- Grace Barrett
• Braxton Bell
• Carlos Ezquerro
• Mary Tobin
• Hadley De Bello
• Nicole Magbanua
• Emily Prudon
• Bronze medal (4-10places) Trevor Appel
• John Carruthers
• Alexander Nicita
• Victoria Ralston
• Sonia Aceves
• Myla Andrews
• Benjamin Sachrison

Level 3

• Silver medal (2 place) Justin Washabaugh
• Bronze medal (4 pl. Fernando Guinto
• 8 pl) Peter Grey
• Jona Plevin
• Erik Riis
• Emma Sheean

Level 4

• Bronze medal (4 pl. Olivia Ghosh
• 5pl. Carolina martinez
• 6pl. Aliza Adler
• Roxane Roncarolo de Vries

Level 5

• Silver medal (3pl) Raphael Cantor
• Anne Sager
• Alexandra Smallwood
• Bronze medal (5pl Christine Buckley
• 6pl Solia Yaley
• 7pl Noah Gamboa

Parker is coming to a Towne near you! Join us on Saturday, August 3 from 2 - 4 pm at Towne Stove and Spirits located on Boylston Street. Connect and re-connect with fellow alumni in the Boston area over light fare and drinks.

RSVP to alumni@francisparker.org -- and if you know of other Parker alumni in the area, spread the word!

In the interest of making the first few days of school as smooth as possible, the scheduling process has been set to be completed by all students before August 26. This includes any add/drops or other changes. 

In the event that a student needs to make a change, please have him/her send a note to the grade level dean (12th grade: Ms. Adelman, 11th grade: Mr. Esch, 10th grade: Ms. Anderson, 9th grade: Ms. Dilmore) explaining the change and the reason for it. All students will have until Monday August 26 at 12:00 pm to request the change. All approved changes will be reflected in the updated schedule posting on Saturday, August 31.

The Upper School office is excited to have all schedules completely worked out before school begins and to be able to end those long lines outside of Mr. Roudebush's office those first few days. 

On August 13, 2013, Parker's International Student Summer Program was featured in a KPBS News story on the radio in the morning and on TV in the afternoon. 13 Chinese students spent four weeks on campus, taking different types of classes in the morning, like woodworking, and some of them spent their afternoons in college preparatory classes; KPBS did a feature on this program and how it differs from other programs like it in the country.

See the complete article here >>

Several Parker Upper School students had their photography selected to be a part of My City, Your City: 8th Annual Youth Exhibition at the Museum of Photographic Arts in Balboa Park, on display from October 19, 2013 - February 2, 2014. These students are: Jonathan Lemberg ‘16, Andy Vesell ‘16, Brianna Goldberg ‘15, Natalie Greenberg ‘15, Hannah Lettington ‘15, Annika Riis ‘15, Sabrina Devereaux ‘14, Michaela Dews ‘14, Gwendolyn Gardiner ‘14, Cara Stiegler ‘14, and Cassia Wallach ‘14.

Learn more about the MOPA exhibit here >>

The exhibition will also have works on display at the Civic Center Branch of the Chula Vista Public Library from October 21, 2013 - January 14, 2014. Parker has several other students whose works were selected to be displayed at that location, including Matthew Goff ‘15, Margaret MacVean ‘15, Caroline Merkin ‘15, Britta Wichary ‘15, Parker Zimmerman ‘15, and Jessica Bocinski ‘14.

Kids are naturally curious about the world around them. Francis Parker School taps into that curiosity, extending outward from its two campuses to towns and villages around the globe.

Parker’s Global Studies program, now in its eighth year, is a capstone educational experience which brings into focus the world beyond the printed page or computer screen, placing an “up close and personal” learning experience within the reach of each Parker student.

Parker students take their role as “global citizens” to heart and during Discovery Week in 8th grade, have travelled to the Philippines, South Africa, and Costa Rica among other destinations as ambassadors of goodwill and friendship. Along the way, they’ve contributed to greater understanding among their fellow students, building bridges between people and cultures that would otherwise not exist.

“We take the charge to help our students become global citizens seriously, because it’s so much a part of our history and mission,” said Head of School Kevin Yaley. “Our vision statement says ‘we will take our classrooms out to the world through meaningful, age-appropriate opportunities for experiential education, service learning, environmental awareness, and character education.’ The Global Studies Program is an example of how we deliver on our vision.”

Social Studies teacher, Tom Crowley, directs the Global Studies program and has been a guiding force in its development. Christi Cole, Middle School Dean and Parker Class of 1986, directs our 8th Grade Discovery Week program.

“The culture of global diversity demands that our students be aware of where people who live in San Diego come from,” Crowley explained. “As the post Cold War walls are being broken down, we have the opportunity to go places we couldn’t venture in the last five decades. Parker’s mission is driven by wanting our kids to be global citizens and to engage with the world. We have the resources to allow students to integrate Global Studies into our curriculum in an academic way, so this is not about mere sightseeing. Some parents take their children, our students, to Europe, so our program takes them places they ordinarily wouldn’t go, and to have the opportunity to travel and learn with their fellow students.”

The lessons learned go beyond what can be gleaned from a textbook.

“When engaged in service learning, or a community service project, sometimes the student’s response is ‘I feel so fortunate for everything I have,’” Crowley said. “The kids feel good about themselves doing something good for the people they engage with, but as time has gone by, I have come to see these exchanges as a give and take; they often times take away a lot more.”

Satellites and websites serve their purpose, but pale as learning tools with face-to-face contact.

“I’ve looked into doing remote exchanges through video conferences, but nothing replaces being in the locations we go to,” Crowley explained. “I’ve found over the years, the highlight of a trip is when they’re with other children their age and interacting and what surprises them is how much people like Americans. Sometimes it’s shocking to our kids to see how other kids can have so little, but still find contentment in what they have. When we visit students in the townships of South Africa, our students see that others may struggle materially, but still find support and happiness in their tight knit families and community.”

Attendance on Global Studies trips requires an additional fee and students are encouraged to work to help pay for the cost of the trips.

“I encourage students to do their own fundraising,” Crowley said. “One example is selling tickets for the Farmers Insurance Golf Tournament at Torrey Pines. Two-thirds of the golf ticket proceeds go back to educational needs to use as we see fit. Kids also referee soccer matches over the summer, which also generates a source of funding for their trips. So we find that when the kids put a little sweat equity into the trip, they get a lot more out of it.”

Families who receive tuition assistance from Parker are granted some financial assistance to help pay for the trips, but families who do not receive tuition assistance may also apply for trip aid. Parker assists with trip expenses for one international trip for each student during Middle School and one during Upper School.

As with any travel experience, there is some degree of risk. Parker students are accompanied on trips by appropriate faculty and chaperones who have experience visiting foreign countries. “We conduct our trips in line with best practices of other schools that have similar programs, and we’re experienced hands,” Crowley said. Parker recommends parents review the agendas for the various trips and ask all questions regarding concerns well in advance of signing up students to attend a trip.

Sometimes Parker’s involvement can extend to leaving a destination with a lasting remembrance of friendship. “In the Philippines, former Parker parent, Ron Weatherford (P ’07,’10) spearheaded a project in one of the communities we visit. With generous contributions from other members of the Parker community, he worked tirelessly with the people of Apo Island to replace what, was essentially, a grass hut for a kindergarten with a brick and mortar structure,” Crowley said. The new building is named in honor of his late son, Brian ’10, in recognition of the powerful impact our program and our friends in the Philippines had on him. “Our kids will visit that kindergarten in February 2014 and will participate in a big celebration with the students there. We try to connect with schools wherever we go, and with the kids interacting well, we make repeat visits, so our hosts know us. We would like to see if we could bring some of the kids we meet to Parker as well.”

Parents and friends of Francis Parker School have an opportunity to support the Global Studies Program through donations.

“Though it costs money to produce the Global Studies Program, experiential learning is priceless,” said Yaley. “When the Parker community supports the Global Studies Program, it ensures that every student has the opportunity to go on one of these trips. We hear from the students that they want to make sure all their Parker friends can have this experience at some point in their lives. Contributors to the program share in our adventure to bring the students of the world closer together.”

But the main beneficiaries of the program, and its best spokespeople, are the students themselves.

“In the eight years we’ve built up the Global Studies program, we appreciate listening to the students who go on these trips which are both powerful and transformational,” Yaley explained. “For as they mature, broadening the understanding of the role they play in the world makes a meaningful difference as they become young men and women.”

Click Here to Download a PDF file of this article.

Two of the San Diego’s leading non-profits – one, San Diego’s oldest and largest independent, coeducational day school, and the other, a nationally recognized organization that believes in the power of the arts to literally transform the lives of kids, join for the first time in a one-of-a-kind art auction to raise funds for both deserving institutions.

Sarah Nicita 2015 has been volunteering at ARTS - A Reason To Survive - for the past year and is chairing this project.

The art of Parker students, faculty and friends along with students from ARTS will be displayed in the Rose Art Gallery at Parker and on an auction website, beginning October 28th actual auction will take place at the Rose Gallery on November 15th from 3:00 pm to 5:00 pm.

An anonymous grant will allow the first $10,000 raised for ARTS to be matched by an equal contribution to Francis Parker.

Carol Jensen, Francis Parker School Director of Community Programs, said, “The auction is a novel way for the students at Parker and ARTS to display their work and give something back to the art community – teachers, staff and other students – that has helped to nurture and foster them in their creative efforts. We welcome the participation of everyone in San Diego who believes in the role of art in developing young, productive members of our society.”

Kathryn Stephens, ARTS Director of Donor and Community Relations, added, “ARTS looks forward to partnering with Francis Parker School in this joint effort to increase the funding for youth-focused art programs in our community. ARTS leverages the therapeutic dimension of art to heal, inspire, and empower youth facing adversity. There is no question that the funds received from this auction will immediately benefit San Diego teenagers who are in need of a creative way to deal with their particular life challenges.”

One of ARTS’ San Diego students, Inocente Izucar, was the subject of a documentary which won the 2013 Oscar for “Best Documentary Short.” The film follows her rise from a challenged youth in the ARTS program to an established professional painter

For further information, please contact Carol Jensen – cjensen@francisparker.org or Jackie Enck - jenck@francisparker.org.

The Francis Parker School W.A.R. Lords have been garnering quite a bit of attention lately, and deservedly so. Over the last few months, and as recently as earlier this week, Parker’s robotics team has been given invitations to take part in conferences that promote women in the fields of science, technology, engineering and mathematics (STEM) in the local community.

At the end of August, members of the team attended an event hosted by Congresswoman Susan Davis. A recap of conference, along with a video of the speaker panel, can be found here.

On October 7, Parker students Anoushka Bose ‘16, Rebecca Dvorak ‘14, Camille Considine ‘15, Adeline Longstreth ‘14, Olivia Heifetz ‘16, Alyssa Vallese ‘16, Charlotte Thorson ‘16, and Mary Tobin ‘16, all attended the 2nd Annual Convergence of Women, Technology, and Innovation, hosted by Qualcomm. In addition to the networking and instruction at the conference, there were motivational speeches given by Former MIT President Susan Hockfield, and selected Executive Vice Presidents from Qualcomm.

“It was inspiring to see so many women involved in STEM in our local community, and trying to promote a pipeline of women into scientific fields of study,” said Bose. “Overall, it was a wonderful experience that would not have been possible without support from Parker.”

Up next for the W.A.R. Lords is the third-annual Battle at the Border, which will take place this Saturday, October 12. The spirited competition will run throughout the day in the Middle School Gymnasium. More information on the event can be found at http://battleattheborder.com/.

- Go Lancers! -

Showing a visitor around Parker’s Rose Art Gallery, Sarah Nicita ’15 points out a few of her own pieces on display. But the 15-year-old junior is not content to have her paintings grace this space, so she’s branching out into becoming an art impresario by producing her own exhibit for a worthy cause.

The exhibit will be an auction fundraiser held at Parker School on Nov. 15 for the benefit of ARTS: A Reason to Survive, a National City-based art therapy program for at risk students.

The artwork of ARTS and Parker students will be displayed in the James Alan Rose Art Gallery, located on Parker’s Linda Vista Campus and on an auction website, beginning October 28. The actual auction will take place at the Gallery on Friday, November 15, from 3:00-5:00pm. An anonymous grant allows the first $10,000 raised for ARTS to be matched by an equal contribution to Francis Parker School.

The exhibit will contain artwork contributed not only by Parker and ARTS students, but will also feature works by Parker faculty and administrators, Lower School students, and professional artists. The event is also a collaboration of the ARTS program and Francis Parker School, both of which are independent non-profits.

Nicita has worked with the ARTS program for two years, first as a painting teacher and later as an assistant ceramics teacher. She said the idea for the art show came from the passion she feels for ARTS.

“ARTS gives these kids the space to express themselves, as in their saying ‘heal, inspire and empower’,” Nicita explained, “and provides a place for them to escape the hard life challenges they’re facing, but it also provides preparation for college and life.”

Inocente Izucar, a young ARTS artist, was the subject of a documentary entitled Inocente, which won the 2013 Oscar for “Best Documentary Short.” The film follows her rise from a challenged youth in the ARTS program to an established professional painter.

Nicita said her experience working with A.R.T.S students was an inspiration to her. “It was absolutely incredible seeing their passion being put into action and it was extremely rewarding,” she said.

The November show is part of a larger vision, Nicita noted. “It’s really about what Parker can do, and what Parker artists and A.R.T.S artists can do working together to heal each other and the community. So it’s about what ARTS has been doing and to give it more of a community focus. In Billy Elliot, they asked him why do you like to dance and he said because it feels like electricity. There’s a certain electricity that ARTS has so we want to spread that in the community as well.”

On campus, Parker’s involvement is a collaboration between the Art Department and the Community Service Department. Carol Jensen, Parker’s Director of Community Programs, said the art show is in keeping with Parker’s educational philosophy.

“We have a community service program at Parker and one of things we like to encourage in students is to take an opportunity they may have and share with a population that may not have the same access,” Jensen explained. “Sarah has tapped into the power of art therapy and Inocente brought a lot of national attention to ARTS as well.”

The event is also expected to include a crosstown collaboration by ARTS students and Parker students on a piece that will be up for auction at the exhibit. “It would be a symbol of what we’re trying to accomplish,” Nicita said.

Jensen said one of the goals of the Community Service Department is to “raise awareness of the good work done by Parker students and how that is making a difference in the community.” Jensen said in addition to the art collaboration, Parker and ARTS students will also be joining in providing music at the event. “We’re hoping it will be a fun event to attend and hoping it will grow,” she added.

Nicita said she couldn’t be certain what her experience as an art show producer will have in her future. “I know that there’s a connection between what I’m doing and what I’ll be doing in the future, whether that means event planning? I really don’t know,” she said. “But I’ve discovered a passion and I know that’s something I’m going to leave here with.”

“It’s one thing to be a talented artist like Sarah,” Jensen said. “But to take that talent and translate it into doing something like this and then sharing it and creating this event is what makes us all so excited.”

Parker’s Strategic Plan:  A Conversation With Division Heads

Paul Barsky, Dan Lang and Bob Gillingham have a great deal in common.   Yes, of course, there is the obvious: race, gender, probably educational background.  And similar jobs:  all experienced and successful educators, Division Heads of Francis Parker School’s Upper, Middle and Lower Schools.  But another thing they have in common right now is a sincere excitement and enthusiasm for a relatively new common mission:  carrying out Parker’s heady, ambitious Strategic Plan.  I met with them recently to discuss that Strategic Plan and all three leaned in to the discussion, engaged, sitting at the front of their chairs, persuasive, almost marveling at the tasks ahead, enjoying the challenge.

Yet here’s where the three differ: their charges, and the unique challenges of carrying out this strategic plan depending on which age-group they are educating.  Bob Gillingham manages a campus full of the youngest learners, and welcomes the opportunity to examine everything Parker is doing with an eye to doing it even better:  “Where might these students go then?” he wonders. 

Dan Lang at the Middle School, educates adolescents moving “sideways through most of their day.”  The Strategic Plan helps inform the Middle School about where these kids are, where they need to go.  It is a roadmap for moving forward. 

Finally, for Paul Barsky at the Upper School, the Plan allows more clarity about who is coming in and what they need, but also offers critical space to open up educational opportunities beyond the classroom, in technology, the arts, entrepreneurship,  and internships.  

For all three, their common challenge will be weaving the Strategic Plan’s educational possibilities together to create a Francis Parker School graduate who will truly make a difference in the world.

When discussing the plan, Barsky, Lang and Gillingham agree with each other a lot, back each other up in conversation and even finish each other’s thoughts.  This easy conversational choreography is a good thing because this task they are assigned – a long-term reworking of school priorities, curriculum, and schedule – requires immense collaboration and coordination between the Divisions. 

The top priority, of course, is academics.  An ambitious program is laid out in the Strategic Plan to define, refine, and evolve a “rigorous academic program that equips students to learn, think critically, reflect and innovate.”  How to do that?  There are action items, responsible individuals named, and clearly defined metrics of success written into the plan.  There must be documented evidence of improved teaching, for instance, accountability revealed in student assessments, greater transparency in curriculum, and grading consistency.  So, the first question:  doesn’t this set you, as the responsible Division Heads, for the risk of not meeting these clearly stated goals?

Paul Barsky: “It’s an opportunity!” 

Dan Lang: “ It’s a good thing.  We welcome a fully public and fully living document.  It is only real if you put in metrics and responsible parties.  It is easy as educators to drift day to day, dealing with families and kids, the everyday details.  This kind of long term plan keeps us looking forward, looking up.”

Paul Barsky:  The trick is finding the right metrics and measurement, to create the support we all need to meet these goals.”

Bob Gillingham:  “It is beyond just that.  We’ve determined our own metrics to really see what could be accomplished.  We’ve lined up the appropriate people to have one person accountable.  We have to make the process manageable to really have an accurate and fair test of whether we could accomplish these goals.  It is big.  Can we accomplish this?  The very best thing about the plan is that there is no set number of years.  It will continue to live, breath and change.  I like that.”

Dan Lang:  The metrics are not intended for a “gotcha” purpose.  The intent is to have a reference point, a guide for the work.  If it is not something that bends and flexes to reality, then these metrics and goals are not useful.”

It is big.  Can we accomplish this? 

The metrics are not intended for a “gotcha” purpose.  The intent is to have a reference point, a guide for the work. 

One of the key academic goals set out in the plan is to map out a consistent curriculum from Junior Kindergarten through Grade 12 in all subject areas.  This is sometimes called “curriculum mapping,” but that is a term these Division Heads don’t like.  A more appropriate term, they say, is “scope and sequence” whereby the Division Heads and Department Chairs determine what each grade is supposed to learn, and the essential skills to be gained, in each subject, in each grade.  So that a Grade 5 teacher knows what to expect from incoming students in math; a Grade 10 history teacher knows where to pick up after Grade 9 Topics in Social Studies ends, etc.

Parker already does that, of course, but, according to Kevin Yaley, there is “no limit to better.”  The Strategic Plan embodies a new thinking about Francis Parker School, Yaley explains, a sense of the JK- Grade12 experience at Parker as a consistent educational whole:  three Divisions on two campuses comprising one school.  With that newly unified concept in mind, Yaley explains that Parker needs now to “take the time to critically evaluate how well we are doing in terms of providing students from JK- Grade 12 with a comprehensive sequenced program and curriculum that ultimately will prepare them for college.”

Bob Gillingham: It is good but painful.  We realized we could do more.  All of us recognize that the school is doing a great job, but we’re also curious:  if we examine everything we’re doing with an eye to doing it even better, where might students go then?   Linking curriculum, linking essential skills.  It is an exciting process.

Dan Lang:  This is less about a map than it is about alignment.  We need to better align the Middle School to the Lower School so that we are ready to challenge the kids at the appropriate level.  Let the Upper School know what they are getting.  Yes, we were doing this before but not with the specificity we want and need. 

Paul Barsky:  Coordinating JK through Grade 12 curriculum will be a tremendous boon.  It is not just the core skills, but we are also examining homework loads, wellness criteria for students.  With the new STEAM program (a new program in the Strategic Plan to integrate Science, Technology, Engineering, Arts, and Math courses into the curriculum) it will be really interesting to see students exploring the intersection between art and science in the Upper School.  There will be more opportunities for kids to take advantage of programs such as this.

With mapping out curriculum goals and essential skills metrics, there is sometimes a tension though between that roadmap and the famous, sometimes brilliant independence of teachers in an independent school.  How do Division Heads orchestrate the symphony of what has been described as “wildly different” teaching styles and student experiences and make sure the symphony rings true?  Acknowledging that tension, Kevin Yaley offers some help, “There is a science and art to teaching, and we trust the art.  This is bringing the science. “

Paul Barsky:  The scope and sequence part of the Plan just makes sense.  In fact the teachers are champing at the bit to get started.  This offers tremendous professional growth for instructors.   Teachers are looking for new ways to connect with their peers.

Dan Lang:  Our teachers currently teach in isolation.  Connecting those teachers with each other makes us better on an order of magnitude.  Parker is a game changer for so many students and this can only make us better.

Bob Gillingham:  I have no concern about, say, having three rich and very diverse teachers in one grade.  I am confident that I can place students with teachers with whom they will resonate.  And then I can expect the same outcome at the end of each grade level.

Dan Lang: Every student is guaranteed the same learning outcome while every teacher is able to perform at the top of his or her ability.  The most exciting thing to see is where we overlap and where the gaps are.  We are not talking about a task.  We’re talking about a way of being.  We will establish the architecture for continuing to improve at Parker in a very intentional way.  We will continue to hire outstanding teachers, but we will now have the framework in which to place them. 

We will establish the architecture for continuing to improve at Parker in a very intentional way. 

By laying the groundwork for greater collaboration and coordination between Divisions, the Strategic Plan also has new goals for community building within the entire School, and a renewed focus on student wellness, and on optimizing the daily student schedule.   Even in its early stages, the Plan has had an impact:

Bob Gillingham:  It has already changed many things.  At the Lower School we’ve shifted schedules to allow teachers more time together, to examine what they are doing.  We’re created new connections between the Upper School, Middle School, and Lower School, reinforcing the idea that this Parker experience is not just a LS experience.  This is challenging teachers in a good way to reinvest in Parker.    

Paul Barsky: The Strategic Plan comes at a perfect time.  It codifies many things.  In terms of the student schedule, we are looking very hard at the schedule change already implemented at the Middle School.  Middle School and Upper School teachers are meeting frequently to discuss the change, building upon a sense that we can do so much more than the traditional schedule.  We need to establish a better pace, to allow more collaboration among teachers, to align the schedule better with the Middle School.  We need to create more space in the day for things like the Parker Design Lab (another Strategic Plan innovation to encourage entrepreneurial projects).

Dan Lang:  Lower School curriculum changes in math are already and suddenly being felt in the Middle School, with no warning.  We’re in our third year now of receiving students far better prepared in Math.  The effect for us is that this year, we have the largest eighth grade group in geometry ever.  So innovation at the Lower School pushes us at the Middle School with their new level of readiness.  We will now know what to expect. 

The Strategic Plan comes at a perfect time.  It codifies many things. 

All parties in this discussion agreed that the central focus of everything that is done at Francis Parker School is the student experience with the twin goals of inspiring academic excellence but striving to achieve a greater balance in student life.  Kevin Yaley explains that a key goal of the Strategic Plan is to “ensure that we are placing our kids in an environment that is ideal for their learning and doing whatever we can to make sure these kids can excel.”

Student experience loomed large in the discussion between Division Heads on the importance of the new Strategic Plan.  Paul Barsky and Bob Gillingham were first asked, what would each do if given temporary assignment in each other’s jobs. 

Bob Gillingham (as Upper School Head):  I would strengthen the connections between the Lower School and the Upper School.  I would take great pains to study what is being taught in those classrooms to inform my work at the Lower School.  I see so much potential for strengthening the school.

Paul Barsky (as Lower School Head):  I would look forward to learning a lot.  How do kids create?  How do they think?  How to teachers foster that enthusiasm?  I would use that as a springboard for ideas in Upper School teaching.  I’d look at STRIVE, the Lower School Ethics program and ask how can I infuse those ideals and replicate that program in the Upper School.  I’d look for ways to build a sense of community in Upper School, the way they do at the Lower School with Monday flag raising.  I’d like to find a way build upon the sense of community which exists between teachers and students at the Upper School. 

But then, the conversation circled back to the Middle School, that transition sequence in which children become teens, change, transform, take on identity, become the beginning of who they are to be:

Dan Lang:  Middle School is a formative space.  Kids are going sideways most of the day.  We need to figure out how to move them forward.  This is really the last period in which families participate as kids establish their own identity but are not quite ready to be released.   

Bob Gillingham:  Kids are nervous going into Middle School, leaving the Lower School environment.  Then, two days later they come back saying how happy they are.   Once again, wellness and balance are key. These middle school kids are juggling so much, between school and athletics, and community service.  We can’t just drop them into that and expect them to be successful. 

Dan Lang:  Curriculum alignment will really help me to know where we need them to get to, and at what rate can we release them, keep them healthy.  Given appropriate amount of independence. 

Bob Gillingham:  Between the three Divisions, there is real potential to create well-balanced adults. 

There are many other critical elements of the Strategic Plan that weren’t covered in this discussion:  efforts to improve and enhance technology education, financial sustainability, diversity, public purpose, global studies, culture of philanthropy, and leadership and character development.  But one more intangible part of the plan was touched on with virtually every topic – the Parker identity.  The Plan aims to “heighten Parker’s visibility and its unique identity in the community. “  And it seems the drafting of this plan has helped to clarify and articulate what that identity is.

Parent and Board of Trustees Member, Dee Anne Canepa led the 18-month volunteer effort to research and develop the Strategic Plan.  Here is what she found out about the Parker identity:   “We are different.  We want our kids to compete in the ways that matter, but internally we have a different metric for what is an acceptable graduate.  Our Parker graduate needs to be more engaged, more civic-minded, more balanced, more well-rounded.”  And clear action items to reach this goal were embedded in the strategic plan.   

It was also clear in the conversation with the Division Heads that, as committed as they obviously are to the success of Parker’s mission, the Strategic Plan has helped to inspire them:

Dan Lang:  We are trying to be more like Parker.  We want to deepen our own identity.  That’s what our plan helps us do.  Our greatest asset is our faculty.  We find what is unique in a child and find a way to make that happen.  Other schools may try to mold a child.  Let’s us find out who you are and make that blossom. 

Paul Barsky:  The Strategic Plan has true vision.  It is encouraging us to take chances and supporting us along the way.  It goes back to the progressive roots of the school and, with this Plan, we can become a true model, and have a national footprint. 

Bob Gillingham:  People can feel it when you step onto campus.  Everyone is committed to advancing the students.   The campuses are warm and welcoming.  We want to convey the idea that extraordinary things are going to happen for you here. 

It is hard for anyone associated with Parker to define the Parker Identity.  But those things that Parker has learned over the years that can create an environment for students, a certain type of experience, those things are embedded in this plan, according to Head of School Kevin Yaley.  He echoed Bob Gillingham, in a way, saying, “come on campus, you’ll understand.”  The plan is an ambitious project to carry Parker forward into its second century, and it is rooted in a tremendous pride and self-confidence.   As Kevin Yaley puts it, “We aren’t becoming something else, but just becoming a better Parker.”

We aren’t becoming something else, but just becoming a better Parker.

Click here to Download a PDF file of this article.

1. Francis Parker School draws in students from all over San Diego County. What is it about the School that is so attractive to such a diverse community?

I think there are several factors that contribute to this. First and foremost, Parker students receive an outstanding education provided by one of the finest groups of educators. We enjoy a tremendous reputation throughout the country due in large part to the efforts of the faculty and staff who challenge and prepare our students. Location also plays a role in our community. We are in the heart of metro San Diego and attract a wide range of families and students. Additionally, I think the fact that we have so much geographical diversity is very appealing for many parents who want to ensure that their students receive a rigorous academic education in a culturally-diverse and socio-economic environment.

2. How has Parker evolved over the last 100 years?

It is the Parker way to plan for the future while providing an outstanding education for current students. It has been this way for 100 years when the Clara Sturges Johnson and her husband William Templeton Johnson dreamed of building a progressive school that would serve as a model for all. That planning happened again when the Parker families rallied together during the Great Depression to keep the doors of our School open, and again when the Board of Trustees in 1971 found a way to purchase the land where our Linda Vista campus sits today. That forward thinking and planning occurred most recently when hundreds of Parker families invested in the transformation of our campuses during the last decade, providing the students with an unbelievable setting for learning. And it doesn't end there. We are currently speaking to leaders in our Parker community, our alumni and supporters throughout San Diego about ensuring the School has the endowment it needs to maintain its level of excellence today, tomorrow and every day in the future. The Johnsons would be proud to know that their legacy lives on through the philanthropic support of every donor to Parker.

3. You clearly believe in education. What is the most important thing for young people to be taught today?

A rigorous academic education is essential in today’s competitive world. However this education needs to nurture creativity, questioning, risk taking, collaboration and student well-being in an inclusive environment. Francis Parker students are encouraged to be independent thinkers who are able to pursue excellence and justice with honor. A Parker education prepares our students to make a meaningful difference in their communities and in the world.

4. Technology in education has expanded the opportunities inside the classroom, thanks to things like tablets and smart boards. What are the benefits for students today?

Information travels almost instantly. Students and teachers often collaborate spontaneously. Information once locked away in libraries or classrooms are now easily accessible 24/7. Technology advances have expanded learning beyond the four walls of the classroom. Students and teachers can easily reach out to others in foreign countries and help advance our strong global programs. While the Parker education model is rooted in proven curriculum and teaching methods, Kevin Yaley, the Head of School, administrators and faculty are committed to smart innovation that promises to further enhance learning and the student experience.

5. Why is it so important for Parker students to learn about the concept of giving back?

Community service helps our students to discover their empathy for others and develop a sense of shared responsibility for the well-being of the community. These character traits when combined with their academic knowledge and technical skills prove to be formidable assets now and later in their personal and professional careers. With this exposure they are better positioned to become productive citizens at home and abroad.

6. Why is the concept of independent thinking so necessary in today’s society and how is that being brought out in Parker students?

History shows that many great inventors, peacemakers, problem solvers, teachers, job creators, civic and community leaders possessed the ability to think for themselves and even against the odds or popular opinion, make a positive difference. Parker administrators and faculty are fully committed to nurturing intellectual curiosity, creative thinking, passion for learning, high ethical standards, self-reliance and competence in engaging a more diverse community and global environment.

7. What is the purpose of Parker’s Board?

The Board of Trustees is responsible for establishing the school’s mission and overseeing school affairs. The Board hires and evaluates the Head of School, oversees creation and implementation of the strategic plan and monitors the development, recruitment and retention of staff and faculty the development, recruitment and retention of staff and faculty. The Board approves the budget, leads fundraising efforts to ensure the school has key resources to support innovation and growth, and provides oversight over the school’s financial reporting. The Board assigns responsibility for the management of daily operations to the Head of School and the Head of School has the authority to carry out these responsibilities in accordance with the directives and policies established by the Board and Francis Parker School.

8. Global education and awareness are a big part of Parker’s curriculum. What is it about being globally competent that will give students an advantage beyond the classroom?

In a world increasingly interdependent, ensuring a global perspective as well as an appreciation and understanding of other cultures has become a crucial educational goal that undoubtedly contributes to the future success and well-being of our students. An awareness of other cultures is fundamental to defusing future conflict. The trips taken at Parker are designed to engage students in authentic, experiential learning, as well as take them well beyond the classroom and often outside their “comfort zone.”

9. What is your idea of the perfect way to spend a day off?

Stress free, low key, tee shirt and jeans, exercising, reading, sharing quality time with family and friends and great conversation over a delicious meal.

10. What is your greatest joy?

Family….looking forward to grandchildren someday.

11. You have spoken about education being able to "bridge gaps" between people--what does that mean?

Often we fear what we know least about others and ourselves. We avoid those who are different. We may even stereotype or exclude those who may not look like us. A culturally diverse curriculum and inclusive academic institution has the potential to separate fact from fiction, to challenge students to dream dreams that are larger than themselves. A great teacher can build bridges between students and between disciplines and inspire each student to embrace their uniqueness as well as the uniqueness of their peers. A leading educational institution, like Parker, can strive to create a diverse student experience that values individual academic achievement and collaboration.

12. What advice would you give to students in terms of being a successful person?

One can succeed professionally but fail personally. So I often encourage young people to take a balanced approach. Take the time each year to develop and refresh personal and professional goals. Take chances, ask questions, value teamwork, and embrace diversity. You will make mistakes along the way, but learn from them and move forward. Do not be afraid to ask for help. Be well prepared academically but also nurture your people skills and relationships. In so doing, you can more fully discover the best in yourself and in others and be better positioned to manage personal and career challenges. Continually commit to re-education beyond high school and college as the world changes quickly and you will need to adapt and change with it. As you journey through life, ask yourself what is your life purpose and pursue it with integrity, discipline and hard work. And remember to enjoy yourself along the way.

Article source:
(2013, September). Q&A with William Jones Chariman of the Board of Trustees, Francis Parker School. Riviera Magazine, 122-123.

Francis Parker School senior Zach Schmid has been chosen to participate in the 2014 U.S. Army All-American Bowl that will be played on Saturday, Jan. 4, 2014 at the Alamodome in San Antonio, Texas. The Lancers’ punter and kicker is one of only 90 players, and one of just four kickers or punters nationwide, to receive this honor. He and his All-American teammates receive the chance to play in front of millions of people on live television, as the game will be broadcast on NBC at 10:00am PT. 

The Scripps Ranch resident becomes the second kicker from Parker in the last three years to receive this honor, following in the footsteps of former Parker standout Matt Wile ’11.  Wile was picked to play in the 2011 Army All-American Game before heading to Ann Arbor where he still plays for the University of Michigan.

Schmid has been widely considered one of the elite punters for the class of 2014. Equally as talented in the classroom, Schmid has committed to play at Harvard after he graduates from Parker. So far this year, he is averaging 40 yards per punt, including a long of 60 yards, with 10 of his punts pinning opponents inside the 20-yard line.  He also has kicked 46 extra points and four field goals, to go along with 44 touchbacks on his 67 kickoffs.

“Zach has been tremendous for us and is very deserving of this honor,” said Parker head football coach John Morrison. “There is no doubt that he is one of the best punters in the country at the high school level and he has worked very hard to achieve that level of distinction. I am thrilled for him.”

With this honor, Schmid joins an elite club of standout high school football players, many of whom used this game to catapult themselves on to the national spotlight. Previous Army All-Americans include current NFL stars and college stand-outs Andrew Luck, Tim Tebow, Jamaal Charles, Percy Harvin, Patrick Peterson, AJ McCarron, and De'Anthony Thomas.

Schmid will receive his official invitation and a jersey for the 2014 U.S. Army All-American Bowl at a presentation ceremony on Friday, November 8. The ceremony is scheduled to begin at 11:30am in the Field House on Parker’s Linda Vista Campus at 6501 Linda Vista Road.