THE MAGAZINE OF THE PARK SCHOOL SPRING 2026
A Note from the Editor To update your address, email development@theparkschool.org or call 716.839.1242. FOLLOW US Pioneer Head of School: Lisa Conrad Pioneer Designer: Leanne Camuto Pioneer Editor: Seamus Gallivan Printing: Zenger Group Contributors: Amber Anderson, Martin Berardi, Chris Ciechoski, Lisa Conrad, Amy DiChristina, Kevin Coppola ‘03, Stephanie Dommer, Nyla Evans ‘28, Amellyn Freeman ‘28, Macarena FritzCefaratti, Rocio Fritz-Kelley, Keith Frome, Sanford Geffner, Charles Hartney, Colin Heffernan, Renee Herman, Jarret Izzo ‘03, Beth Jeswald, Mark Karrer ‘73, Caitlin Littlefield, Paige Melin, Christina Leed Nelson ‘93, Kyle Polaske, Wende Mollenberg Stevenson ‘97, Natalie Zorn. © Copyright 2026 The Park School of Buffalo: All rights reserved. No content from this publication may be reproduced in any form without the express written consent of The Park School. On the Cover: On our annual Bonding Day, teachers Alyssa Bielecki and Ann Roberts gather a group of students for fun and games on our newly refurbished tennis courts. Gratefully, Seamus Gallivan, Alumni Engagement Coordinator sgallivan@theparkschool.org Dear Park Community, Greetings from Hamlin Hall, and thank you for opening this year’s Pioneer! Here we are in the 114th year of The Park School of Buffalo, a beacon of stability - enrollment is up, attrition is down, examples of our “truth and joy” abound. “Truth and Joy” is Park’s motto, embedded in our logo on the opposite page in old-school Latin, Veritas et Gaudium. There’s a throughline from our motto and founding Head of School Mary Hammett Lewis’s vision of “a place in which a child’s soul and mind might be at peace” to the enshrinement a century later of the school's core values of honesty, kindness, respect, and responsibility and the present emphasis on culture and rigor. This magazine offers an array of ways in which they’re all connected. Personally, having arrived here as a fifth grader in 1988 and stayed engaged ever since, from visitor and alumni ambassador to faculty and staff member, I’ve now been part of Park for a third of its history. Presently, while there’s an entirely different daily population and a few new buildings since my youngest days here (with another in the works!), a familiar Park spirit endures in our students. That spirit is framed by our serene campus and what Keith Frome calls the “spectral influence” of educational pioneer John Dewey, and it is formed by passionate faculty, administrators, staff and families as well as an everpresence of alumni, all shown throughout these pages. With thanks to all who’ve supported our school to date, and a welcome to all just beginning their journey here, I hope you enjoy this window into life at Park. /theparkschoolofbuffalo @parkschoolofbuffalo /the-park-school-of-buffalo
GREETINGS AND UPDATES Coming Soon: Naugle Performing Arts Center....................6 Admissions & Ambassadors by Jarret Izzo ‘03 & Amellyn Freeman ‘28...................................................................7 Reflections on Culture & Rigor by Christina Leed Nelson ‘93 & Kevin Coppola ‘03..........................................9 Immersion by Lisa Conrad.......................................................17 Cultural Exchange Program by Macarena Fritz-Cefaratti..19 The Keys to a Great College Fit by Keith Frome, Ed. D.......25 CULTURE & RIGOR Celebrating the Class of 2025.................................................27 Alumni Profiles: Judith Warren Little ‘64 & Tom Roman ‘19 by Seamus Gallivan ‘96...............................................................30 ALUMNI ENGAGEMENT Our Gratitude................................................................................34 2023/2024 Financials.................................................................35 Donor Listings.................................................................................37 Auction 2025: Boots, Buckles and BBQ......................................47 In Memoriam..................................................................................49 2024/2025 IMPACT REPORT Together, Let Us by Nyla Evans ‘28..........................................50 THE LAST WORD FEATURES
Dear Park Community, This issue of Park’s Pioneer magazine offers a snapshot of who we are as a community—what we value, what we strive for, and the ways we grow together. Park is a close-knit, joyous, and caring community, and our faculty and staff share the common goals of nurturing responsible, compassionate students while providing a curriculum that promotes deep learning through experimentation and continual questioning. This is what we believe sets us apart from other schools and school systems: the combination of a caring culture and academic rigor that you will find at Park, unlike anywhere else. Academic rigor at Park means engaging deeply with ideas, thinking critically, and persevering through challenges. It’s not about pressure for the sake of pressure. Rather, Park’s teachers guide their students to stretch themselves in meaningful, developmentally appropriate ways. We want every student here to experience the satisfaction of purposeful effort, and the confidence that comes from observable growth. More than a century of experience shows us that Park students leave us for college and the wider world as intellectually curious, self-confident, resilient, responsible citizens. They engage the world around them, knowing who they are and how they can contribute to the greater good. Park’s intentional focus on kindness and strong community means that our students care about themselves, each other, and their places in our community. The culture here has not happened by accident; it is built deliberately and thoughtfully through strong relationships, shared values, and a deep respect for one another. Whether it’s in community gatherings, outdoor adventures, collaborative projects, or the simple, daily moments strolling to Head of School - Lisa Conrad class together from building to building across lines of geese, we are committed to cultivating a culture in which students are recognized for who they are, supported to become who they will be, and inspired to dream and take risks to fulfill those dreams. When culture and rigor work together, something powerful happens. Students feel both supported and challenged. They learn that growth comes from persistence, collaboration, and the courage to try something difficult. In an environmentlike ours at Park, learning becomes a powerful opportunity. As you explore the pages of this magazine, you will see examples of this balance in action: classrooms alive with inquiry, performances that reflect creativity and discipline, teams and clubs built on teamwork and dedication, and students who continually push themselves and one another to grow. Thank you for being part of a school community that believes in both high expectations and strong relationships. Together, these principles shape not only successful students, but thoughtful and capable citizensin the world. Warmest Regards, Lisa Conrad Head of School 3 “We kept on growing until we seemed to be fairly bursting from our bungalows.” - Founding Head of School Mary Hammett Lewis (1912-1925) in An Adventure with Children
Board of Trustees Update Dear Park Community, I have completed my second term as President of the Board of Trustees and am pleased to say that it has been fairly stressfree for many reasons. First, I want to commend the strong leadership of the school by our Head of School, Lisa Conrad, as well as her administration and our tremendous faculty. Again this past year, Lisa has improved on all of the metrics to which we as a board pay close attention - enrollment, attrition, cash flow, and debt level, to name just a few. I am pleased to share that we opened the 2025-26 academic year with nearly 300 students, and the administration is confident that we will exceed that number next year. These enrollment numbers are being achieved without sacrificing the quality of admitted students, and the word is spreading that Park is the premier PreK-12 school in Western New York - the place to send your kids. My second stress-reliever is how successfully the Power of Park Campaign (POP) is going. As you may recall from my letter last year, one of the things we as a board are focusing on is bringing the Strategic Plan to completion, which means building a Performing Arts Center that will seat 400 as well as increasing our endowment to $10 million. By all accounts, our community is enthusiastically supporting these efforts. Last year, the board decided to go back to an organizational Sincerely, Mark W. Karrer ‘73 President, Board of Trustees Mark Karrer '73, President Joe Burwick, Vice President Gil Dickoff, Treasurer Sheryl Davies, Vice President Christie WittBerardi, Secretary Melissa Archer Phillip Snyder Kevin Coppola '03 Kevin Kearney Spencer Patterson '78 Michael Zorn Crystal RodriguezDabney, Esq. Judith Warren Little '64 Guy Gunzberg '58 Madeline Connors '11 Lynne Bader structure in which a singular Head of School manages all school operations. In making this transition, we eliminated the position of President, which Keith Frome had occupied for the past four years. Thankfully, and intentionally, we did not lose Keith at Park, as he is now our Executive Director of the Park Foundation. Keith’s love of educating children, and his keen knowledge of Park's philosophy of education founded in the works of John Dewey make him a natural for this position. With both Lisa focusing on school operations and Keith steering our major development efforts along with our strong POP Campaign Committee, I’m confident we will reach or exceed our campaign goals. Third, I’m honored and proud to lead a hard-working, passionate, and talented Board. I want to welcome new members, Phil Snyder, Lynne Bader, Melissa Archer, and Kevin Coppola ‘03. Lastly, I want to thank the Board members whose terms recently expired for their service: Brenda Feldstein, Macarena FritzCefaratti, Todd Levin ‘86, Harry Lipsitz ‘10, Ken Peterson (who sadly has passed), Lillie Wiley-Upshaw, and David Taylor. 4 “No one can tell what the challenges of the future may be; but, if we courageously pursue the pioneering spirit under which this school was founded, I am certain we will not fail.” - Former Head of School Adolphus Cheek (1936-1951)
The Park School Foundation 5 “All of us are proud - as are all of you - to find ourselves a part of Park.” - founding student and alumni parent Stockton Kimball, at the 1957 dedication of Kimball and Stone Halls Dear Park Community, The Foundation of the Park School of Buffalo is an independent organization whose sole mission is to support the operations of The Park School of Buffalo. Much like a good, solid, dry foundation of a house, The Park School Foundation bolsters the school without calling attention to itself. Houses are interesting and basements are boring; and yet, without a sturdy basement, even the most beautiful house can crumble. The Park Foundation was established in 1972, under a trust agreement as a special vehicle to receive contributions for and in furtherance of supporting school operations. In 2020, the Foundation was incorporated as a New York State nonprofit, governed by an independent board of directors including current and former school trustees, alumni with investment expertise, and current and former parents. The endowment is housed under the purview of the Foundation, and all philanthropic proceeds - including funds received from the school’s auction and annual giving drive - flow through the Foundation to the school. The goals of the Foundation are to ensure fidelity to donor intent, and to protect and grow the endowment. The Foundation is strong because its members combine their financial expertise with a deep devotion to Park School and its sustainability. My predecessor as President was Trudy Mollenberg, mother and grandmother to Park students and a former member of the Board of Trustees. She has a deep knowledge of nonprofit management practices and governance, and she worked tirelessly along with former trustee Julie Rizzo to install precise oversight and decision-making processes that will ensure the stability of the Foundation for generations to come. While few see this kind of work, is critical to the effective functioning of the school. Most of the endowment funds have been earmarked by donors for scholarships and teacher salaries. There are some funds restricted to school programs such as the arts. There are also unrestricted funds that donors have said can be used for other needs as determined by the school’s leadership. As the endowment grows through the work of the Foundation, the Power of Park committee’s capital campaign, and the generosity of Park’s supporters, the school will have even more of a foundation to effectively support its teachers and students. We appreciate everyone’s efforts to benefit the teachers and students, for they turn the Park “house” into a home. Sincerely, Martin Berardi President, The Park School Foundation THE POWER OF Park holds a special place in my heart because it helped shape the person I am today. Now, through the eyes of my children, I see the magic I felt as a student reflected in their curiosity, joy, and sense of belonging. I feel it every morning at drop-off when they give me a quick, “I love you, Mom, see you later,” and never look back, confidently walking into their second home. I watch my kids being greeted by Lisa Conrad, Seamus Gallivan and Natalie Zorn, just to name a few. I see Mr. Bob walking Lower School kids into their classroom, holding their hands. Every morning starts with smiles and warmth. Park is more than a school - it’s a place that transforms, challenges, and supports students in ways that last a lifetime. Whether you went here or have sent your kids here, we all took something from Park; let’s give something back for the next generation. The Power of Park is our most ambitious campaign ever, and we’ve now raised our two largest gifts ever, $1M each. We invite you to join us in completing this vision. Your legacy will live on in every student who finds themselves here - every gift, big or small, truly matters. Wende Mollenberg Stevenson ‘97, Co-Chair, The Power of Park Campaign Committee A comprehensive capital campaign
Naugle Performing Arts Center by Mark Karrer ‘73, President, Board of Trustees 6 “By being visible from Harlem Road, this new theater will serve as a gateway - a basic statement of welcome, and a positive presence for all to see.” - Duo Dickinson ‘73 At the beginning of this school year, we announced plans to construct a theater and art gallery that could house and support Park’s outstanding fine and performing arts programs. Ignited by the two largest donations in the school’s history, we began to work with renowned architect and Park alumnus Duo Dickinson '73 to refine and redefine the initial design and to produce drawings that would allow us to get a reliable estimate on the cost of the project. Duo was my Park classmate, beloved by our whole class. He was inspired to become an architect because of the Park arts faculty. He has established an architecture practice in Connecticut and around New York City, has taught architecture at Yale and the University of Hartford, and has published eight books on design and architecture while also hosting his own radio show. Duo immediately saw that we could build the theater and gallery space the school needs more quickly and less expensively if we expanded the existing theater instead of taking up green space with a free-standing facility. Enchanted by the project, he generously agreed - pro bono - to meet with stakeholders to produce a model and schematic drawings of what such an expansion of the Helen Long Building would look like. Over the winter, he shared his initial design with Park’s teachers, board members, administrators, students, interested parents, and the lead donors of the project. Each constituency was thrilled with his vision. Duo incorporated everyone’s suggestions, and we now have a rendering that satisfies our programmatic, aesthetic, and site needs. His design is functional, simple, and elegant. Perched on the west side of Helen Long, the edifice would be visible from Harlem Road, its lovely curved glass and beam exterior providing a new, aesthetically pleasing presentation and invitation for all who pass by. It would also be close to parking, while maintaining the lovely expanse of lawn between the Children’s House, playground and Helen Long. All costs for this first phase are covered by philanthropy. We are committed to paying for the costs of the new building with donations, so we will progress through the construction phases as our Power of Park capital campaign continues to raise money. The total amount of the project, including hard and soft costs, will be between $6-7 million. Park is still, in spirit and in philosophy, the Park that changed my life and the lives of my classmates - classmates like Duo Dickinson and so many others. I believe with all of my heart in the good this school does for its students and the good its students and teachers do for Park. If you have any questions or if you would like to join our campaign to grow Park’s capacity to serve future generations, please get in touch with us. "You're very lucky to be at Park. Other schools, you are only a fish in the huge swimming pond, and you have to go along with all the other fish. At Park, your mission is to be yourself and do great things. And Park has teachers to support your mission of being yourself and doing great things - I know it because they did it for me. You are in a place that cares more about you and your life success, not just the success you have here at this moment. Park is a gift, and there is a mission here unlike anywhere else." - Duo Dickinson '73 in a January meeting with Park students
Admissions by Jarret Izzo ‘03, Director of Admissions & Family Engagement We prepared for 2025-2026 to be Park’s highest enrollment year since before the pandemic, with confidence that the word is out: Park is growing, to the point of waiting lists for many grades. Our school hosts shadow visits for candidates seeking admission, inviting them to experience a day at Park alongside a current student. While we display our joyful culture and academic rigor, the immersive experience allows the candidate to show us their own sense of culture and rigor. Candidates arrive first thing in the morning to the Helen Long Building, where they are welcomed by our admissions staff and their student ambassador. That moment is an early indicator of the candidate’s character - do they appear to be kind and curious? We count on our ambassadors and faculty to note such observations throughout the day. Candidates encounter academics that are likely more rigorous than those they’ve studied at other schools. In a single morning, a student may encounter presentations on the economy of the historical Great Zimbabwe, an in-depth discussion of Plato’s Allegory of the Cave, and the transforming of a biology lab into a full-scale model of a cell. Understandably, many candidates are taken aback. “You mean this is every day?” they ask upon returning to my office from lunch. “Do I really get this much time outside? Is everyone this welcoming? Is the pizza always this good?” What makes a candidate truly stand out is when, during their shadow day, they are more than merely observers. I smile when I read reports from faculty of prospective students who jump right in, contributing meaningfully to class discussion despite the unfamiliar environment. For us, the key to Park’s unique academic rigor is more than trivial knowledge, or the sharp elbows of competitiveness. We seek a rigorous curiosity, a willingness to try, and a sense of community. These traits know no bounds of race, socioeconomic status, or geography. We find families who value our commitment to culture and rigor, and in turn, we value their contributions to it. We remain true to our purpose of finding children who will find themselves at Park. LEGACY STUDENTS 7 “At the Park School we have known for a long time that education is not just a matter of learning the three R’s as well as possible; that people must not only be literate in the usual narrow sense of the word, but socially literate as well.” - Helen Long, longtime Park teacher and Head of Lower and Middle School
Ambassadors by Amellyn Freeman, Grade 10 Image to the left, First Row: Sky Fulford ‘40 (child of Allison Barlog Fulford ‘08); Simone Barlog ‘36 (child of John Barlog ‘05); Sky Dorsey ‘38 (child of Natalie Fraize ‘09); Teddy Holtz ‘39 (child of Eric Holtz ‘04); Josephine ‘38 & Cecily ‘34 Izzo (children of Jarret & Rebecca Izzo ‘03); Tino ‘38 & Roman ‘33 Berardi (children of Chris Berardi ‘03) Second Row: Nathan Burwick ‘35 (grandchild of Michael Burwick ‘64, d.); Kevin ‘32, Dominic ‘33 & Gabriel ‘36 Coppola (children of Kevin Coppola ‘03) Third row: Van ‘28 & Ella ‘28 Stevenson (children of Wende Mollenberg Stevenson ‘97); Grace Burwick ‘31 (grandchild of Michael Burwick ‘64, d.); Myra ‘27 & Georgia ‘29 Nelson (children of Christina Leed Nelson ‘93, grandchildren of Tom Leed ‘61); Kaylie Birkmayr ‘26 (child of Liz Birkmayr ‘84); Joe Jack (child of Joe Jack ‘98) Not pictured: Olivia Lee ‘39 (child of Brooke Zillig ‘10 and Joonghee Lee ‘10) and Hunter Anderson ‘39 (child of Hunter Anderson ‘17 Contact admissions@theparkschool.org for more information or to schedule a private tour. I came to Park as a freshman, and it was one of the best decisions I’ve ever made. One of the main reasons I chose Park was my experience as a shadow during my eighth grade year. And so I chose to become an ambassador because I remember how my ambassador helped me feel welcome and accepted in such an unfamiliar environment. I wanted to be that person for someone else. As an ambassador, I start my day in the Helen Long Building, where I meet my shadow and chat a bit before heading to our first class of the day. During the walk from Helen Long to our first class, I ask questions like, “Do you play any sports? What's your school like? Do you have any hobbies?” I introduce my classmates and teachers to my shadows, as long as they want me to. It’s important to me to make my shadows feel welcome, seen, and understood. We then attend our second and third classes, sometimes using a free period to have longer conversations or mini-tours of classrooms and buildings before heading to the Dining Hall for lunch! Lunch time can make the biggest impression on a shadow, as connections between students are on full display, and there’s ample time to talk and introduce them to my friends. We then walk back to Helen Long for their admissions test, and I share words of encouragement so they feel ready and confident. By the end of the day, people are usually tired from a rigorous day, and this relaxed energy provides space for my shadow to blend with the rest of the class, creating a sense of belonging. Making a shadow feel at home only takes a few smiles and kind words. Sometimes I write letters or notes to shadows to show my appreciation for them spending their time with me. And some of us have become pen pals! It’s a great way to keep in touch and maintain the connection made during their visit to Park. Since I’ve become an ambassador, I’ve strengthened my interpersonal skills and become more confident. I’ve met so many different kinds of people and made new friends, just like I did when I was a shadow. I feel more aware and comfortable when talking with someone who is a stranger to me. Being an ambassador adds a special responsibility to my life that I cherish deeply. There’s always more to learn and more people to meet. I can’t wait to meet my next shadow! Ready to learn more about ? 8 “Entering the Park community has been a most engaging and seamless process, as everyone here accepted me with open arms.” - Ria Desai, new student, Grade 11
Christina attended Park from Grades 1 through 12 Class of ‘93 senior classmates Hieu Huynh, Christina Leed & Yvette Brooks The Nelsons - Georgia, Christina, Steve and Myra What does Park's emphasis on culture and rigor mean to you as an alum and parent? I am so deeply grateful for the countless ways Park helped shape me into who I am today. My years at Park instilled curiosity, a desire to create positive change, and a love of learning. I started at Park School in first grade and stayed through high school graduation. The class sizes were intentionally small, as they are today, and this truly helped foster a family-like feeling. From raising class pets to cleaning the campus every year, we felt a sense of belonging and care for our school. The teachers were truly amazing; they were caring and interested in their students. These were all aspects that helped form the culture of the Park community. More than just being caring and interested, though, our teachers were passionate educators who also cared about the learning process. We were challenged, asked to consider possibilities, and do more than just memorize facts - we learned to generate and test ideas. That is the rigor. As a parent now to two Park students, I’m thrilled with the way the school continues to be intentional in creating a culture with core values of respect, responsibility, honesty, and kindness, while also pursuing excellence in education through rigorous academics and learning. With respect to culture, I love the intentional collaboration between the various ages at Park. One of my happiest moments as a parent was seeing a photo of my daughter Georgia, then in middle school, teaching younger students about a topic she had been studying. She had prepared for days and looked so confident and joyful when it was her turn to do the teaching. She created an interactive game to help emphasize the lesson, and it was a success! I can’t imagine a better way to truly learn something than to know it well enough to teach it. And I can’t think of a lesson those younger students would remember more clearly than one taught by fellow students. Experiences like that reflect the unique culture at Park - one in which students are empowered to both learn and lead. What are your favorite examples of culture and rigor in action at Park? 9 Reflections on Culture & Rigor by Christina Leed Nelson ‘93, Current Parent “I love the intentional collaboration between the various ages at Park.” Christina represents the second generation of Leeds at Park - following father Tom '61 and alongside siblings, Tom Jr. '97 and Theresa '01. After graduating from Park she earned a B.A. in Anthropology from the College of Wooster, and then a Masters in Public Administration with a concentration in Nonprofit/Organizational Management from the University of Colorado Denver. Christina has spent much of her career in the nonprofit sector, and volunteers with her family to support refugee resettlement in Buffalo. Christina and her husband Steve are proud parents to Park students Myra '27 and Georgia '29.
Georgia and Myra with grandparents Tom ‘61 and Nancy Leed Myra (right) on Immersion 2025 in Costa Rica Georgia (seated) played Harry Potter in the parody Puffs Another beautiful example of peer-led learning is found in the drama program. The spring musicals create space for our youngest performers to share the stage alongside the remarkable talent of Middle School and Upper School students. Fourth and fifth graders watch juniors and seniors shine in their roles and begin to imagine themselves one day memorizing lines, learning choreography, and singing solos. As for rigor, my favorite example is definitely Immersion. What an amazing way to learn and explore a topic through an immersive, active-learning experience. Thank you, thank you, to our teachers and admin for continuing to build these learning opportunities for our children! I can only imagine the time and energy it takes to plan and make it happen; as a parent, I am extremely grateful for these wonderful opportunities for Park students. Can we think about offering an Immersion experience for parents and alumni someday? [Editor’s note: yes!] How would you compare your experience as a student here to those of your children in terms of culture and rigor? When I was a student here in the 1980s, Park’s methods seemed out of the box and even a bit counter-cultural. Today, while educators understand so much more about learning styles and brain science, Park appears to have been ahead of the curve. Active engagement is far more effective than passive exposure, and students learn best when new material connects to what they already know and care about. At Park, for example, exploring the campus to observe ecological and environmental principles firsthand brings learning to life for students of all ages. Park has also long understood that students need brain breaks just like adults, and that some of the most meaningful learning happens during free play, on the playground, or the sledding hill. Recess gives students an opportunity to be creative, use problem-solving, and develop social skills. Finally, Park has been really thoughtful in developing its curriculum, using scaffolding to help support students for the challenges of the next grade level. As a parent, it’s been wonderful to see both my children, Myra and Georgia, move from one grade to the next with the ability to handle greater responsibilities almost seamlessly. Looking forward, what opportunities do you see for Park to expand on these principles of culture and rigor? Wow. It’s hard to think of anything to add onto what I think we are already doing well at Park. One opportunity that I am very excited about is the planning underway for a new theater. It would be incredible to have a space that can hold the whole school for special occasions, which would enhance our culture while raising the bar for rigor within the drama and music programs. I’m grateful for the planning that is already underway for this wonderful facility! 10
Coppola family (L-R): Alyson, Kevin Jr., Dominic, Gabe and Kevin Sr. Love of soccer runs in the Coppola family “Rigor at Park is far more than ‘making the grade’ or getting great SAT/ACT scores. It is the guided development of lifelong learners and critical thinkers.” What does Park's emphasis on culture and rigor mean to you as an alum, parent, and trustee? What are your favorite examples of culture and rigor in action at Park? Culture at Park is the intentional development of a community built on service, mutual respect, and a celebration of diverse interests. The emphasis of culture at Park encourages each student and staff member to critically analyze their own values and appreciate those who have differing beliefs. Rigor at Park is far more than "making the grade" or getting great SAT/ACT scores. It is the guided development of lifelong learners and critical thinkers. In our current age of increasing AI and technology-assisted learning, Park seeks to encourage individuals to love learning, solve problems, and communicate clearly. Park's emphasis on rigor fosters the skills necessary for students to not only succeed professionally, but to ensure they are passionate about what they do and make meaningful contributions to the community. One afternoon last spring, I arrived at Park to watch our son Kevin’s soccer game. At that same time, the senior class was wrapping up their outdoor BBQ and some lower school students were playing on the playground. When I walked up to the playground, I noticed a group of senior boys playing soccer with my son Dominic and some other fourth graders. The seniors were coaching the younger boys and seemed to be having fun. The fourth graders were working hard, learning, and attempting to emulate the skill of the upperclassmen. When the game ended, the seniors gave some fist bumps and high fives to the younger Parkies, who all had smiles on their faces. There were no parents, teachers, or coaches who helped to facilitate this interaction. I was pleasantly surprised by the camaraderie and community shared across school divisions. 11 Reflections on Culture & Rigor by Kevin Coppola ‘03, Current Parent, Trustee, Coach Kevin is the youngest in the first generation of Coppolas at Park, following cousin J.C. ‘86 and brother Stephen ‘00. After graduating from Park, Kevin earned a dual degree from Hamilton College in World Politics and Classical Studies. He has spent two decades working in the lumber industry at Lenco Supplies and Saginaw Wholesale, and has coached lower school basketball at Park for the past five years. Kevin and his wife Alyson are the proud parents of Kevin Jr. ‘32, Dominic ‘33 and Gabriel ‘36.
If you are an alum and haven't been on campus recently, I encourage you to stop in, meet the Head of School, Lisa Conrad, and experience the current Park culture. If you are a current or past parent, I hope these stories remind you of what is happening each day at Park School. How would you compare your experience here as a student here to those of your children in terms of culture and rigor? I believe that Park is in a much better place today - culturally, financially, and academically - than when I was a student here. Park's current emphasis on community and culture has fostered a sense of belonging and friendship among students and faculty far greater than I can recall. Looking forward, what opportunities do you see for Park to expand on these principles of culture and rigor? I believe the greatest opportunity for Park to expand on the principles of culture and rigor is to ask all Park members - our students, families, faculty, and administrators - to reach higher. Specifically, I would challenge students to apply to and enroll in top-tier universities where they may pursue their passions and utilize the skills they’ve learned. For our families and Park staff, we must facilitate, support, and encourage students to work towards these goals, and provide them with innovative avenues and opportunities for academic growth. Another example comes from a couple of years ago when our family was waiting for a flight in the Buffalo airport. I noticed two of my sons, Gabriel and Dominic, walking over to talk with a person I didn't recognize. The young man introduced himself as Jay, a student in Park’s upper school. Jay told me that he had taught Gabriel and Dominic math the previous semester as part of Mr. Fedirko's class. The boys chatted with him for a bit until our plane started boarding. Dominic’s letter to his Senior Buddy Jay Pillai ‘25 before Commencement, and the two together at Zoo Day Kevin Sr. as a student in kindergarten and as a senior 12
“I felt sure that to create an environment in which children might live and grow and flourish, ‘a place in which a child’s soul and mind might be at peace,’ was the all-important thing.” - Mary Hammett Lewis, An Adventure with Children “I love Bonding Day. I get to hang out with friends from all different classes, and make new friends to start the new school year.” - Siana Singh, Grade 3 “For Bonding Day, we plan activities and do them in a carefree and fun manner - this whole day there are no classes, only joy and bonding.” - Masun Cottman, Grade 8 “Country Fair has been going on for as long as I’ve been at Park - almost 10 years - and long before. I’m always so excited when it comes around; there’s always good food and fun games, and it's fun just hanging out with my friends on a usually extremely rainy fall day.” - Maisie Hebrank, Grade 7 “Having Lower School Buddies and days like Zoo Day make the experience of being a senior here so special. Almost every Friday morning when I go to the science building for my class meeting, some of my buddies run up and hug me - they’ll trample me to the floor. It’s such a blessing.” - Kaylie Birkmayr, Grade 12 Classic Park Culture Bonding Day est. mid-2000s Zoo Day est. 1983 Country Fair est. 1930s
“The people at Park do not pay lip service to excellence, they live it.” - Former Head of School Thomas Fulton (1987-1990) This past November, the New York State Association of Independent Schools (NYSAIS) presented an inaugural Teaching & Learning Conference in Buffalo, thanks in part to the influence of Park administrators. The goal was to encourage peer-to-peer learning, increase collaboration between independent schools, and bring renowned leaders in independent education to Western New York. Our entire faculty joined hundreds of educators from around the state for a day of professional development - planned in part by our Head of Middle School Amy DiChristina - featuring two keynote addresses and a series of selected workshops, including the following two by Park faculty. “One of my favorite moments was workshopping with the other teachers who signed up for our session. We answered questions and helped brainstorm ideas, and many people were generally excited and impressed. It was great to realize that something we do so frequently at Park was seen as so inspiring and unique to those from many schools throughout the state.” - Dr. Anderson Utilizing Interdisciplinary Project-Based Learning As Assessment by Dr. Amber Anderson and Kyle Polaske This session argues that project-based learning can be a useful tool in assessing learning outcomes, and boosts student engagement through creativity and ownership. Creative project based learning and collaboration, either across disciplines or grade levels, can provide unique ways for students to engage with, and retain, material. Assessment and Reflection as a Teaching Tool by Caitlin Littlefield In this workshop, we walked through some assessment tools and workflows that can lessen student assessment anxiety, clarify outcomes/expectations, and provide students with a routine to help make learning explicit and self-motivated. By synthesizing the work and experience of many educators, this workshop introduced a method for helping students accurately self-assess, and see their growth. 14 Teaching & Learning Conference
"As an English teacher I often take kids on walks to inspire writing. One of my favorites is a ‘Color Walk’ with 7th graders, as they write down everything they see that falls under their chosen color. At the same time, they add what feelings or emotions might be associated with the color and/or object. We then construct a creative poem or writing piece that incorporates what we felt and encountered on our walk. This often results in writing with vivid imagery." - Tanya Okoniewski, Middle and Upper School English teacher “10th grade Biology completes a monthly field experience, including the Tree Identification project. Students learn how to identify trees and then study one in more detail. Then in June, they take the Kindergartners out, and each gets a tree to grow with; as Lower Schoolers advance into 1st and 3rd Grades, the Bio students take them out to collect data on their tree.” - Adrienne DeGroat, Upper School science teacher "3rd graders love to use Park's campus, particularly for science: playing tug of war and sledding to experience balanced and unbalanced forces, planting mystery seeds in the greenhouse, and tracking the changing temperature.” - Jen Crickenberger, Grade 3 teacher “The open, natural space, an unparalleled treasure - it has marked every student’s life since Hamlin turned over his vast estate for a Park education.” - Amanda Fisk MacKenzie-Hobart ‘53 Campus in the Curricula
Earth Spirit cofounder Sanford Geffner, shown with students in Park’s 2002 yearbook Earth Spirit program director and Park campus resident Jon Roth guides kindergartners over the marsh The Park School and Earth Spirit have been coordinating programs together for nearly 40 years. In the early days of our relationship, our organization was brought in to conduct various environmental programs for students through elementary teacher Sister Maryann Kolb. After several years of programming with her students, Earth Spirit cofounder Herb Burgasser and I proposed a more extensive, curriculum-based program for the entire Lower School. My earliest records for these curriculum-based programs date back to 1991. At that time, I remember collaborating with some wonderful teachers as we created a yearlong curriculum for each grade level involving about six programs for each class with specific environmental themes. These teachers, who helped lay the groundwork for the next 35 years, included Andrea Frankfort, Maria Hegedus, Carol Vago, Sister Maryann, and Colleen Lambros. This was Earth Spirit’s first all-school Environmental Curriculum. Since those early years, our programs with Park have evolved tremendously. Programs gradually expanded to include PreK through Grade 12. Through changing faculties and administrations, the Environmental Curriculum has persisted and grown. In recent years, Earth Spirit has also been a part of Park’s Immersion program, as we have led students on exciting adventures to Yellowstone National Park, Everglades National Park, and some special local field trips. Throughout the years, Earth Spirit has also offered numerous public programs for the community at Park, including maple sugaring events, community snowshoe hikes, owl howls, and ecology adventures. The opportunities are endless at Park’s beautiful campus. Earth Spirit staff have also been available for service projects. We have assisted with management plans, building boardwalks and teaching platforms, cutting trails, analyzing habitats, and consulting on wetlands projects. And now, Park has its own naturalist-in-residence, as Jon Roth, our Director of Education and Development, lives in the Stone House. Earth Spirit has a new headquarters, and Park has a skilled partner to help oversee the grounds. We've been honored to be a part of the Park School family. We've shared many good lessons with your students and, in turn, have learned much through the process ourselves. We hope that our mutual efforts through the years have helped make Park a special and unique place for students to learn, grow, and become responsible members of this community and beyond. And, as always, we look forward to many new and unique adventures in the years ahead. 16 “Thanks to Earth Spirit and nearly 25 years of teaching at Park, I’ve learned that Mother Nature always makes sense.” - Lisa Wood, Grade 2 teacher Earth Spirit at Park by Sanford Geffner, Cofounder/Director, Earth Spirit Educational Services
17 Immersion by Lisa Conrad, Head of School Immersion is a biannual, co-curricular Park academic class beginning in Grade 7 that engages students in a yearlong study centered on a particular topic or geographical area of interest. It culminates in a weeklong experience in May, providing students with opportunities to further learn and explore through firsthand experience what they’ve been researching and studying. Offerings range from oncampus experiences and local day trips to stateside and international excursions. Last year, students in Grades 7 and 8 spent the year studying: •The ecosystem of the Florida Everglades, the largest subtropical wilderness in the United States. Snorkeling, kayaking through mangroves, exploring the natural beauty and wildlife of the area and observing endangered species provided the students opportunities to experientially ground what they learned in class within the context of the actual Everglades environment. •Maritime culture, hand tools, and craftsmanship for building and shaping their own wooden canoe paddle, which would later become a free pass to wooden boat rentals at Hoyt Lake in Delaware Park in Buffalo. Learning outcomes for this Immersion experience included an increased proficiency in STEM principles; an increased sense of teamwork, communication, and problem-solving skills; and an increased proficiency in craftsmanship and the responsible use of hand and power tools. In the Upper School, a variety of academic Immersion programs were offered, including: •Studying the rich history, culture, and vibrant art scene of Denmark. •The diverse landscape, abundant wildlife, and geothermal features of Yellowstone National Park. Our students recorded seeing 80 different wildlife species on their trip, and were granted opportunities to explore science, history, and ecology firsthand. • Enhancing various academic disciplines and cultivating a further love for the arts through immersive experiences in New York City, including on Broadway. Students were provided access to live performances, behind-the-scenes insights, and engaging workshops throughout the year. •A comprehensive preparation phase for service and culture learning in the Dominican Republic. This eight-day international practicum involved repairing a home for a family, guided group reflections, and building relationships with the host community. The Dominican Republic Immersion provided a challenging but significantly rewarding experience of personal growth for those involved. •A rich focus on learning about Costa Rica's most spectacular and bio-diverse areas. There were opportunities to have firsthand experience and knowledge of the landscape and wildlife, as well as the local culture. In addition, students who were taking Spanish at Park Florida Everglades Denmark Buffalo Maritime Yellowstone “Immersion taught me that there are good things everywhere in the world, and always more to explore. We got to see so many sides of a culture we’d never experienced.” - Jee Jee Houghtaling, Grade 10, on her Immersion to Costa Rica
18 had the opportunity to practice their conversational skills. •Participating in a wilderness emergency preparedness class, learning the history of local trails and parks, and other natural wonders of Western New York through several hikes and outdoor experiences led by the Earth Spirit faculty. While the main focus of Immersion at Park is an academic one, traveling together and experiencing something new is also really fun! Many Park alumni have reported that their Immersion experiences were transformational in their development as thinkers and doers because it was their first taste of independence and their first glimpse of the larger world of possibility. Immersion places students in unfamiliar settings where they must navigate daily life, solve problems, and make decisions without relying heavily on their parents. These experiences build independence for our students because: •Students must make real-time choices about things like managing money, or perhaps ordering food in another language. •Away from their usual support systems, students are challenged to manage their needs — from packing appropriately to handling differences from the daily norm. •At times, unexpected issues require quick thinking, and students become more resourceful and resilient when things don’t go as planned. •Students often need to keep track of schedules, belongings, and group responsibilities, and this is an opportunity to practice being organized, punctual, and accountable. •Traveling often involves group activities, shared responsibilities, and collective decision-making, and students end up learning to practice cooperation, compromise, and handling group dynamics - essential skills for life. I love our Immersion program because it intensely and critically combines the academic and social components of our school into one singular experience. Immersion is an opportunity for our students to be both adventurously studious and studiously adventurous. To be, in other words, pioneers! Planning for Immersion 2027 is underway with options of Italy, Puerto Rico, Quebec City & Montreal, Southern Spain, Alaska, Chicago, Disney Animation, WNY sports, Buffalo Maritime, and a writers and artists retreat! Costa Rica Dominican Republic Western New York New York City
Cultural Exchange Program by Macarena Fritz-Cefaratti, Upper School Spanish Teacher Park is the perfect place for a cultural exchange program, where connections, inclusivity, and language proficiency work together to make the experience enriching for everyone. Students from both countries can improve their linguistic skills organically, realizing how easily they can communicate in another language when they make an effort. We’ve been working to revive our international student exchange program to give our students opportunities to learn first-hand about Latin culture, to show that there are good people all around the world, and they deserve the opportunity to open their doors and hearts to each other. In 2020, 10 Park students were prepared to go down to a school in my hometown of Santiago, Chile when the border closed - it was the start of Covid lockdowns. Fast forward to 2024, we connected with the school Liceo del Caribe in San Andrés, Colombia, where 16 kids wanted to come here, and thankfully, Park families loved the idea of hosting them for two weeks. The process is extensive - coordination, immigration, insurance, 10,000 group texts. We met online with the parents both American and Colombian, and the Park parents said, “We’ll take care of your kid, don’t worry!” Then the Colombian parents said, “If you ever come down here, you have a friend in me. We’ll take care of you.” It was so cute. Every family made it an experience. The exchange students were so sweet - they learned how to cook American food, enjoyed American experiences together, and some of them bonded with our soccer team. They participated in full discussions in every class and gave a presentation on their culture in the whole Upper School assembly. San Andres is a small island in the Caribbean Sea - they go everywhere on a vespa, so when they were here, they enjoyed traveling further in cars and buses. They loved trips to Niagara Falls, Darien Lake, a Sabres game, a pumpkin farm, hikes - even something like Delta Sonic, where they were amazed that we have machines to wash our cars. Mx. Melin led a bus tour of downtown Buffalo where we learned about the history of Buffalo, and I learned so much about things we all see every day but know little about. We walked Elmwood, and of course the kids made a thousand trips to the mall. Through it all, we learn that kids in different countries want to do the same things; they just think in different languages. We also had an amazing tour of Roswell Park thanks to Park parent Crystal Rodriguez-Dabney, who works there and introduced us to Dr. Sandra Sexton, a Colombian woman in charge of the largest animal cancer center in the country. It happened to be her last day before retirement, and she was in tears to be with students from her home country at that moment! “I had so much fun with my exchange student - it was like having a sister. We made a lot of new friends, learned about each other’s culture, and learned how to coexist with the needs of different people.” - Charlotte Mulvey, Grade 10
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