At Park, we intentionally call Grades 5 through 8 the “Upper Division.” Unlike at schools where the spotlight shines mainly on the efforts of high school students, the students in Park’s Grades 5 through 8 are the leaders of the school—growing in confidence and accomplishment, finding joy in challenge.
It takes a special kind of educator to channel the energy inherent to adolescents’ rapid change toward constructive growth. Park’s Upper Division is the best place to be an adolescent because Park’s Upper Division leaders and teachers, led by led by Upper Division Head Jimmy Manyuru and Assistant Upper Division Head Elaine Hamilton, are educators who are experts in and deeply enjoy this age group. As Jimmy observes, “The Upper Division team knows what’s right for fifth through eighth graders. We celebrate who they are now, and who they are becoming.”
Central to this knowledge is the understanding that at this age, what’s most important is a sense of belonging, which stems from a deep sense of emotional connection not only to a place, but to the people within it—connection that makes you feel seen, valued, and able to be yourself. With the foundation a deep sense of belonging provides, students gain the resilience and empowerment that shape who they are today and prepare them to succeed in high school and beyond.
Jimmy has observed students’ unselfconscious enthusiasm and pride in what they do, whether it’s the fifth grader eagerly explaining the challenge they solved in after school Robotics, the sixth grader expounding about yesterday’s print-making class, or the seventh grader reliving the previous day’s athletics contest at morning carpool. “It grows, I think, from the history they are continually building as they grow up at Park,” Jimmy notes, “and the safety that comes from the company of caring, supportive friends.” A Park eighth grader recently told him that she appreciates that her teachers understand and value her particular way of learning—an observation that reveals not only the depth of the student’s self-awareness and metacognition, but the depth of the relationship between student and teacher.
Because they feel seen, safe, and supported, park students gain the confidence to push themselves, try new things and take risks, and master developmentally appropriate challenges.
The Morning Meeting tradition is one of Elaine Hamilton’s favorite Park experiences. Twice a week, Upper Division students and teachers begin their day in community, and every session begins with opportunities for praise. “Teachers recognize and celebrate students or groups for a wide range of accomplishments—from winning a soccer game to trying a new leadership role to cleaning up after the entire Upper Division in the dining room.” Students are invited to perform or present on topics important to them—and their contributions, creativity, and engagement are highlighted and acknowledged. The power of that community recognition—the feeling of being fully seen, known and appreciated—builds and strengthens a sense of belonging for all. Elaine says, “They know they are safe, even as they push outside their comfort zone… they are proud of who they are, what their passions and interests are, and how strong their sense of self is becoming.”
Elaine points out that the way in which teachers support and challenge students recognizes that adolescents grow and develop at different times, with countless interests and curiosities. The structure of Park’s Upper Division provides students many opportunities to explore—from electives to Affinity and Alliance groups, team sports, performing arts, robotics, and clubs focused on a wide range of student-generated interests. The opportunities for discovery and leadership at Park are significant and distinctive—possibilities that are available at Park because Upper Division students are the leaders of the school. This choice-making empowers students to gain a better sense of themselves and others while they build empathy and curiosity.
The Upper Division Advisory program also supports their growth and skill building, and provides opportunities for students to have fun together. Grade 7, for example, recently worked together on a clean up project at Jamaica Pond, while Grades 5 and 6 had a great time playing miniature golf on campus at their “Welcome Back” event.
Park students get to grow, naturally, into adolescence and young adulthood, finding their voice and asserting themselves, while also embracing the unabashed joy of being kids.
That element of fun is also crucial to the strength of the Upper Division experience. Jimmy recalls a conversation with Head of School Scott Young in which Scott observed that Park’s culture intentionally seeks to “protect childhood.” It seems increasingly clear these days, with the pressures induced by social media that our children experience every day, that childhood does, in fact, need protection. Park students get to grow, naturally, into adolescence and young adulthood, finding their voice and asserting themselves, while also embracing the unabashed joy of being kids.
Jimmy and Elaine are excited by all the possibilities ahead. In particular, their work on restorative practices puts relationships at the center. Elaine notes, “We want them to be empowered through all this work. Students will make mistakes, and mistakes help them learn to better advocate for themselves and others. The community offers both high expectations and support.” High accountability, yes, but also high support, creating a safe environment where, if they make a mistake, they can look at it and learn, rather than burying it and feeling shame. Jimmy notes, “People need to be able to share their truths, their experiences. They need to feel heard by others, to be able to reflect on challenging moments and create responses they can own as they move forward. What they create is the best fit for them, rather than top down—and it sticks.”
This enthusiastic embrace positions students to make the most of that challenge and growth. At Park, curiosity, academic achievement, and leadership are cool, and making one’s best effort is appreciated. Investing themselves unreservedly in the experience, Park students build the skill set that readies them to carry that motivation and engagement forward to secondary school and beyond.
All of this speaks to the sense of belonging students feel, and Jimmy believes that makes everything else possible. So often in schools, the focus is squarely on academic achievement. Jimmy, Elaine, and Upper Division faculty know that sense of belonging is what makes that achievement possible. Because they feel seen, safe, and supported, Park students gain the confidence to push themselves, try new things and take risks, and master developmentally appropriate challenges. They learn how to advocate for themselves, and how to manage conflict and setbacks. They learn from experience, building competency as they gain clarity, showcase their voice, and explore boundaries. From that position of emotional strength, they can know that countless different types of success are achievable.
The outcomes speak for themselves. Next schools and former parents report that Park kids thrive at future schools that are highly academically competitive, even as they are also appreciated as “the nice kids” who build friendship and strengthen community. It’s not “either/or.” They do their best work in all they pursue because, as strong community members, they look to grow as they contribute with their whole selves.
Ken Rogers: Stewarding Teaching and Learning
After serving as Park’s Upper Division Head for four years, Ken Rogers stepped into his new position as Assistant Head of School for Curriculum & Instruction on July 1. The goals to which his title point, he says, really come down to “teaching and learning”—what and how we teach, and the ways in which both students and teachers learn. In his newly created role, Ken focuses on providing strategic leadership to define and deliver Park’s student-centered, data-informed, standards-based PreK through Grade 8 curriculum and instruction model. As he researches and develops Park’s curriculum and instructional models, Ken is working in partnership with Park’s division heads and teacher-leaders to assess, design, implement and guide curricular and instructional change. Central to his work is articulating and sharing what and how Park teaches—in pursuit of Park’s mission, vision, and values. Along with leading the curriculum review process, observing instructional practice PreK to Grade 8, and defining professional development programs, Ken serves as host of Park’s new podcast series, Park Progress, where we get curious about an aspect of the Park program with a member of our team. Check it out on Spotify!
