From the door greeters at morning carpool who greet students with a smile to the school counselors who help navigate emotional challenges, every adult at Park plays a vital role in ensuring that students are seen, valued, and supported. The school’s collaborative and holistic approach means that each child benefits from a network of care— both formal and informal—that helps them thrive academically, socially, and emotionally. This philosophy prioritizes the health and well-being of all students, recognizing that their emotional and social needs are just as crucial as their academic pursuits.
BUILDING A STRONGER NETWORK: Leadership and Growth in Student Support
Central to this support system is the newly-appointed Director of Student Support, Anndrew Reinfeld. With a master’s degree in education focused on school counseling and social work and an advanced graduate degree in Human Development and Education, Anndrew brings a unique perspective and a wealth of experience—including several years as an English as a Foreign Language teacher in China, which deeply influenced his understanding of educational spaces. He finds particular joy in working with Middle School students, appreciating the challenges and opportunities this developmental stage presents. “It requires you to check your ego at the door and bring a huge amount of empathy,” he notes, highlighting the importance of understanding students as they navigate their identities and emotions.
Anndrew is joined by a talented team, including Annie Maness and Julie Mumford, who collectively enhance the student support network. Julie, who has been instrumental in fostering connections with students at Park for seven years, emphasizes the importance of being present for students outside formal meeting times. “I love wandering the halls, being out there with the kids. Every day looks different, and that’s what makes this work exciting,” she shares. Annie is enthusiastic about her new role as School Counselor. Her background in public schools as a School Psychologist equips her with valuable insights, particularly in understanding students’ learning profiles through neuropsychological evaluations. In addition, Annie’s husband, William Maness ’07, is a Park alum who has shared his appreciation for growing up at Park, which deepens her sense of connection with the Park experience. She is eager to contribute to the supportive atmosphere her husband cherished during his time at the school.
The Student Support team operates within a multitiered framework designed to address various student needs effectively. Tier 1 initiatives focus on schoolwide programs that promote a sense of belonging and emotional well-being. Morning Meetings and Community Time gatherings as well as events like the annual Picnic at Park are not just social gatherings; they are vital for creating connections that help students feel part of something larger than themselves.
In Tier 2, the focus shifts to classroom-based interventions. Here, teachers collaborate closely with the Student Support team to integrate social-emotional learning (SEL) into daily lessons. This alignment ensures that topics such as empathy, resilience, and growth mindset are seamlessly woven into discussions across subjects—from literature to math. All Park educators equip students with essential emotional intelligence skills alongside their academic learning. This approach encourages students to view mistakes as opportunities for growth and perseverance is key to success.
Tier 3 involves more individualized support. One-on-one counseling remains a crucial part of the student support system, addressing a range of issues from anxiety and peer relationships to organizational skills. This is what many may think of when they think about 1:1 “school counseling.” Although that individual time to connect and learn new skills is beneficial to some students, we also incorporate structured group interventions to expand our reach. Programs like “Lunch Bunch” are designed to provide informal support, allowing students to connect with counselors in a relaxed setting. “We want to ensure that students have access to us and stay top of mind when they need support,” Annie explains. This can also help to inform more Tier 1 and Tier 2 work to capture all student needs, not just the ones coming to us with these challenges. “It showcases to students that we’re always learning and builds empathy for other people that may have struggles that you don’t.”
All Park educators equip students with essential emotional intelligence skills alongside their academic learning.
An essential part of the Student Support team’s mission is fostering an environment where students feel comfortable seeking help. Park’s student support program has evolved since its early days under the leadership of former Park Psychologist Dr. Olivia Moorehouse-Slaughter (“Dr. O”), whose 26-year legacy and welcoming presence continues to influence how the counseling team interacts with students today. Annie emphasizes the importance of accessibility: “We want kids to feel they can drop by at any time, whether it’s for a quick chat or something more serious. Our office is a safe space.” This philosophy helps normalize the conversation around mental health and encourages students to reach out when they need assistance. Annie shared that the team is reading stories to PreK–2nd grade for SEL story time to connect with students in their regular settings. She is also finding ways to connect with Upper Division students by being part of affinity/ DEIB groups and clubs.
The Student Support team also recognizes the vital role teachers play in this ecosystem. Regular meetings between learning specialists and educators facilitate open lines of communication regarding student needs. This collaboration ensures that classroom strategies are effectively tailored to support individual students. “When teachers reframe a student’s challenges as skills that need more development, they start playing an active role in that education. Then the student feels more supported, the teacher feels more in control of the environment, and the entire classroom benefits,” Anndrew explains. This partnership is essential for creating a cohesive learning environment where students and teachers feel supported.
The challenges with which counselors support students range from academic hurdles and complex social situations to working through and with their evolving emotional capacities. The support team is trained to recognize these issues and provide targeted interventions. This work extends beyond the counseling team, and the collaborative efforts with other specialists, educators, and families ensure that our student’s needs are addressed comprehensively. By evaluating academic skills alongside social-emotional concerns, the team seeks to paint a complete picture of each student, promoting strategies that lead to success in and out of the classroom.
As the Student Support team continues to grow, their capacity to provide proactive support has nearly doubled with the addition of new staff members. “The sky’s the limit for what we can achieve now,” Julie expresses with enthusiasm.
LAYING THE FOUNDATION: Collaborative Academic and Social-Emotional Support at Park
Park’s Learning, Literacy, and Math Specialists work closely with the Student Support team to analyze literacy data across Kindergarten to Grade 4 and develop targeted support strategies. This datadriven approach allows the school to intervene early, addressing potential hurdles before they become significant barriers. As Jeannine Sullivan, Lower Division Literacy Specialist, shares, “This layered support is akin to paving a road, allowing students to navigate their educational journey while the team fills in any potholes along the way.”
Unique to Park is the seamless integration of academic and social-emotional learning support, especially in a setting where one-on-one assistance is readily available. This approach fosters a thorough understanding of each student’s unique learning journey, allowing educators to tailor their strategies effectively. As Deb Dean, Interim Director of Academic Support, shares, what really sets Park apart is its ability to provide tailored support to a significant number of students.
The emphasis on early intervention ensures that every student receives the support they need from the outset, creating an environment where they can flourish. Deb notes, “The partnership with the Student Support team has been seamless; we are so fortunate to have Anndrew, Annie, and Julie so well-loved by students, and well-known. They all have a different lens on student needs, so the partnership between the academic focus and the SEL focus is valuable for children, teachers, and parents.” Ultimately, Park strives to cultivate an environment where all students feel seen, supported, and empowered to succeed.
The overarching goal of the student support system at Park is to empower students: increasing self-awareness leads to confidence, and knowing yourself means loving yourself. Through structured programs, informal check-ins, and a collaborative approach, the Student Support team is dedicated to equipping every student with the skills needed to navigate both school and life with resilience, empathy, and assurance and partners with every other team at Park.
A comprehensive audit, conducted in partnership with the American School Counselor Association (ASCA), including the school’s clarification of our core values, led to growth in Park’s counseling department, the creation of the Director of Student Support position, and a greater alignment with current standards for a data driven, student-centered school counseling program.
Everyday Touchpoints: Faculty and Staff Supporting Students Beyond Their Roles
Both faculty and staff members share their time for various duties during their work weeks which can include Carpool, Door Greeter, Recess Supervision, or Lunch Table. This is an opportunity for those in non-student-facing roles to get to know and engage with Park students. These roles become informal hubs for students to share their thoughts and build rapport with staff.
“Most days at 11:30, I get to step out of my role in the Business Office and step into being a lunch table friend. At the lunch table with first–second graders, conversation is easy. ‘How was your weekend’ usually leads into ‘What’s your favorite sport or television character?’ Other than the water spills and back and forth of suggesting a more substantial or healthier lunch, the conversations and relationship building are what I have come to love about this duty and it is also one of my favorite responsibilities at Park. The connections I can make with the students, as a staff member, last beyond the lunch table and continue when I see them in the halls, or at an event.” — Staff Member
“The highlight of my mornings three days a week is monitoring first and second-grade recess, where students engage in imaginative play. As the excitement builds, it begins with a reminder that we walk to the playground, ensuring all students are always safe during recess. First and second grade students bring this overwhelming sense of joy and creativity to recess, whether using wood to create homes for the animals that may visit or sorting out a basketball game while problem-solving in fundamental ways with occasional teacher interference. Seeing students problem solve and use their wildest imagination warms my heart. On rainy days, the students read a good book, color, or engage in other creative activities. It’s a joy to see the first and second graders learn and grow so much on and off the playground or during indoor recess.” — Staff Member
“As a member of the Development Team, I dedicate much of my time to engaging with the adults in Park’s community. However, three days a week, I have the joy of connecting with our youngest learners during carpool and bus duty. Each interaction is a chance to dive into the delightful world of our PreK students and experience the magic of being four years old. ‘Did you know my favorite animal is a tiger?’ ‘Look what I brought to school!’ and ‘Guess what— today is my BIRTHDAY!’ are just a few of the conversations I share with them. Stepping away from my desk to support PreK reminds me of the impact of my work. My colleagues and I truly treasure each moment spent on the PreK playground, often visiting their classrooms for special presentations or story time. It’s genuinely one of the highlights of being part of the Park community!” — Staff Member
