This is the first installment of interviews conducted by Poland Knight journalists
for the PRHS 25th Anniversary PRHS book currently under construction.
Amanda Olmstead:
PRHS Student Alumni Class of 2005
(First class to go through Bruce M. Whittier together)
Interview conducted by Alana Pelletier
I had a pretty good idea of what to expect from PRHS since I did go to Whittier and things were pretty similar. We had already gotten to socialize with most of the kids, other than the upperclassmen.
Meeting the kids from the other communities kind of expanded your friends groups, which changed things, because friends you had before went and made new friends, and you also made new friends.
The biggest thing I found surprising was that when you're a senior it's a lot more like college in the sense that you have more freedom, more class choices, and it kind of prepares you to go off to college, as well as a lot more flexibility with your schedule.
At the time I was at PRHS, early 2000’s, the grading system was either “incomplete, competent, advanced, or distinguished” which taught me that there are a lot a gray areas, and that you really have a choice about the direction you take, and that helped teach me that everyone has their own wants, needs and goals, and its really up to you how you get there.
It was a very positive community in terms of supporting everyone from all different walks of life, and it was acceptable to be who you were, dress the way you wanted, and most people were really supportive of each other.
When I talk about PRHS with family and friends who did not go here, I think for a lot of people it comes as a surprise that there weren’t really any social cliques. I think Roundtables really helped with that, because It helped put you together with people you wouldn't typically pair yourself with.
My favorite memory? During my senior year, some kids put chickens inside the pyramid kiosk in the lobby and they filled dixie cups with water and put them all over the office, so no one could get into their offices. Another memory is just how supportive the teachers were for different kids, I remember being In Ms. Garcia’s class (Mrs. Smith) for anatomy and physiology and she was very supportive of letting kids play into their own strengths and interests, and she would let us pick what we were actually interested in, and we all did projects on what we were interested in.
Elaine Fryda
Social Studies teacher, 21-year PRHS veteran
Interview by Frances Fleming
Prior to my PRHS career I worked as a researcher in Washington, DC, then as a legal secretary in Boston, and then finally settled on teaching. Immediately prior to coming to PRHS, I was teaching in Tucson, Arizona.
My husband and I decided to move back to Maine in 2002, and there just so happened to be an opening here, near where we bought a house. My colleagues out in Tucson knew about PRHS already and encouraged me to interview. The reason they knew about PRHS is that it had a reputation -- nationwide! -- for being innovative and progressive.
Given what I had heard about PRHS during its first couple of years of existence (an angry parent had shown up at one community forum with a pitchfork), I expected it to be a lively place! I anticipated that the staff would be creative, energetic, and student-focused. It all turned out to be true.
The biggest surprise during my first few years here was how cool everyone was -- the teachers, the administrators, and the kids. Everyone was kind and hilarious and laid-back. I sort of expected people to take themselves very seriously, but not at all. I felt very lucky to land here.
As for the past two years, I have been surprised to learn how difficult it is to get back to normal (post-remote/hybrid classrooms). I don't think we're there yet. I think a lot of people have lost the thread of what public education is for and about. For sure, there have always been adolescents for whom high school is an obstacle. But the feeling that school is getting in the way seems to have spread immensely in the last two years.
We all were great at adapting to the realities of the pandemic 2020-2022. Everyone -- admin, teachers, staff, students -- showed great flexibility, resilience, and a commitment to keep doing school. We all got a lot of practice with new ways of communicating, demonstrating perseverance, and showing patience. I know people (kids and adults) struggled, for sure, but on the whole, we stepped up in a big way in order to keep this place humming.
My friends and family get their information about PRHS from me, so.... I emphasize the good relationships between teachers and students; the lengths teachers go to to help students succeed; and the overall positive vibe here.
My favorite PRHS story goes back awhile, but I'll never forget my first few days here. Oh, I had to sit through trainings and staff meetings, which were not fun, but holy mackerel -- the other activities. One day, Mr. Lefreniere (who was the Dean of Students at the time), loaded all of us new teachers onto a school bus and narrated a tour of the three towns. It was a riot. Mr. Lefreniere joked and told quirky stories and quizzed us on our knowledge of the area. At one point, we pulled over at a farm and were forced to walk through a corn maze. And then we stopped at Bethany's for ice cream cones. Another day, the administrators from all the RSU16 schools performed a steel drum piece for us in the auditorium. It was fire. Then another day we played Sock War outside, running around and yelling like 10-year-olds. I felt like I was at a summer camp. It was so much fun, and I laughed a ton. It made me thrilled to be at PRHS. And I still feel really, really lucky, 21 years later.
Katherine Meader
Assistant Principal, former PRHS student, Class of 2012
Interview by Frances Fleming
PRHS was my first teaching job. In college I worked in the athletic trainers room and a convenient store called Mosher's. I also babysat when I had time.
I really enjoyed my time as a student at PRHS. I felt the teachers truly cared about me more than my academics. I wanted to return to a place where I could give back to my community.
As a student I assumed teachers only focused on the "top" students. As I began my teaching career I quickly learned teachers focus their time on the students who are struggling and finding ways to help them succeed. Maybe we don't spend enough time these days focusing on the "top" students and what they are doing well.
One of my first surprises as a new administrator has been the use of cellphones in classes. I was caught off guard by students on their phone while the teachers were teaching. When I was in high school teachers were strict on cell phones being away at all times.
During the past two years (post-remote/hybrid learning) it truly is amazing to watch students interact face to face. During the pandemic, students used technology to interact and unfortunately did not learn social skills. In high school we expect students to have these skills and utilize them as appropriate. Due to the pandemic we are continuing to see students have a difficult time with social interactions.
During the first two years of the pandemic our teachers worked hard learning Google Classroom and utilizing that both during the pandemic and post-pandemic. Our students are now familiar with a system all teachers are using and can find their work in one location. Parents are aware of both staff and students using Google Classroom and are able to navigate that website. Our administration worked hard checking in with staff, students and families to make sure the return to school was safe.
Outside of school, I like to share how unique our school is. We really focus on finding strengths in every student and working with those strengths to help them succeed. From there, we have teachers who have found life long friends and support each other both in and outside of school
.
I have so many stories about PRHS!! I was a graduate of the Class of 2012. I was Student Representative Body President and spoke at graduation. Five years later I was hired as a special education teacher, being the first PRHS graduate to return and teach at PRHS. Eleven years after I graduated high school I am now the Assistant Principal. It truly has been a full circle opportunity. Another favorite is when students find my names on the two plaques in the main office!
for the PRHS 25th Anniversary PRHS book currently under construction.
Amanda Olmstead:
PRHS Student Alumni Class of 2005
(First class to go through Bruce M. Whittier together)
Interview conducted by Alana Pelletier
I had a pretty good idea of what to expect from PRHS since I did go to Whittier and things were pretty similar. We had already gotten to socialize with most of the kids, other than the upperclassmen.
Meeting the kids from the other communities kind of expanded your friends groups, which changed things, because friends you had before went and made new friends, and you also made new friends.
The biggest thing I found surprising was that when you're a senior it's a lot more like college in the sense that you have more freedom, more class choices, and it kind of prepares you to go off to college, as well as a lot more flexibility with your schedule.
At the time I was at PRHS, early 2000’s, the grading system was either “incomplete, competent, advanced, or distinguished” which taught me that there are a lot a gray areas, and that you really have a choice about the direction you take, and that helped teach me that everyone has their own wants, needs and goals, and its really up to you how you get there.
It was a very positive community in terms of supporting everyone from all different walks of life, and it was acceptable to be who you were, dress the way you wanted, and most people were really supportive of each other.
When I talk about PRHS with family and friends who did not go here, I think for a lot of people it comes as a surprise that there weren’t really any social cliques. I think Roundtables really helped with that, because It helped put you together with people you wouldn't typically pair yourself with.
My favorite memory? During my senior year, some kids put chickens inside the pyramid kiosk in the lobby and they filled dixie cups with water and put them all over the office, so no one could get into their offices. Another memory is just how supportive the teachers were for different kids, I remember being In Ms. Garcia’s class (Mrs. Smith) for anatomy and physiology and she was very supportive of letting kids play into their own strengths and interests, and she would let us pick what we were actually interested in, and we all did projects on what we were interested in.
Elaine Fryda
Social Studies teacher, 21-year PRHS veteran
Interview by Frances Fleming
Prior to my PRHS career I worked as a researcher in Washington, DC, then as a legal secretary in Boston, and then finally settled on teaching. Immediately prior to coming to PRHS, I was teaching in Tucson, Arizona.
My husband and I decided to move back to Maine in 2002, and there just so happened to be an opening here, near where we bought a house. My colleagues out in Tucson knew about PRHS already and encouraged me to interview. The reason they knew about PRHS is that it had a reputation -- nationwide! -- for being innovative and progressive.
Given what I had heard about PRHS during its first couple of years of existence (an angry parent had shown up at one community forum with a pitchfork), I expected it to be a lively place! I anticipated that the staff would be creative, energetic, and student-focused. It all turned out to be true.
The biggest surprise during my first few years here was how cool everyone was -- the teachers, the administrators, and the kids. Everyone was kind and hilarious and laid-back. I sort of expected people to take themselves very seriously, but not at all. I felt very lucky to land here.
As for the past two years, I have been surprised to learn how difficult it is to get back to normal (post-remote/hybrid classrooms). I don't think we're there yet. I think a lot of people have lost the thread of what public education is for and about. For sure, there have always been adolescents for whom high school is an obstacle. But the feeling that school is getting in the way seems to have spread immensely in the last two years.
We all were great at adapting to the realities of the pandemic 2020-2022. Everyone -- admin, teachers, staff, students -- showed great flexibility, resilience, and a commitment to keep doing school. We all got a lot of practice with new ways of communicating, demonstrating perseverance, and showing patience. I know people (kids and adults) struggled, for sure, but on the whole, we stepped up in a big way in order to keep this place humming.
My friends and family get their information about PRHS from me, so.... I emphasize the good relationships between teachers and students; the lengths teachers go to to help students succeed; and the overall positive vibe here.
My favorite PRHS story goes back awhile, but I'll never forget my first few days here. Oh, I had to sit through trainings and staff meetings, which were not fun, but holy mackerel -- the other activities. One day, Mr. Lefreniere (who was the Dean of Students at the time), loaded all of us new teachers onto a school bus and narrated a tour of the three towns. It was a riot. Mr. Lefreniere joked and told quirky stories and quizzed us on our knowledge of the area. At one point, we pulled over at a farm and were forced to walk through a corn maze. And then we stopped at Bethany's for ice cream cones. Another day, the administrators from all the RSU16 schools performed a steel drum piece for us in the auditorium. It was fire. Then another day we played Sock War outside, running around and yelling like 10-year-olds. I felt like I was at a summer camp. It was so much fun, and I laughed a ton. It made me thrilled to be at PRHS. And I still feel really, really lucky, 21 years later.
Katherine Meader
Assistant Principal, former PRHS student, Class of 2012
Interview by Frances Fleming
PRHS was my first teaching job. In college I worked in the athletic trainers room and a convenient store called Mosher's. I also babysat when I had time.
I really enjoyed my time as a student at PRHS. I felt the teachers truly cared about me more than my academics. I wanted to return to a place where I could give back to my community.
As a student I assumed teachers only focused on the "top" students. As I began my teaching career I quickly learned teachers focus their time on the students who are struggling and finding ways to help them succeed. Maybe we don't spend enough time these days focusing on the "top" students and what they are doing well.
One of my first surprises as a new administrator has been the use of cellphones in classes. I was caught off guard by students on their phone while the teachers were teaching. When I was in high school teachers were strict on cell phones being away at all times.
During the past two years (post-remote/hybrid learning) it truly is amazing to watch students interact face to face. During the pandemic, students used technology to interact and unfortunately did not learn social skills. In high school we expect students to have these skills and utilize them as appropriate. Due to the pandemic we are continuing to see students have a difficult time with social interactions.
During the first two years of the pandemic our teachers worked hard learning Google Classroom and utilizing that both during the pandemic and post-pandemic. Our students are now familiar with a system all teachers are using and can find their work in one location. Parents are aware of both staff and students using Google Classroom and are able to navigate that website. Our administration worked hard checking in with staff, students and families to make sure the return to school was safe.
Outside of school, I like to share how unique our school is. We really focus on finding strengths in every student and working with those strengths to help them succeed. From there, we have teachers who have found life long friends and support each other both in and outside of school
.
I have so many stories about PRHS!! I was a graduate of the Class of 2012. I was Student Representative Body President and spoke at graduation. Five years later I was hired as a special education teacher, being the first PRHS graduate to return and teach at PRHS. Eleven years after I graduated high school I am now the Assistant Principal. It truly has been a full circle opportunity. Another favorite is when students find my names on the two plaques in the main office!
