Common use of Educational Philosophy Clause in Contracts

Educational Philosophy. The philosophical stance of PCLC is that students learn best when they are consistently challenged to develop and use their higher-order thinking skills (▇▇▇▇▇▇ 1997) through inquiry- based projects. We believe that a curriculum focused on mastery in all academic content areas but designed to challenge students to develop skills related to inquiry, critical thinking, problem solving, reflection, collaboration, ethics, and work habits is needed if students are to become true, lifelong learners. Not only must students learn these skills, they must also learn to apply them at high levels if they are to be perceived as successful learners according to Common Core and Ohio Revised standards. At PCLC, we believe that the task of developing students’ higher- order thinking skills should be brought to the forefront of the curriculum and used as a guide for teachers in ensuring that students know how to apply the learned information and facts from content. PCLC also believes that academic excellence alone is insufficient for a successful life. We know that children bring many personal issues to school and that it is difficult for them to achieve academically if they are dealing with fear, anxiety, anger, isolation, and rejection. Therefore, PCLC promotes a supportive, inclusive school culture. PCLC will build this inclusive culture by consistently providing students with and without disabilities the opportunity, through character education and inclusive classrooms, to develop the social awareness, self-control, and problem- solving techniques needed to become thinkers who articulate their feelings and opinions in positive ways. We believe that the direct involvement of families and kin in school decision making lowers their distrust of educators and thus increases their involvement in and support of the school and its educational goals. Our belief is that the focus should not be on what schools can do for families, but on how to form genuine school/family partnerships (▇▇▇▇▇ 1999). This philosophy is based on making a shift from focusing on involving parents only to a focus on involving whole families and the community in the education of children (▇▇▇▇▇ 1999). We believe that in order to prompt kinship and community involvement in the academic and social development of students, schools have to begin to transform themselves into community learning centers with an array of services designed to assist students, their families, and the community. It is the stance of PCLC that the full partnership, cooperation, and support of families and the community are essential to the academic and social achievement of students.

Educational Philosophy. The philosophical stance of PCLC is that students learn best when they are consistently challenged to develop and use their higher-higher order thinking skills (▇▇▇▇▇▇ ▇, 1997) through inquiry- based projects. We believe that a curriculum focused on mastery in all academic content areas areas, but designed to challenge students to develop skills related to inquiry, critical thinking, problem solving, reflection, collaboration, ethics, and ethics and work habits is needed if students are to become true, true lifelong learners. Not Furthermore, not only must students learn these skills, they must also learn to apply them at high levels if they are to be perceived as successful learners according to Common Core and Ohio Revised standards. At PCLC, PCLC we believe that the task of developing students’ higher- higher order thinking skills should be brought to the forefront of the curriculum and used as a guide for teachers in ensuring that students know how to apply and use the learned information and facts from content. PCLC also believes that academic excellence alone is insufficient for a successful life. We know that children bring many personal issues to school and that it is difficult for them to achieve academically if they are dealing with a wealth of emotions, which may range from feelings of fear, anxiety, and anxiety to anger, isolation, and rejection. Therefore, PCLC promotes a supportive, inclusive school culture. PCLC will build this inclusive culture by consistently providing students with and without disabilities the opportunity, through character education and inclusive classrooms, to develop the social awareness, emotion, self-control, and problem- problem solving techniques needed to become thinkers and problem solvers who articulate their feelings and opinions in positive ways. We believe that the direct involvement of families and kin in school decision making lowers their distrust of educators and thus increases their involvement in and support of the school and its educational goals. Our belief is that the focus should not be on what schools can do for families, but on how to form genuine school/-family partnerships (▇▇▇▇▇ ▇, 1999). This philosophy is based on making a shift from focusing on involving parents only to a focus on involving whole families and the community in the education of children (▇▇▇▇▇ ▇, 1999). We believe that in order to prompt kinship and community involvement in the academic and social development of students, schools have to begin to transform themselves into community learning centers with an array of services designed to assist students, their families, and the community. It is the stance of PCLC that the full partnership, cooperation, and support of families and the community are essential to the academic and social achievement of students.