Educational Philosophy Clause Examples

Educational Philosophy. Dayton Leadership Academies - Early Learning Academy uses four pillars of excellence to represent our commitment to the success of each child. The four pillars are: 1) hard work together, 2) high expectations, 3) year-round experience, and 4) customized student learning plans.

Educational Philosophy. White Pine’s philosophy is grounded in the belief that highly challenging content in a safe environment creates the setting for accelerated learning. We believe that students learn when: a) students are taught to be life-long learners; b) students construct meaning; c) students see the connection between what they learn and the real world; d) students are actively engaged in purposeful tasks; e) activities are integrated and meaningful; f) students are allowed differentiated learning opportunities; g) students are encouraged to explore and master learning skills; h) students work individually and as members of a group; i) students are encouraged to apply their personal interest in classroom assignments; j) students are expected and encouraged to learn; k) students and faculty have time built into the schedule for consistent and continual collaboration on class assignments and educational program; l) students dress to focus on the school objectives; m) students are given assignments to seek understanding of others beliefs, opinions and cultures; n) all students have advanced learning opportunities; and o) students see themselves as part of the community and find ways to serve the community. To achieve these conditions, staff and faculty will succeed when: a) Create a highly-personalized, open, and trusting learning environment for all students and their families; b) Expect students to produce high quality work that is presented to the public; c) Create a school culture where character counts, and exploration, reflection, and learning through failure is a part of the learning process; d) Weave science, technology, engineering, and mathematics into every subject; e) Integrate the study of English Language Arts and Social Studies into STEM subjects; f) Engage students in inquiry-based, problem-solving, and project-based learning using compelling projects; g) Incorporate fieldwork, local expertise and service learning; h) Ensure that curriculum is rigorous and relevant through intensive STEM community involvement—Students shouldn’t be left asking, “When are we ever going to use this?” i) Empower students to direct their own learning and create an environment where students learn together and from each other; j) Help students understand how they learn best, by working in teams, and producing meaningful individual outcomes; and k) Build a network of teachers, advisors, parents, business and community leaders, and mentors to inspire and support students to achieve...

Educational Philosophy. Mission Vision Educational philosophy

Educational Philosophy. The school program goals include focusing on the needs of students for academic and life success realized through high school and eventual college graduation. The school program goals are realized through providing a safe and structured environment where UPA is able to support students to achieve academically and develop strong character values in order to meet student’s own personal goals. In addition, the school program goals focus on accountability, standard-based curriculum, and high expectations with measurable goals. UPA strives for strong academic outcomes for all students. United Preparatory Academy has specific core values on how learning best occurs and how to meet the rigorous standards UPA holds for the school and the school students. Specifically: 1. UPA holds high academic and behavioral expectations for every student. 2. UPA engages and grow competent and experienced school leadership and staff. 3. UPA offers a rigorous academic program with intentional student supports, and a comprehensive character education program. 4. UPA provides clear standards, research-proven curriculum, and frequent assessments. 5. UPA is a mission-driven school community.

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 ...

Educational Philosophy. The central focus of our educational program is college preparation. All children should be expected to achieve success in school and be prepared to achieve success in college. Our mission requires that we develop in all students the foundational skills, core content knowledge, critical-thinking ability, and personal characteristics necessary to succeed in demanding high schools on their way to college. We can only accomplish this through a highly structured and disciplined environment in which rigorous instruction drives every classroom and frequent assessments allow us to ensure every that student is receiving the ongoing academic support necessary for success. Our educational philosophy and program are built on four core values.

Educational Philosophy. ELC embraces the constructivist position. This position posits thaht icldren learn when they are engaged both physically and cognitively, with objects, people, and events. Theprogram has a developmental focus which grants each child the opporttuonity grow and learn at his or her own pace. Theplanned environment offersrppuoseful activities that support and encourage growth and exploration in math, science, literacy, music, art, as well social skills, all which provide a solid foundation toprepcahrildren for kindergarten. Theprogram design reflects thebelief that quitayl early childhood education involves constant interaction between and among the environment, thechild, theteacher, and the family. We also believe: • Environments ▇▇▇▇▇▇ trust and free children to take charge of their play. • Children are encouraged toerfine skills in self-direction, self-regulation and problem solving within the context of a program carefully planned to balance freedom with direction that meets both group and individual needs. • Schedules areflexible to meet the unique needs of eachlcdhwi ith a balance of active/quiet play, indoor/outdoor activity, and need for food and rest based on thedevelopmental levels of thechildren. • Teachers begin with theknowledge the child has and find ways ▇▇▇▇▇▇ thechild figure out new thinkrinelgated to what the child understands, thus clarifying and moving forward with appropriate solutions. • Teachers are engaged in frequent on-oen-one purposeful interactions and conversation to encourage language, scientific inquiry, and creative expressionw, ▇▇▇▇ supporting social and emotional we-lbl eing. • Materials and supplies are selected carefully to enrich play and work with music/movement, literature/literacy, math concepts, scientific inquiry, sensory and art media and props for dramatic expression. • Schedules areflexible to meet the unique needs of the individual child. Children arefed when hungry, sleep when tired and are changed as needed. Teachers encourage toddlers to move toward independence by supporting their attempts to self-feed, use thetoilet and dress themselves. • The daily program invites theyoung child toplay and actively explore the environment during waking hours. Y-ear round opportunities for outdoor play areincluded in thedaily routine. • Teachers engage in frequenotne-on-one interactions with each child throughout the day to encourage language, social, and emotional development. Included are opportunities for children to observ...

Educational Philosophy. United Preparatory Academy–East (UPAE) has remained focused on our four core values outlined in the charter contract.

Educational Philosophy. PCLC school leaders and staff have shifted our focus to an approach that focuses on what we believe really matters: student learning. To do this, PCLC has chosen to implement principles of mastery learning. The heart of mastery learning is the idea that it enables students to move forward at their own pace as they master knowledge and skills. We believe that through professional development, all teachers and tutors must be made aware of the critical urgency of being clear and focused on what students should be learning at each grade level. We believe it is equally important that all PCLC teachers and tutors continuously ask themselves the following questions as they relate to the students with whom they work: 1. What content and skills will my students be assessed on? (short-cycle assessments and state test) 2. What am I expected to teach? 3. What are my students expected to learn? 4. What does the data show that my students are actually learning? PCLC’s educational strategy and philosophy is based on the concept of mastery learning. This allows administrators and other school leaders to focus on what PCLC students are learning instead of focusing too much on what teachers are teaching. In order to implement mastery learning at PCLC, we understand that we have to reshape our view of education and learning. We have regeared our philosophical and pedagogical thinking toward mastery learning as a way to meet the varied academic needs and fill the reading and math skills gap of PCLC students. The school’s approach includes many of the components of mastery learning found in the Great Schools Partnership (2016). This partnership describes the features commonly found in the most effective mastery-based systems. Listed below are some of those features that can be found at PCLC: • Students and families are consistently informed of all learning expectations. These include the short-term expectations (e.g., learning objectives) and the general expectations (e.g., the school’s grading and reporting system). • The students’ academic performances are assessed against common learning standards and performance expectations. This applies to students with and without disabilities. • Because assessments are competency based and criterion referenced, student success is defined by the achievement of expected competencies. • Formative assessments are used to measure learning progress. Results from these assessments determine how to improve instructions, teaching practices, and...