DOCSLIB.ORG

Potomac Dir. K-12.Indd

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Potomac Dir. K-12.Indd THE POTOMAC SCHOOL MCLEAN, VIRGINIA DIRECTOR OF THE K-12 ACADEMIC PROGRAM START DATE: JULY 1, 2019 POTOMACSCHOOL.ORG Mission Fast Facts At The Potomac School, we believe Founded: 1904 that intellectual development, love of Head of School: John Kowalik learning, and strength of character Grades Served: K-12 are complementary, and equally Students: 1,054 essential, educational goals. With a Divisions: 4 firm commitment to our core values Campus: 90+ acres and a rigorous academic program, we Mascot: Panthers prepare students to lead lives of purpose, Full & Part-time Faculty: 161 achievement, and generosity of spirit. Faculty with Advanced Degrees: 114 THE POSITION The Potomac School in McLean, Virginia, seeks an experienced administrator to serve as Director of the K-12 Academic Program effective July 2019. Potomac enjoys an extraordinary reputation as one of the top independent K-12 day schools in the nation; the School enrolls 1,054 students on a spectacular 90-acre campus just minutes from Washington, D.C. Since its founding near Washington’s Dupont Circle in 1904, Potomac School’s educational philosophy has defined the learning process as an exploratory endeavor driven by students’ natural curiosity and interests. From kindergarten through 12th grade, Potomac faculty seek to develop engaged learners who possess both the intellectual abilities and the character traits needed to thrive in a rapidly changing and demanding society. Each year, Potomac students produce impressive test scores and college placement results, yet the School does not view these metrics as the singular goal of its educational program. With applications at the highest level to date, the appointment of John Kowalik as Head of School, the development of several signature programs, and a century of academic excellence behind it, Potomac is entering one of the most exciting periods in its history. The Director of the K-12 Academic Program will provide oversight and leadership of Potomac’s educational program, assist with faculty hiring, and help implement strategic priorities and school initiatives. As a member of Potomac’s senior leadership team, s/he will work closely with the Head of School, Assistant Head of School, and four Division Heads. The Director of the K-12 Academic Program will be a bright, energetic leader with strong classroom experience, who functions as an independent-minded but team-oriented player. S/he will be able to ensure alignment of the divisions’ curricula by working collaboratively with faculty and fellow The Search Group | Carney, Sandoe & Associates 1 [email protected] | www.carneysandoe.com Fast Facts Students Enrolled: 272 Zip Codes Represented: 26 Students of Color: 36% Student to Faculty Ratio: 7 to 1 Faculty and Staff of Color: 51% Faculty Holding Advanced Degrees: 74% Athletic Teams: 8 competitive varsity and junior varsity teams Endowment: $2.5 million Total Financial Aid Awarded for 17-18: $1.4 million Students Receiving Financial Aid for 17-18: 21% administrators. Additionally, s/he will provide leadership for the K-12 Academic Council, Fellows program, faculty growth and development, learning support specialists, and the divisional Academic Deans and Department Chairs. The Director of the K-12 Academic Program will be an effective and organized manager, a compelling public speaker with a strong intellect, as well as a fair-minded, transparent, and engaged leader who values interpersonal relationships and genuinely enjoys working with faculty, students, and their parents. SCHOOL HISTORY From a modest opening enrollment of 48 students in 1904, The Potomac School has grown remarkably in size, as well as tradition and reputation. Founded by three women with an interest in education, Potomac was incorporated in 1907 and functioned as a K-8 school for many years. The war years led to an influx of families to the Washington, D.C. area, and Potomac adapted to meet the needs of a growing student body. By the mid-40s, an expanded campus had become a critical need, prompting the purchase of 55 acres in McLean, Virginia, in 1948. Despite the loss of a few urban families when the new campus opened outside of DC in 1951, Potomac’s move to what had formerly been farmland in McLean proved fruitful and prophetic. The school has continued to expand and improve the facilities on a self- contained campus that now covers more than 90 acres (just minutes away from the nation’s capital). Potomac opened its Upper School in 1987, and within a decade, the school was fully enrolled with 875 students across all grades. In 2004—its centennial year—Potomac lifted its enrollment cap of 875, and subsequently renovated and expanded the Upper School, adding a second building that opened in 2006. A new Lower School opened three years later, and the Intermediate School was substantially renovated in 2012. A Middle School renovation is likely among the next capital projects. The Search Group | Carney, Sandoe & Associates 2 [email protected] | www.carneysandoe.com THE SCHOOL In recent years, Potomac has made a concerted effort to manage the unprecedented institutional growth it has enjoyed. By fostering deep mentoring connections between students, families, and faculty, Potomac maintains its unique character and intimate atmosphere, hallmarks of a school community that today engages 1,054 students and 161 faculty. All four divisions—the Lower School (K-3), Middle School (4-6), Intermediate School (7- 8), and Upper School (9-12)—are located on the same campus, just three miles outside of Washington, D.C. Potomac’s contained campus is not only a rarity for a school of its size in a metropolitan area, but also serves to promote and sustain a key cultural belief across all grades: Students learn best when they learn together. Potomac faculty work across departments and divisions to ensure that students are encouraged to explore a broad array of subjects from traditional courses to specialized electives, unearth authentic passions, and build upon these interests over the course of their academic careers. Potomac students thrive in an educational environment that combines high academic achievement with an emphasis on the skills and qualities needed to lead exemplary lives. Graduates leave Potomac as compassionate independent thinkers with a keen sense of social consciousness, personal integrity, and academic vigor—upholding their alma mater’s longstanding reputation as a top-tier educational institution. Enthusiasm for the school has never been stronger, with students coming from more than 100 zip codes in Virginia, Maryland, and the District. Parents express that they have chosen Potomac for its personalized, whole-child approach to education. They “love the way it feels as a school,” and The Search Group | Carney, Sandoe & Associates 3 [email protected] | www.carneysandoe.com appreciate the school’s “amazing teachers who get kids to do ‘hard learning’ and to become lifelong learners.” They also recognize that at Potomac, the relationships between faculty and families are special in that there seems to be an extra level of commitment, both by families to the school and by the school to the students and families that it serves. Admission to Potomac is extremely competitive and divided across five entry-points: Kindergarten, 1st grade, 4th grade, 7th grade, and 9th grade. The student-teacher ratio schoolwide is approximately eight to one. The Potomac School is accredited by the Virginia Association of Independent Schools (VAIS) and holds membership in Independent Education (IE) and the National Association of Independent Schools (NAIS). ACADEMICS Lower School Students in the Lower School begin to cultivate their innate curiosity in kindergarten through grade three, developing a love of learning and gaining early preparation to meet and exceed high academic standards in the years to come. Teachers weave language arts, social studies, and math into interactive, integrated lessons. Weekly art, science, music, physical education, library, and technology classes, as well as collaborative learning activities and community service projects, supplement the Lower School curriculum. The Search Group | Carney, Sandoe & Associates 4 [email protected] | www.carneysandoe.com Middle School The Middle School encompasses grades four through six, where students are encouraged to maintain their curiosity and creativity while stretching their self-confidence and self-advocacy. A primary goal of this division is to develop critical thinkers with strong reading and writing skills. Dedicated teachers work to engage every student in the learning process, fostering academic and personal growth through an inquiry-based curriculum. Intermediate School Recognizing the unique challenges and opportunities of early adolescence, Potomac features a separate division focused exclusively on the educational needs of seventh and eighth graders. A central goal of the Intermediate School curriculum is to equip its students with the critical thinking and study skills they will need to succeed in the Upper School. Led by dedicated teachers who serve as advisors and mentors as well as instructors, students gain a foundation in the core subjects as well as many electives. They also learn how to leverage new technologies to organize, explore, and communicate information in innovative ways. All students in the Intermediate School participate in some form of athletic activity four days a week, and many elect to engage in other extracurriculars, such as the digital newspaper,
Load more

Recommended publications
  • CFS School Profile for Colleges 2019
    4809 Friends School Rd Upper School Profile Durham NC 27705 Phone: 919.383.6602 Fax: 919.383.6009 2019-2020 www.cfsnc.org CEEB Code: 341-047 Karen Cumberbatch, Head of School [email protected] Lauren Brownlee, Head of Upper School [email protected] Stefan Waldschmidt, College Counselor [email protected] OUR MISSION Carolina Friends School is a vibrant and inclusive learning community empowering students to think critically, creatively, and independently. We foster active exploration and quiet reflection, individual endeavor and collaborative engagement. Inspired by Quaker values—pursuit of truth, respect for all, peaceful resolution of conflict, simplicity, the call to service—we teach our children that it is possible to change the world. THE SCHOOL: HISTORY & ENROLLMENT Carolina Friends School (CFS) is an independent, co-educational Quaker day school founded in 1962 by members of the Durham and Chapel Hill Meetings of the Religious Society of Friends. Upon its founding, CFS became one of the first schools in the South to pursue a policy of racial integration. CFS graduated its first class in 1974. Today, CFS enrolls approximately 500 students in early childhood to 12th grade with approximately 175 students in the Upper School. Each year, approximately 97% of our graduates attend four-year colleges and universities, and 3% attend two-year institutions, travel, pursue public service opportunities, or directly enter the workforce. CURRICULUM CFS operates on a trimester system with graduation requirements that encourage students to balance academic, athletic, and artistic interests. By design, CFS does not designate courses with distinctions such as honors or Advanced Placement. EVALUATION The Upper School uses a non-graded, non-ranked narrative evaluation system that is personal and comprehensive.
    [Show full text]
  • Wildwood School At-A-Glance Wildwood School Is a Progressive Kindergarten Through 12Th Grade Co-Ed College Preparatory School in West Los Angeles
    wildwood school at-a-glance Wildwood School is a progressive kindergarten through 12th grade co-ed college preparatory school in West Los Angeles. The school’s program thrives at the intersection of research and practice. Wildwood develops discerning thinkers able to examine and assimilate a wide body of information, evaluate evidence, consider diverging perspectives, and seek connections before formulating their conclusions. These higher-order thinking skills are crucial for college success and beyond where knowledge and perspective must constantly adapt to our rapidly changing world. Wildwood’s elementary school was founded in 1971, and the middle and upper school was established in 2000. A model for progressive education, Wildwood’s Outreach Center shares our school’s best practices through on-site workshops for teachers and specialized consulting services for schools. elementary school Wildwood’s elementary program supports the • Multi-age groups in K-1st grade and a low student-teacher intellectual, social, and emotional development of ratio facilitate a supportive environment where students each child. Life Skills are woven into the daily fabric develop skills while learning to mentor and model for their peers. of the curriculum and the development of these skills is as important as students’ academic development. • Best practices include Cognitively Guided Instruction Our project-based, hands-on approach encourages (CGI) math, Total Physical Response (TPR) Spanish, children to learn by doing and to think critically information and computer literacy, multicultural programming, and advisory. and creatively. • The outdoor classroom, garden, and Big Yard Woods are stimulating venues for learning and a backdrop for imaginative play. • Community involvement is an integral part of the Wildwood experience, exposing students to social-service organizations and other school communities.
    [Show full text]
  • The Pingry School Basking Ridge Campus, Middle & Upper School
    2014-2015 Curriculum Guide THE PINGRY SCHOOL Basking Ridge Campus, Middle & Upper School Short Hills Campus, Lower School 131 Martinsville Road Basking Ridge, NJ 07920 Mission Statement and Philosophy . 3 Diversity Statement . 3 . Statement of Objectives . 4 The Honor Code . 4 . LOWER SCHOOL Philosophy of the Lower School Curriculum . 5. Computer Science . .6 . Decisions . 7. Drama . 8 Health . .9 . Library Media Center . 10 Mathematics . 11 Music . .13 . Physical Education . 14. Reading, Writing, Language Arts . .15 . Science . 17. Social Studies . .19 . Visual Arts . 21 THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY World Languages . 22 MIDDLE SCHOOL Philosophy of the Middle School Curriculum . 23 . Athletics . 24 Grade Six Co-Curricular Courses . 25 Drama . 26 Educational Technology . 27 Health . 27 . Humanities . 29 Mathematics . 31 Music . .32 . Science . 33. Visual Arts . 34 World Languages - Classical Language . 35. World Languages - Modern Language . 36 Other Courses . 37 UPPER SCHOOL Philosophy, Graduation Requirements, Etc . 38 Computer Science . 42. Drama . 44 English . 46 . Fitness Education . 52 Health . 53 . History . 54 Mathematics & Economics . 58. Music . .61 . Science . 63. Visual Arts . 71 World Languages - Modern Language . 75 World Languages - Classical Language . 79. Interdepartmental Courses . 81 2 Other Courses . 83 . Summary of Course Offerings . 84. MISSION STATEMENT AND PHILOSOPHY Founded in 1861, The Pingry School is an independent, coeducational, college preparatory day school for students in kindergarten
    [Show full text]
  • AOSJ Viewbook
    ACADEMY OF ST. JOSEPH WELCOME TO OUR VIBRANT COMMUNITY Our children are blessed to “ be able to attend such a fantastic school. We appreciate everyone’s efforts to make the school year such a terrific experience for them. - Current parent ” We educate individuals A balanced education With a 9:1 student-teacher ratio, Our teachers understand the com- provides the essential extras small classes allow teachers to plex needs of young people and While academic challenge is at the work closely with each child. Out- help them to discover and devel- core of our program, faith, sports, side the classroom, teachers are op their individual talents, while activities, and community service also coaches, club facilitators, and providing academic challenge to opportunities are considered an advisors, which creates a sup- promote intellectual growth. essential part of each student’s life portive and friendly relationship at the Academy. between faculty and students. Coming here you can feel the enthusiasm for “learning. Whether your child is academic or creative, you can find a place.” – Current parent The Academy of St. Joseph in Greenwich Village is an indepen- dent school refreshing the Catholic tradition of service, compassion and academic excellence by inspiring and guiding students through a contemporary and comprehensive humanities-based curriculum. Welcoming students of all faiths in grades Pre -Kindergarten to Eighth, the Academy fosters the intellectu- al, spiritual, social, emotional and physical development, while instill- ing in them the highest standards of character, competence and compassion. CORE BELIEFS WE BELIEVE THAT: The Academy of St. Joseph is committed to The nurturing of the whole child is essential to the formation of a set of core beliefs which define and bind what it means to be a person of character, of competence, and of the community together to create an compassion.
    [Show full text]
  • The Opportunity to Apply Director of Upper School
    Director of Upper School Woodlawn School Davidson, North Carolina July 2021 • woodlawnschool.org The Opportunity Southern Teachers is assisting Woodlawn School in its search The school’s founding commitment to hands-on, integrated, for a dynamic, engaging, and energetic Director of Upper project-based learning distinguishes it from other schools in the School to lead a progressive, project-based learning program region. Woodlawn’s 141 young alumni are proof positive that that develops critical and analytical thinking; fosters superior project-based learning and rigorous AP curriculum support skills in problem-solving; develops strong written and oral and enhance each other, and that the social and emotional communication skills; and is characterized by a collaborative, intelligence fostered by project-based learning and the school’s team-based approach to all aspects of teaching and learning. unique culture equips students to thrive in highly rigorous, highly selective colleges and universities, and emerge as dynamic, Most of all, Woodlawn seeks an academic leader who will help creative, responsible leaders who embrace the joy of lifelong the school advance its mission—“To produce independent, learning. lifelong learners who are responsible, contributing members of a diverse global society”—and embrace its belief that joyful learning leads to high achievement. Woodlawn’s Unique Approach Woodlawn’s educational philosophy provides the guiding principles used to carry out its mission. Woodlawn seeks to provide a superior learning environment by encouraging critical thinking, curiosity, and diligence. The school promotes the personal growth of its students by encouraging creativity, leadership, and individuality. Woodlawn fosters in its students a strong commitment to social responsibility by valuing Woodlawn School is a coeducational multiple perspectives, compassion, tolerance, and respect.
    [Show full text]
  • Upper School Curriculum Guide 2020-2021
    P ERS R O O NA IG L R IZ E IC D M L E E D A A R C N A I N G I N T E S R P N I A H T S I R O E N N A T L R IS A M P Upper School Curriculum Guide 2020-2021 TABLE OF CONTENTS MISSION 1 VISION 1 VALUES 1 INCLUSION STATEMENT 2 PORTRAIT OF A LÉMAN LEARNER 3 LÉMAN ACADEMIC PLAN 4 MIDDLE SCHOOL PROGRAM 5 HIGH SCHOOL PROGRAM 6 PERSONALIZED LEARNING PLANS 7 THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 7 HIGH SCHOOL GRADUATION REQUIREMENTS 13 LANGUAGE POLICY 17 STUDENT SUPPORT SERVICES 18 THE LEARNING SUPPORT PROGRAM 18 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM 19 TECHNOLOGY, LIBRARY, AND INFORMATION CONNECTIONS 22 STANDARDIZED TESTING 23 EXTRACURRICULAR ACTIVITIES, CLUBS, AND ATHLETICS 27 COURSE DESCRIPTIONS & REQUIREMENTS 33 WORLD LANGUAGE DEPARTMENT COURSES 39 SOCIAL STUDIES 51 SCIENCE 56 MATHEMATICS 64 FINE ARTS 68 PHYSICAL EDUCATION AND HEALTH 78 TECHNOLOGY AND COMPUTER SCIENCE 82 ADVISORY PROGRAM 84 0 MISSION Léman Manhattan is an International Baccalaureate World School that delivers an academically rigorous program and sets high expectations for students from early childhood through 12th grade. Serving our local neighborhoods and a diverse international community, we prepare students with the knowledge, confidence and fluency they need to engage in a rapidly changing world. Léman challenges students’ intellect and inspires their creativity. We encourage them to think critically and work collaboratively. Celebrating each student’s individuality, we foster the skills they need to grow in mind, body and spirit.
    [Show full text]
  • Upper School Program of Studies 2021/22
    Upper School Program of Studies 2021/22 Learn, Care, Challenge, Lead Table of Contents Upper School Program of Studies 2021/22 3 ZIS Vision and Mission 4 ZIS Learning Principles 5 ZIS Character Standards 6 School Calendar 2021/22 7 Directory 8 Graduation Requirements and Scheduling Information 9 ZIS Academic Pathways 9 Academic Program in Grades 9 and 10 9 Academic Pathways in Grades 11 and 12 9 The ZIS and IB Diploma Pathway 10 The ZIS Diploma with ZIS and AP Courses 12 Course Offerings 2021/22 14 Creative Arts Curriculum Area – Visual Arts 18 Creative Arts Curriculum Area – Music and Theater 21 English Curriculum Area 25 Mathematics Curriculum Area 29 Physical Education Curriculum Area 31 Science Curriculum Area 36 Social Studies Curriculum Area 40 World Language Curriculum Area 48 Theory of Knowledge 49 Learning Support 50 Online Learning/Independent Study Cover photo: IB Biology students at work ZIS Upper School Program of Studies 2021/22 | 2 © ZIS Updated 2021.03.10 ZIS Vision and Mission Vision Our vision is for all ZIS students to join and strengthen a global community of citizens, determined to make a difference to the organizations and communities in which they work and live. We’re committed to ensuring our students develop the intellect, skills and character to become caring individuals and adaptable and independent thinkers. Mission We are a learning community of students, faculty, staff, and parents. At ZIS, educational excellence commits us to Learn, Care, Challenge, Lead. Learn — We learn by creating meaning, developing habits of mind, and acting on values. — We teach to multiple learning styles.
    [Show full text]
  • Upper School Handbook
    Community School of Naples Curriculum Guide & Handbook Upper School 2019-2020 VISION To be a world-class independent school, meeting our mission in memorable ways for the benefit of every student, every day. MISSION STATEMENT Committed to academic excellence, Community School of Naples inspires and empowers students to realize their own potential as engaged learners and responsible global citizens. CORE VALUES Citizenship, Honesty, Kindness, Fairness, Responsibility, Courage, Respect, Cooperation, Perseverance. EDUCATIONAL PHILOSOPHY Community School of Naples provides a non-sectarian, college preparatory education reflecting the highest standards of American independent schools. Essential elements of its educational program include a comprehensive curriculum, a gifted faculty, and a low student-faculty ratio. These elements ensure that each student obtains the kind of individualized education that only an independent, college preparatory school can provide. The school is dedicated to affording an opportunity for personal growth, and to fostering a climate of respect, both for academic excellence and for human dignity. We believe that education is a process of transferring to the student the responsibility for his or her education through self-discipline and intellectual curiosity. We believe in a full and enriched curriculum that not only emphasizes academic content and skills, but also recognizes the importance of music, the visual and performing arts, and physical education, including intramural and interscholastic competition. Community School curriculum is designed for students who combine academic ability, strong motivation, and the initiative to take responsibility for their education. Such students will succeed in the school’s vigorous college preparatory program by benefiting from the small class sizes and the school’s careful merging of structure and freedom.
    [Show full text]
  • Upper School Profile 2020–21
    Upper School Profile 2020–21 American School of Paris ADMINISTRATION COLLEGE COUNSELORS 41, rue Pasteur Jane Thompson Jill Lauck 92210 Saint-Cloud, France Head of School College Admissions Counselor +33 (0) 1 41 12 82 82 [email protected] [email protected] asparis.org Aaron Hubbard Joumana Ordelheide Upper School Director College Admissions Counselor CEEB # 731270 [email protected] [email protected] IB # 0131 Brian Brazeau Assistant Upper School Director GUIDANCE OFFICE Accredited by: [email protected] Council of International Schools and Sandy Karam Middle States Association of Alyssa Pierce Grades 9 and 11 Counselor Colleges and Schools Upper School Academic Dean [email protected] [email protected] Justin Kearns John Kim Grades 10 and 12 Counselor Director of Athletics [email protected] and Activities [email protected] Jean Hicks Guidance Secretary [email protected] ASP TEST RESULTS VS. WORLD AVERAGES Advanced Placement Results May 2020 Advanced Placement Results May 2020 International Baccalaureate Results May 2020 International Baccalaureate Results May 2020 Average Average Average Average Average Average Subject # 5 4 3 2 1 ASP World Subject # 7 6 5 4 3 2 1 Average Average Subject # 5 4 3 2 1 ASP World Subject # 7 6 5 4 3 2 1 ASP World Biology 2 1 • 1 • • 4.0 3.0 Biology 2 1 • 1 • • 4.0 3.0 GROUP 1 Calculus AB 16 7 4 3 2 • 4.0 3.1 Calculus AB 16 7 4 3 2 • 4.0 3.1 English A Lit. HL 11 1 7 2 1 • • • 5.73 4.76 Calculus BC 1 1 • • • • 5.0 3.8 Calculus BC 1 1 • • • • 5.0 3.8 English A Lit.
    [Show full text]
  • Upper School Profile 2019–20
    The Nueva School 131 E. 28th Ave., San Mateo, CA 94403 650-235-7100 nuevaschool.org Upper School Profile 2019–20 School Advanced Curriculum Since 1967, the Nueva School At the heart of Nueva’s program Facts and Figures is an advanced, interdisciplinary has delivered an innovative, Class of 2020 enrollment 91 award-winning learning experience curriculum with significant emphasis Upper School enrollment 423 designed to meet the needs of on self-directed learning, collabora- academically gifted learners. tion, and primary research. A typical Student-to-faculty ratio 5:1 Over the past 50 years we have student course load is 7–8 classes Average class size 14 become internationally recognized per semester. Seniors typically take Students of color 57% for our unique curricular approach, 7 classes. Students receiving which inspires the passions, purpose, financial aid 21% In scope and depth, all courses and potential in each student while offered range from college prepara- Admitted to four-year igniting a lifelong love of learning. colleges 100% tory to college-level. The majority Nueva’s Upper School, launched of core courses meet or exceed in 2013, is a re-imagination of high the rigor of Advanced Placement school. In many ways more like a courses; Nueva does not designate university than a traditional high Honors or AP courses. National Merit school, Nueva offers broad-based Class of 2019 The academic program builds interdisciplinary studies coupled Semifinalists 12 a robust foundation in the major with deep explorations into specific Commended 28 disciplines, supports deep inquiry areas of interest. into topics of individual interest, Hispanic Scholar 1 Nueva is accredited by the Western and provides explicit instruction in Total 41 Association of Schools and Colleges methods of thinking and reasoning.
    [Show full text]
  • Schools at a Glance Cambridge Public Schools 2020 – 21 School District Childhood Early
    Schools at a Glance CAMBRIDGE PUBLIC SCHOOLS 2020 – 21 School District School Childhood Early Rigorous, Joyful & Culturally Elementary Responsive Learning and Schools Personalized Support Schools Upper School High Resources SUPERINTENDENT’S WELCOME Dear Families & Community, It is my great honor and privilege to welcome you to Cambridge Public Schools (CPS) - a vibrant, diverse, and inclusive school community. In the midst of the global pandemic, the CPS community - including students, educators, families, and staff - have demonstrated great resilience, flexibility, creativity and strength. CPS’s shared vision of providing a rigorous, joyful and culturally responsive learning experience and personalized support for every student is even more important in the current context, when every student may need something different to be successful. CPS also continues its journey to become an actively anti-racist school district and organization, by working towards instilling inclusive principles across our hiring and retention practices for staff, culturally responsive teaching and learning for students, and meaningful partnership with our families, out-of-school time partners, and community members. In this Schools-at-a-Glance, you’ll find information about our schools, programs, and key contacts to help you navigate your journey with CPS. We greatly value our relationship with families as we work together to support our students academic, social, emotional, and developmental needs. We look forward to many years of collaboration and partnership. Thank you and welcome to the CPS family! Sincerely, Kenneth N. Salim, Ed.D. Superintendent Disclaimer: Information presented in Schools at a Glance refers to normal operating procedures. Some information may differ during the 2020-21 school year due to the COVID-19 pandemic.
    [Show full text]
  • UPPER SCHOOL 9Th -12Th Grades
    UPPER SCHOOL 9th -12th Grades The Future Of Education Is Here Riverfield Country Day is committed to developing lifelong learners. This is evident in the quality of School the curriculum and expertise of the faculty. The goals of the Upper School are to encour- age sound scholarship, independent learning, and critical thinking. The Upper School is the only non-sectarian independent high school in the Tulsa area and is accredited by the Independent Schools Association of the Southwest (ISAS). Riverfield continues to grow, with over 100 Upper School students. Small classes, with an average of 15 students per class, provide a rigorous and personalized academic program that emphasizes effective communication, fosters self-confidence, and gives a sense of purpose. A trusting and respectful environment leads to genuine dialogue among faculty and students. Riverfield was the first school in Oklahoma to offer a Tablet PC program, a unique tool that, when paired with our wireless campus, enhances student communication, presentation, and research capabilities. Riverfield Upper School provides challenge and support to all students so that they will graduate ready to meet the demands of college, a competitive workforce, and a complex life. Small classes emphasize effective communication with peers and faculty, foster self- confidence and give a sense of purpose in academic and personal goals. MISSION STATEMENT The mission of Riverfield Country Day School is to provide an excellent education in a family-oriented atmosphere. Students are motivated and encouraged to learn, develop, and mature in a respectful, secure, and diverse environment. A caring, creative faculty and a challenging, integrated, and personalized curriculum promote the development of the whole student as a confident and responsible learner prepared for real world success.
    [Show full text]