How We Educate

Philosophical Difference on How Children Learn – Social Learning is Not Conforming – Is Not Mass Production Education
Highly Relational by Design – Have Students for More Than One Year – Investment is Deep by Teachers, Parents and Students
Citizenship in the Classroom – Community, Social Learning
Essential Learning Taking Place in a Learning Community
Learning is a social activity (Piaget, Erikson, Vygotsky); One (1) Learning Community

All Children can Succeed – We Advocate for Children
A Child Centered Classroom – Students Own Their Learning and Are Responsible for Their Choices
A Learning Community with Classrooms of Mixed Abilities/Ages/Grades that is Intentional and Deliberately Constructed for the Benefit of the Children with Potential for All Children to Succeed
Respect for Each Child as a Learner is Foundation of Instruction and Curriculum Decisions

Continuous learning driven by the Common Core State Standards, California State Standards and Archdiocesan Standards
Standards are Purposeful and Meaningful
Not driven by textbooks – Teacher Centered vs. Child Centered
Tiered Lesson Plan for Ability Levels – Enrichment, Grade Level and Support (Remediation)
Differentiation and Collaboration
Students Are Supported to Master Standards and Rise to the Next Level

Standardized Test Do Not Drive Curriculum
Standardized Test Drive the Development of Effective Lesson Plans After Dissemination of Data for All Levels of Learners
Conforming to a Test is Not the Measure of Learning Growth or Future Success

The Effective Teacher Designs Lessons for Students of All Levels and Learning Styles
Students Learn at Individual Pace with Support (Montessori)
Students are Thinkers – Ability to Discern for Themselves
All Growth Can Not be Measured by Assessments – Affective Growth – Confidence, Desire, Critical Thinking
Students are Not Limited to Perform with Standards at Their Age or Grade Level; Boundaries are Not Built
Children Learn on Continuum of Standards Regardless of Age or Level
Curriculum Decisions are Made That Will Address the Span of the Grade Levels and Abilities of Students – Differentiation and Effective Teaching Strategies Based Upon the Multiple Intelligences

Direct, Guided, Whole Group Instruction of Common Core Standards
Identify Essential Common Core Standards Critical for Success on Next Standards and Preparation for College and Career – Identify “Essential” Standards
Huge Commitment by Teacher
Cross Curriculum Instruction – Plan Big Units
Children Feel Success – Hook Students into Learning – Student Responsibility
Literature Circles – Leveled Reading Groups with Level Appropriate Novels
Exposure to Literature at All Levels Including Academic Vocabulary
Instructional Methodology – Direct Guided Instruction, Minimal Whole Group Instruction, Small Group Instruction (Primary), Independent Work with Support, Collaborative Learning (Learning Community) and Cross Age Collaboration
Develops Critical Thinkers, Independent Learners, Leaders, Problem Solvers, Role Models
Develops Conflict Resolution, Peer Relations, Responsibility and Self Esteem in a Rich Environmental Environment

Teachers Follow Students for More Than One (1) Year
Teachers Know Each Students Strengths and Areas for Improvement Intimately
Strong Bond Between Teacher and Student
Mentor Relationship Between Teacher and Student and Student and Student
Teachers Facilitate Student Learning; Teachers Are Not Just Dispenser of Knowledge
A Partnership between Teachers, Students and Parents is Vital and Collaboration is the Norm

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