With the education of the individual child as the central focus,Joseph Sears School strives to provide an educational climate in which each child builds a core body of knowledge, masters key skills,and develops useful habits of mind, including familiarity with the creative process and superior critical thinking abilities. In addition, the school helps each child acquire self-knowledge and expects each child to learn social values and high standards, and to practice responsible citizenship within the broader community.
Against a background of growing social complexity and increasing world competition, Sears affirms its commitment to academic excellence and personal ethics in order to best prepare each student for the future. Specifically, while at Sears, each student:
Possesses Skills and Useful Habits of Mind
Based on Statement of Educational Purpose
This document serves as a companion to The Joseph Sears School"Statement of Educational Purpose," translating the philosophy inherent in the "Purpose" into a series of questions which assists faculty members in the formation and evaluation of educational programs. Depending on the scope and purpose of a program being considered, not all questions will be pertinent.
1. Is it IMPORTANT?
A. What student learning is expected to occur or improve as a result of the program? Are the program objectives as important as other learning objectives already embodied in the curriculum?
B. How will progress against the learning objectives be measured? In what ways will students and teachers be able to track student learning?
C. Does the program possess the rigor necessary to master the concept or skill?
D. Are the recommendations based on solid research and sound judgment?
2. Is it RELEVANT?
A. Are the body of knowledge and skills embodied in the program relevant to the needs of students in the years ahead? Are they more relevant than other programs?
B. In what ways will students be shown the relevance of the learning to their own lives?
C. Are the concepts or principles those which can be applied beyond the immediate context?
3. Is it INCLUSIVE?
A. Is every child able to benefit from the material and method of instruction? How is it applicable to all children, from gifted to those with special needs?
B. In what ways does it allow for different learning styles?
4. Is it INTEGRATED?
A. In what ways does the program build on the learning accomplished in prior class work and provide a firm foundation for subsequent study?
B. Does the program adequately prepare students for the academic requirements of high school?
C. Does it integrate or reinforce the content and skills generally associated with other subject areas?
5. Is it BALANCED?
A. Does the program address the developmental needs of the child - intellectual, emotional, social,physical and ethical?
B. Are the expectations for students rigorous yet suited to their developmental levels?
C. How does the program promote citizenship, leadership, self responsibility, and the acquisition of self-knowledge?
6. Does it INSPIRE?
A. In what ways does the program inspire teachers and students to learn and to go beyond the assigned material?
B. In what ways does the program inspire parents to cooperate and contribute to their children's learning?
C. To what extent does it promote responsible risk-taking and encourage creative thinking?
7. What is the COST?
A. For the program's most successful implementation, what new resources - tools, time, space, staff - are required? What do they cost?
B. Which of the program objectives can be realized without significant new outlays of resources?
8. What OTHER CONSIDERATIONS do you believe should be taken into account in evaluating the proposed program?