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General Academic Matters

Hours

  • Before school Care (Prekindergarten-Eighth Grade): 7:15-7:50 a.m.
  • Before school Care (Preschool): 7:50-8:45 a.m.

Classroom Hours

  • Preschool (3- or 5-day): 9 a.m.-noon
  • Prekindergarten: 8:15 a.m.-noon
  • Lower School (Kindergarten-Fourth Grade): 8:15 a.m.-3:10 p.m.
  • Middle School (Fifth-Eighth Grade): 8:10 a.m.-3:25 p.m.

Afternoon Enrichment Program

  • Preschool: noon-3:10 p.m.

After school Care

  • 3:10-6 p.m.

Absence

Parents must notify the School by 8:30 a.m. when a student is ill. Middle School parents should email or call the Middle School Coordinator. Parents must also send in a written explanation for absences upon the student’s return to school. Regular attendance is a crucial component of a student’s success at St. Anne’s School and student performance may be affected by absence. Due to the extensive hands-on nature of our program, work cannot be readily made up. 

  • Teachers should not be asked to prepare work ahead of time for a family vacation planned for when school is in session. 
  • Family vacations should be scheduled during school holidays, and families are discouraged from taking students out of school during days before or after a school break. Absences, other than for illness, are strongly discouraged.

Tardiness

Please bring students to school on time. Prekindergarten through Eighth Grade students should be seated and ready to start their day by 8:15 a.m. Preschool classes begin promptly at 9:00 a.m. All students arriving late for the school day must be accompanied by a parent and report to the front office to sign in. Repeated tardiness hampers student progress. 

Academic Program Information for Early Childhood and Lower School

Easing the Transition to School

At St. Anne’s School, we see September and October as critical months to build relationships and we strive to ease the transition between home and school. 

  • Your child’s teacher will write to your child in mid-August welcoming him/her into the class.
  • In Early Childhood, we schedule short individual Welcome Visits between you (parents/guardians) and your child’s teacher during an afternoon slot on one of these days. At this visit, you will meet your child’s teachers and share pertinent information about your family and your child. This general information time is intended to help us understand how to help your child feel happy, settled, and safe, and to welcome you. We will share some “nuts and bolts” information about your child’s daily schedule and school routines, for example.

The Role of the Teaching Staff

Your child’s teacher or advisor is a primary conduit for you and will be able to answer many questions you have about your child and the program. Teachers and administrators value the critical connection between parents and children. We know that a positive partnership between home and school at the outset of learning can have long lasting effects on the learner, the parent, and the school community. We welcome conversation with you and make every attempt to keep you well aware of our program through events, written program overviews, regular newsletters home, and special notices.      

Cooperation at all levels is a powerful mode of working that makes possible the achievement of the goals that we have set for ourselves at St. Anne’s School. Teachers maintain a strong collegial relationship with all other teachers and staff and engage in continuous discussion and interpretation of their work as well as of the work of and with children. These exchanges provide training and enrichment. All teachers have access to top professional development.  Because we characterize ourselves as life-long learners, we seek methods and techniques that are considered the best in the field of early education. 

Typical Schedule in Early Childhood and Lower School

Preschool

  • 8:50-9 a.m.: Arrival on playground.
  • 9:30-9:40 a.m.: Morning Meeting
  • 9:40-11:50: Interest areas
    • Snack
    • Links (Music and Movement, Chapel)
    • Recess
    • Closing Circle
  • Noon: Dismissal
  • Noon-3:10: Afternoon Enrichment Program for registered students

Prekindergarten

  • 7:50-8:10 a.m.: Arrival on playground.
  • 8:15 a.m.: Morning Meeting
  • 8:40-1:50 a.m.: Interest areas
    • Snack
    • Links (Music, PE, Science, Chapel)
    • Closing Circle
  • Noon: Dismissal

Lower School (Kindergaten-Fourth Grade)

  •  7:50 – 8:10 a.m.: Arrival
  •  8:15 – 8:40 a.m.: Morning Meeting
  •  8:40 –11:20 a.m.: Academic Block
  • 11:20 -11:50 a.m.: Recess, First and Third Grade; Lunch, Second and Fourth Grade
  • 11:50 a.m.-12:20 p.m.: Recess, Second and Fourth Grade; Lunch, First and Third Grade
  • 11:30-noon: Kindergarten Lunch
  • Noon-12:30 p.m.: Kindergarten Recess
  • 12:20-3:10 p.m.: Links/Academic Block/Closing Meeting
  • 3:10 p.m.: Dismissal

Afternoon Enrichment Program: Early Childhood

Afternoon Enrichment Program for Preschool and Prekindergarten spans the time from Noon to 3:10 p.m. Children bring a lunch and drink from home. This is followed by time for play, both indoors and outdoors. Teachers plan a special activity, art project, or craft each day and read a story to the children. There is a thirty minute quiet time when children rest and look at a book. Throughout the year different groups are arranged so that children have an opportunity to make a number of different friends.

We ask that each AEP friend bring a crib sheet or towel from home to use on his/her cot at rest time. Bedding is sent home weekly for washing. Children who stay just one day a week should bring a towel or sheet on that day only. Communication about lunch and rest time is sent home daily in a small binder to parents. We ask that you read and return the binder for each AEP day your child attends.

Registration for AEP is for a specific day(s) for the year. For example, a child may come every Monday, Wednesday, and Friday, or Tuesday and Thursday. Open enrollment occurs prior to each new trimester: in the summer, prior to Thanksgiving, and in the early spring. Please check communication carefully between home and school for open enrollments dates.

Please note: We cannot accommodate students, AEP registered or unregistered, for drop-in days or occasional days. To do so would affect appropriate staffing and create potential safety issues.

In addition, as indicated in each trimester’s letter, there is an administrative processing fee for any trimester enrollments or cancellations that occur after the enrollment deadline dates. Billing statements are sent home by trimester. Contact Krista Spradlin, Afternoon Enrichment Program Director, for further information.

Grades and Reports

The academic year is divided into three marking periods, or trimesters. At the end of each marking period, the teacher will give formal feedback on the student’s progress relative to the major goals for each course. The student will meet with his/her advisor to interpret the report and to set academic goals for the next marking period.

Homework

Research shows that the greatest benefit of homework for lower school students is the development of good work habits and attitudes. When we assign homework, best practices state that we need to look at two factors: quality and time. Quality homework is work that has a clear purpose for students, is interesting, is relevant to the next day’s work, and is not new material to be “taught” by the parent.

Quality homework activities include required reading for at least 15 minutes a day, independently and with you; required practice of math facts for up to 10 minutes a day, using interactive computer games, flash cards and other games sent home with students; and review of spelling words. From time to time, we will assign special projects, too. At St. Anne’s School, we have developed a continuum of time spent on homework based on what is considered best practice and is aligned with building toward a smooth transition to Middle School:

  • First Grade: bringing materials to and from school, including books to read aloud, and reading with family
  • Second Grade: up to 20 minutes, up to 4 times a week
  • Third Grade: up to 30 minutes, up to 4 times a week
  • Fourth Grade: up to 40 minutes, up to 4 times a week

Parents should emphasize that daily practice is required and set up a routine. There should be one place designated for homework that includes paper, pencils, etc. Homework should be completed at similar times during the evening every night it is assigned. These times include the required reading time, required math practice and required spelling review. No child should be frustrated or dismayed by homework, so please find an appropriate stopping point if you exceed the time allotted and let your child’s teacher know. If your child exceeds the allotted time, please mark on the assignment just how long your child spent on the work.

Standardized Testing

Students in Second through Fourth Grade take the Stanford Test, Series 10, abbreviated multiple choice, battery and/or open-ended test.

Chapel

Students in Lower School attend chapel on Mondays at 10:55 a.m. Chapel is an integral component of the philosophical and spiritual program. Parents are invited and encouraged to attend chapel.

Social Curriculum

The social curriculum in the Lower School employs an approach to teaching and learning based on the assumption that students need to learn and practice a set of social skills – cooperation, assertion, respect, empathy and self-control – in a caring environment. The social curriculum serves as the fabric into which all the critical, challenging academic tasks are woven every day. When students feel safe, cared for and valued, they can take healthy risks required to tackle those tasks that strengthen their cognitive abilities as well as their social and physical abilities. Through modeling, practice and discussion, students learn ways to better understand and value their own gifts and contributions, as well as those of others. Our work in the social curriculum is framed by the guiding principles put forth by the Responsive Classroom, an organization developed by the Northeast Foundation for Children. The seven principles that guide the Responsive Classroom approach are:

  • The social curriculum is as important as the academic curriculum.
  • How children learn is as important as what they learn: Process and content go hand in hand.
  • The greatest cognitive growth occurs through social interaction.
  • To be successful academically and socially, children need a set of social skills: cooperation, assertion, responsibility, empathy and self-control.
  • Knowing the children we teach – individually, culturally, and developmentally – is as important as knowing the content we teach.
  • Knowing the families of the children we teach and working with them as partners is essential to children’s education.
  • How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.

Class Placement

Near the end of each school year, teachers and the associate head of school meet in transitional teams to discuss section placement of students for the following year. The faculty makes decisions on what is best for individual students and what creates balanced and compatible classes. Class make-up is changed each year to allow flexibility in grouping and opportunities for students to broaden their social contacts and experience. Although parental input is welcome and considered, parents do not select teachers or classes for their child.

Progression of Students

Students progress to the next class unless there are compelling reasons to consider other options. The School makes every effort to communicate on a regular and timely basis with parents of students who may not be ready to progress to the next level.

Recommendations are based upon teacher observations, tests, progress reports, discussion with parents and, in some cases, recommendations from outside specialists. Although a parent is considered in team decisions to determine an appropriate course of action, the School makes the final decision about a student’s progression to the next grade.

Student Records

The School maintains permanent files for each student. Included in these records are copies of attendance reports, health forms, progress reports and standardized testing results. Transcripts are sent to other schools as requested by a written parental release form. The School requires at least twenty-four hours notice to produce student records.

Parent Conferences and Reports

Progress reports and conferences are arranged to promote helpful communication between parents and the School and to record student progress. In the Early Childhood Division, reports or comment sheets are sent home three times per year, and parent conferences are scheduled at least two times per year. In the Lower School, reports are sent home two times per year, and parent conferences take place twice yearly. In the Middle School, reports are sent home three times per year, and parent conferences are scheduled at least twice yearly.

Parent Questions & Concerns

When parents have questions or concerns, they should raise them with the staff member who is most directly involved, in the order listed below. Please schedule a mutually convenient time to speak or meet.

  • Classroom teacher/Link teacher
  • Program Coordinator
  • Associate Head
  • Head of School

Discipline in Early Childhood/Lower School

We expect everyone at St. Anne’s School of Annapolis to be positive, contributing members of our community. Each student is responsible for developing her/his own abilities and for helping others develop theirs by: 

  • Supporting each individual’s dignity and right to learn.
  • Nurturing and caring for the community in its diversity.
  • Respecting the environment and personal community property.

We foster self-discipline at St. Anne’s School of Annapolis, and we expect students to act with respect, responsibility, honesty, kindness, and common sense. We believe that students, teachers, support staff, and administrators must all be involved in the construction of ethical standards for everyone in the school environment. 

Essentially, the same disciplinary philosophy prevails in all grades. Schooled in methods and techniques common for establishing guidelines, determining logical consequences, and implementing conflict resolution approaches, our faculty and administration work in positive proactive and constructive reactive ways when a discipline issue arises. On the proactive side of school discipline, faculty and students work together to establish goals and guidelines for appropriate school behavior. These guidelines are based on alignment with the school’s mission about ways in which we expect to treat one another. They offer a known and consistent framework within which students may conduct themselves.

On the constructive reactive side of discipline, procedures are put in place to have an orderly, consistent, and predictable means of dealing with mistakes. Consequences are chosen to empower students to do better next time. The school wants to build in students the capacity to stop and think, control impulses, and use social skills to deal with situations in such a way that everyone has his or her needs met (Northeast Foundation for Children, Guidelines of the Responsive Classroom and Developmental Design). Teachers seek to employ consequences that are respectful, relevant, and realistic. Use of techniques such as reparation, loss of privilege, and time out, or processes such as social conferences, conflict resolution, class meetings, and behavior contracts are all strategies that may be used in a disciplinary situation. 

The School anticipates that parents will work in full partnership with faculty, staff and administration for the benefit of their children and all the children at St. Anne’s School. The relationship between family and school exists in the spirit of mutual respect and is marked by a sense of cooperative collaboration. When your child shares with you an issue, conflict, or topic that may require a disciplinary response, the School counsels families to work with appropriate parties at school toward resolution. In the Early Childhood Division, Lower and Middle School, the homeroom/core teacher or supervising link teacher handles discipline issues that occur under their direct supervision. Again, other teachers, the advisor, or the division head or head of school may be consulted as needed.

Tutoring

The School sometimes recommends tutoring for a student. Tutors are listed through Enrich Annapolis and coordinated through the School’s Learning Specialists. Tutoring is most effective when it is part of a team effort. Tutoring generally occurs before and after school hours so that it does not interfere with the academic program.

The Role of Tutors at St. Anne’s School of Annapolis

Everything from music lessons and karate to dance and extra visual arts classes are crowding a student’s growing resume in an effort to create the most appealing candidate for upper schools and colleges today. In many independent schools across the country, tutoring has been added to this list of perceived “must dos” that will further fill busy days in an effort to round a child’s learning experience. And, often, tutoring is added to this list before its necessity is confirmed by the persons working most closely with the student.

The reality is that tutoring is most appropriate for students in challenging academic programs who have learning differences and require extra support in order to be successful. In these instances, the school works in close collaboration with the parent and school specialists to design a support system that will benefit the child, sometimes using resources within the school and, at other times, guiding families to outside specialists for further help. 

For other students, tutoring provides a supportive setting for those who lack confidence—especially within a particular subject. A student may well blossom with the special, one-on-one support provided in a tutoring environment, receiving immediate and specialized feedback as she or he works towards very specific goals. 

In elementary programs, some parents hire tutors to supplement a child’s program, fearing that critical elements are being left out of their child’s program. What are these critical elements? Often, they are methods or techniques that the adults encountered in their own learning experiences which may no longer be part of a regular school program. While tutoring for this reason may not actually cause harm, it can overtax a child who has a rich, full day that is not less than, but simply different from, the type of program parents are familiar with or had themselves as children.

Parents in the later elementary years often take on the responsibility of “homework manager” as their children bring home more tasks. Initially, simple guidance and skill development may be helpful. More often than not, though, parents feel an undue pressure for their child’s homework success. 

During early adolescence, parents’ emotional relationship with their child may become compromised over tension that arises from academics. As children mature, they may resent parents for placing additional pressure on them where academics are concerned. When this happens or before this happens, the school may recommend a homework buddy or tutor for a student. Using tutors in this way relieves the parent of the role of homework ogre. A neutral homework buddy serves as a role model, guiding the student with the specifics of homework planning and study skills. This frees your family from stress, averts those homework battles that may otherwise ensue, and allows for happier, more productive evening time together.

If you’re concerned that your child is falling behind with school assignments, is confused or unhappy on a regular basis about school work, or is not successful with grade level tasks, the first person to talk to is your child’s teacher. The teacher, who has worked with hundreds of same-aged students, will be able to put concerns into perspective. If the teacher believes extra support is warranted, she or he will start the process within the school setting and refer you to school professionals who may help you both with selection of the tutor and the types of strategies or activities that will help your child.

Any type of tutoring works best when there is clear and frequent communication among the family, the school, and the tutor. A tutoring program should be complementary to the school program—it should support, rather than stress, the student. Ideal tutoring time includes opportunities to revisit concepts introduced in school in order to deepen understanding and provide clarity. Tutoring, as with any enhancement program, should be the measure that’s considered only after parents have consulted with the school professionals.

 Media Center

The Media Center is a vital hub of the learning environment at St. Anne’s School, providing all kinds of media materials to support the curriculum, independent study and leisure reading.

Books and materials in the general collection are signed out at the desk and are to be returned within 14 school days, at which time they may be renewed. A student is responsible for all books and materials signed out in his/her name. Borrowing privileges may be restricted for students with excessive overdue materials. Overdue notices are issued approximately every month and given to the students. When a student receives an overdue notice, it is his/her responsibility to return the materials or to present any extenuating circumstances to a member of the Media Center staff within five days. If a student fails to respond within this grace period, he/she forfeits the right to contest any charges assessed. After this grace period, a bill for the materials will be sent by the Business Office and a service charge will be attached. Once items are billed, the non-refundable service charge will stand even if the material is later found. Families are expected to pay replacement costs for any lost materials.

Reference materials are to be used only in the Media Center, but may be signed out overnight after 2:30 p.m. Overnight materials are due by 8:15 a.m. the next morning.

St. Anne’s School has 22 computers in the Media Center and two wireless carts with 20 computers each for instruction, projects and research. Students are welcome to use these with adult supervision. They are asked to respect the equipment and follow certain guidelines. Failure to follow these guidelines may result in a student being prohibited from using the computers for a period of time.

  • Software that is installed on hard drives and on the server belongs to the School. No one is permitted to make copies of this software. Under no circumstances is anyone to install any other software on the computers. Such actions are not only against school policy, they are illegal.
  • No student should tamper with hard drives or network settings. These are defined for the use of everyone, and it is not acceptable to personalize any machine.
  • Documents should be saved in the students’ “virtual lockers”, not on the hard drive.
  • Problems should be reported to the Media Specialist or a teacher. Under no circumstances should students try to change any hardware or to repair any problem they perceive.
  • Students should spell-check and proof-read their work before printing. Students should use the copy machine for multiple copies, rather than printing extras from the laser printer. The color printer is to be used for special projects and assignments only, and students need to have the permission of the Media Specialist, the librarian or a teacher prior to use the color printer.
  • Students in the Middle School and parents are asked to sign an Acceptable Use Policy (AUP). This gives the student the privilege to access and use the Internet for educational purposes. By signing the policy, the student also agrees to abide by St. Anne’s School general computer use guidelines. Failure to follow the AUP will result in the student losing computer privileges.

Religious Life

St. Anne’s School offers students a lively academic program coupled with a strong spiritual foundation, where each student is valued as a unique gift from God, possessing a unique set of promising qualities that can be best developed in a loving and spiritually enriched environment. Our goal is for our graduates to live fully realized lives, to achieve the full development of their unique and awesome gifts, not only for the sheer joy of accomplishment, but also to make a difference in the world.

The spiritual life of the school is embedded  in every aspect of the lives of the students and adults, and observed in the four practices identified by the National Association of Episcopal Schools: regular chapels are held as the centerpiece of school life; religious education classes are offered in an inclusive environment where every student’s creed and traditions are respected; the school community intentionally lives out faith by example; and all classes participate in community service learning activities.

Birthdays, Parties and Gifts

Parties held during class time: In celebration of their birthdays and for class parties, students may bring a special snack to share with all of their classmates. Soda is not permitted.

Parties held outside of class time: Students may distribute private party invitations at school only if the entire class, both boys and girls, are invited. When determining a guest list, please be thoughtful about who is to be included. To avoid hurt feelings, we suggest that if you are inviting half the class, you open the party to the entire class.

Class Parties and Special Occasions

There are several class parties held throughout the year. We like to arrange celebrations that meet the needs of the children in the class and that focus on them in a special way with child-friendly, developmentally appropriate activities, crafts, games, and healthy snacks. Siblings usually are not included, because they often detract from student enjoyment of the celebration. Teachers and room parents will contact you about specific arrangements. 

Parties/Gift Collections requiring exchange of money: Please refrain from having student collect checks or cash to bring home in kidmail. Parents who would like to collect a sum for a gift or party should drop off an envelope with the teacher for collection. Once the collection is completed, parents may retrieve the envelope from the teacher. This will prevent misplaced or lost money.

End of Year Celebrations
St. Anne’s School of Annapolis celebrates a joyful year learning together through our annual school-wide sing-a-long and Field Day. This event serves for each grade as the class “year end” party, as well as a school community celebration. We have found over the years that a celebration at this time of year works well, before the hustle and bustle of wrapping up the year begins. We ask that families do not have off-site, school parties during school hours. We respectfully ask that any events outside of school do not involve the school or staff in the planning, organization, and execution of such events.

Academic Program: Middle School

Academic Schedule

Middle School uses a flexible block format schedule, which begins at 8:15 a.m. and ends with 3:25 p.m. dismissal. Chapel is on Wednesday morning at 8:15 a.m., and parents are welcome. All students receive schedules for their binder, locker and home the first day of school. Additional copies are available from the front office.

Advisory

Each student is assigned to an advisory with up to twelve students. The advisor communicates with the advisee’s teachers and gains an overview of the students. Advisories meet formally three times during the week and students gather by advisory groups for study hall, chapel and assemblies.

Advisory objectives include:

  • Academic advisory: promotes academic growth through study skills, time management and goal setting
  • Advocacy emphasis: focuses on addressing students’ individual needs and personal concerns in the development of close relationships between the students and advisor
  • Community focus: emphasis on addressing students’ social needs; providing a feeling of belonging for students as advisory groups develop a family atmosphere and celebrate accomplishments, holidays and birthdays
  • Social curriculum: focuses on helping students to develop skills in the areas of understanding self and others, problem solving and decision making
  • Housekeeping tasks: focuses on sharing information, collecting money for dress down days and field trips, etc.

Advisories begin with the daily news, greeting, prayer and sharing. Activities vary according to the day. 

In general, parents should communicate with the advisor when they have a concern. The advisory system works best when teachers, students and parents establish a solid relationship. Tiffany Musa, Middle School Coordinator, is also available to assist with any student or parent issue.

Grades and Reports

The academic year is divided into three marking periods or trimesters. At the end of each marking period, the teacher will give formal feedback on the student’s progress relative to the major goals for each course. The student will meet with his/her advisor to interpret the report and to set academic goals for the next marking period.

Homework and Tests

The purpose of homework is for independent review of material which has been taught or to work on a long term project that requires time outside of the school day and is an integral part of the curriculum. Other purposes include fostering positive and independent study habits, reinforcing skills and concepts learned in class, encouraging creativity and self expression, and instilling the habit of reading, computing, key boarding and critical thinking. Grade teachers work together to coordinate assignments and test dates to avoid creating too great a workload on any particular night. Ideally, students should complete their work without significant direct assistance from an adult. If support is given or needed on a consistent basis, please contact your child’s teacher. 

Students in Fifth and Sixth Grade should expect to spend 1 to 1 ½ hours per night on schoolwork. In Seventh and Eighth Grade, the time increases to 1 ½ to 2 hours. If a student uses significantly less or more time to complete daily homework, please communicate with the advisor. Teachers help students to plan ahead to use their time wisely, and to work on long range projects in small increments. Every student is expected to use a daily planner which is distributed on the first day of school.

Make Up Work

When students are absent, it is their responsibility to get missed assignments from their homework buddy. Students should make up missed work as soon as possible. If a great deal of time is missed, the student should work with his/her advisor to set up a schedule for completing missed work. Teachers have the discretion to modify missed assignments as appropriate.

All homework will be delivered by the homework buddy to the homework file holders located on the second floor by student mailboxes by 3:00 p.m. A parent, sibling or friend should pick up the work there. Please also see the general policy on absence.

Standardized Testing

Students in Fifth through Eighth Grade take the CTP IV of the Educational Records Bureau in the spring. Test results are mailed in early fall.

Chapel

Students attend weekly chapel on Wednesdays from 8:15 a.m. Chapel is an integral component of the philosophical and spiritual program at St. Anne’s. Parents are invited to attend any chapel. Students sit with advisories and attendance is required for all students and advisors. Students have an opportunity to participate in a variety of ways and will be invited to volunteer to help lead chapel.

Electives

Electives meet weekly for 60 minutes. Twice yearly, a variety of activities is offered and students may choose from these offerings, providing their top five choices. Among the offerings are arts, school yearbook, literary magazine, and music. Some of the activities require an additional fee and are so described on the sign-up sheet.

Service Learning

Making a meaningful contribution to the community is strongly encouraged throughout the middle school years. Each grade has a major project on which it focuses, as well as joining in various school-wide efforts during the course of the year. Eighth Grade students participate in individual service projects.

Social Curriculum

The social curriculum in the middle school serves as the fabric into which all the critical, challenging academic tasks are woven every day. It promotes the development of self-discipline, respect, responsibility, leadership opportunities, life skills and service learning – the key ingredients needed to optimize intellectual and ethical growth.

The principles developed by the founders of the Northeast Foundation for Children are the foundation for the social curriculum at St. Anne’s School. We build upon this foundation in our Middle School Program using Developmental Designs for Middle School, an approach based on the belief that the better the relationships are in a school, the more successful the students can be, both academically and socially. The six principles that guide the Developmental Design approach are:

  • Social learning is as important to success as academic learning.
  • We learn best by constructing our own understanding through exploration, discovery, and application.
  • The greatest cognitive growth occurs through social interactions within a supportive community.
  • There is a set of personal and social skills that students need to learn and practice in order to be successful socially and academically: cooperation, assertion, responsibility, empathy and self control.
  • Knowing the physical, emotional, social and intellectual needs of the students we teach is as important as knowing the content we teach.
  • Trust among adults is a fundamental necessity for academic and social success in a learning community.