Jump to content

Search the Community

Showing results for tags 'country'.

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Forums

  • EduCativ
    • Announcements
    • Feedback and Ideas
    • Contact Us
  • Institutes
    • India
    • United States
    • Albania
    • Algeria
    • Andorra
    • Argentina
    • Australia
    • Austria
    • Bahrain
    • Belarus
    • Belgium
    • Bosnia and Herzegovina
    • Bulgaria
    • Canada
    • China
    • Croatia
    • Cyprus
    • Czech Republic
    • Denmark
    • Egypt
    • Estonia
    • Finland
    • France
    • Germany
    • Greece
    • Hong Kong
    • Hungary
    • Iceland
    • Indonesia
    • Ireland
    • Italy
    • Japan
    • Jordan
    • Kuwait
    • Latvia
    • Lebanon
    • Liechtenstein
    • Lithuania
    • Luxembourg
    • Macedonia
    • Malaysia
    • Malta
    • Mexico
    • Moldova
    • Monaco
    • Morocco
    • Netherlands
    • New Zealand
    • Nicosia
    • Northern Ireland
    • Norway
    • Oman
    • Pakistan
    • Philippines
    • Poland
    • Portugal
    • Qatar
    • Romania
    • Russia
    • San Marino
    • Saudi Arabia
    • Scotland
    • Serbia
    • Singapore
    • Slovakia
    • Slovenia
    • South Africa
    • South Korea
    • Spain
    • Sweden
    • Switzerland
    • Syria
    • Taiwan
    • Thailand
    • Tunisia
    • Turkey
    • Ukraine
    • United Arab Emirates
    • United Kingdom
    • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Blogs

  • Victoria
  • K S PUBLIC SCHOOL
  • Aavishkar School
  • Stepping Stones High School

Find results in...

Find results that contain...


Date Created

  • Start

    End


Last Updated

  • Start

    End


Filter by number of...

Joined

  • Start

    End


Group


About Me

  1. Hampshire Country School is a place of possibilities for high-ability boys entering later elementary or middle school. The school offers understanding, light-heartedness, and structure to educate boys in a family-style, supportive, and calming learning community. Inspiring excitement for learning, living, and playing, the school promotes growth in academics as well as social, behavioral, and emotional intelligence. The campus, 1700 acres of New Hampshire farmland and woods, provides for the intentional integration of structured academic classes and experiential activities to nurture the bright, active and curious side of each boy. Hampshire Country School has experience and success with boys who have been diagnosed with ASD, NLD, ADHD, and similar diagnoses. Since 1948, Hampshire Country School has been a unique and special place. It has been a haven for parents whose children needed someone to believe in them and to notice their strengths rather than their difficulties. It has been a school where students have come to believe in themselves, have accomplished more than they thought possible, and have made life-long attachments after thinking that friends were just something other people had. Hampshire Country School is a place for boys with high intellectual potential that has not been realized and with idiosyncrasies that may have become major problems in traditional settings. The school provides an unusual environment in which those problems are no longer as significant — not because they have been “fixed,” but because the school’s focus is on the bright, active, engaged, and engaging side of each child rather than on his quirks or limitations. If an intellectual, unusual, or eccentric boy who does not fit in other environments has been longing, perhaps without saying so, for a place where he can belong and grow, Hampshire Country School may be the answer. Hampshire Country School is a non-profit 501(c)3 educational organization governed by a Board of Trustees. It is accredited by the New England Association of Schools and Colleges. Professional memberships include the National Association of Independent Schools, The Association of Boarding Schools, the Independent Schools Association of Northern New England, and the Small Boarding Schools Association.
  2. Hampshire Country School is a place of possibilities for high-ability boys entering later elementary or middle school. The school offers understanding, light-heartedness, and structure to educate boys in a family-style, supportive, and calming learning community. Inspiring excitement for learning, living, and playing, the school promotes growth in academics as well as social, behavioral, and emotional intelligence. The campus, 1700 acres of New Hampshire farmland and woods, provides for the intentional integration of structured academic classes and experiential activities to nurture the bright, active and curious side of each boy. Hampshire Country School has experience and success with boys who have been diagnosed with ASD, NLD, ADHD, and similar diagnoses. Since 1948, Hampshire Country School has been a unique and special place. It has been a haven for parents whose children needed someone to believe in them and to notice their strengths rather than their difficulties. It has been a school where students have come to believe in themselves, have accomplished more than they thought possible, and have made life-long attachments after thinking that friends were just something other people had. Hampshire Country School is a place for boys with high intellectual potential that has not been realized and with idiosyncrasies that may have become major problems in traditional settings. The school provides an unusual environment in which those problems are no longer as significant — not because they have been “fixed,” but because the school’s focus is on the bright, active, engaged, and engaging side of each child rather than on his quirks or limitations. If an intellectual, unusual, or eccentric boy who does not fit in other environments has been longing, perhaps without saying so, for a place where he can belong and grow, Hampshire Country School may be the answer. Hampshire Country School is a non-profit 501(c)3 educational organization governed by a Board of Trustees. It is accredited by the New England Association of Schools and Colleges. Professional memberships include the National Association of Independent Schools, The Association of Boarding Schools, the Independent Schools Association of Northern New England, and the Small Boarding Schools Association. View full school
  3. Coupled with our small class sizes and individualized instruction, the MCDS curriculum is the cornerstone of one of the country’s finest college-preparatory educations. An inspiring learning environment is critical for maintaining our academic standards. Beginning with our esteemed faculty who exuberantly share their knowledge and love for learning daily, it continues with parents dedicated to providing the support children need for quality education. And last, but certainly not least, students embody our everyday lessons of respect, acceptance, and understanding. MCDS is an IB World School and accredited by the Independent Schools Association of the Central States (ISACS) and is a member of the National Association of Independent Schools (NAIS). Selecting the best school for your child is one of the most important decisions you will make in your lifetime. Madison Country Day School is a choice available to your family as you consider which school best fits your children. We believe that the “one size fits all” approach is not appropriate for an endeavor as important as your child’s education and preparation for a meaningful life. Our school is best defined by its community. As a fully accredited independent school, Madison Country Day School first and foremost distinguishes itself by the freedom to set its course—as such, we purposefully have established a school community in which every child is valued for her or his individuality. Madison Country Day School is a student-centered school—a school where each child is truly known. This is first and foremost evident in the expert care and instruction our faculty delivers in a highly personalized yet focused school environment may that be the academic classroom, the athletic fields, the many fines and performing arts spaces, the nature-rich campus, or the many field trip destinations. Your child’s individuality is honored at our school by two core beliefs. Firstly, we believe that every child possesses an extraordinary capacity to learn. We are awed by the potential each child offers our community, may that be the local or global stage. Secondly, we believe a child’s effort is generally more important than ability. This implies that our teachers are focused on fostering a child’s motivation, fully well knowing that the greatest reward a child can experience is the moment a child jubilantly proclaims “I got it,” or “I did it,” or “I love this.” A good dose of intrinsic motivation is the foundation to healthy confidence to work toward a great outcome—in our case, the International Baccalaureate Diploma, a globally accepted certification of excellence and achievement. It takes great teachers to provide such a foundation—and we have such teachers at Madison Country Day School. The mission of Madison Country Day School is to provide an intellectually stimulating, personally enriching, and academically challenging program in the liberal arts and sciences to an able and diverse student body. Furthermore, we measure the curriculum and student achievement against the finest programs in the world. We also contribute to the larger community by developing effective educational programs to serve as models for other private and public schools. From this shared mission and set of beliefs, we have established a series of expected outcomes. We expect all students to: Read fluently and critically Write clearly and authentically based upon knowledge and personal experience Speak persuasively, able to challenge others’ beliefs and articulate their own Reason carefully, analyze complex situations, discover connections, and solve a wide range of intriguing problems Listen attentively with an open mind to ensure they are understanding the words as well as the meaning of the speaker Possess the confidence and strength of character required to both love and critique themselves Become confident, capable, humble, and interesting life-long learners. We take pride in developing students that are not only intellectually astute but also engaging and personable. MCDS is committed to measuring our curriculum and student achievement against the finest programs in the world. Academic excellence at MCDS begins with a rigorous, world-class curriculum, immersing students in the arts, sciences, and languages from the moment they step into a classroom. Combined with small class sizes and instruction that challenges and supports each student, the MCDS curriculum is the cornerstone of an exceptional college-preparatory education. Students do not simply memorize facts. To think like a scientist or historian takes much more than knowing information. Students and teachers engage in our curriculum through a combination of in-depth discussions, seminar-style classes, and projects that explore real-life applications. MCDS graduates are well prepared to tackle the challenges that lie ahead as tomorrow’s leaders with strong analytical, idea generation and communication skills. Further, an emphasis is put on interdisciplinary understanding, so that our students are prepared to address the complexities that await them when they graduate. We live in a time when information and facts are available in the palm of your hand. Thus, a world-class education requires teachers dedicated to helping students make sense of those facts and understand what they know in the context of a rapidly changing world. MCDS teachers do this, all while knowing our students as individual people and learners. At MCDS, our experienced and dedicated faculty recognize and encourage the many talents of each student. In small classes of peers eager to learn, students form lasting friendships and working relationships with teachers committed to their success, allowing each student to truly soar. View full school
  4. Coupled with our small class sizes and individualized instruction, the MCDS curriculum is the cornerstone of one of the country’s finest college-preparatory educations. An inspiring learning environment is critical for maintaining our academic standards. Beginning with our esteemed faculty who exuberantly share their knowledge and love for learning daily, it continues with parents dedicated to providing the support children need for quality education. And last, but certainly not least, students embody our everyday lessons of respect, acceptance, and understanding. MCDS is an IB World School and accredited by the Independent Schools Association of the Central States (ISACS) and is a member of the National Association of Independent Schools (NAIS). Selecting the best school for your child is one of the most important decisions you will make in your lifetime. Madison Country Day School is a choice available to your family as you consider which school best fits your children. We believe that the “one size fits all” approach is not appropriate for an endeavor as important as your child’s education and preparation for a meaningful life. Our school is best defined by its community. As a fully accredited independent school, Madison Country Day School first and foremost distinguishes itself by the freedom to set its course—as such, we purposefully have established a school community in which every child is valued for her or his individuality. Madison Country Day School is a student-centered school—a school where each child is truly known. This is first and foremost evident in the expert care and instruction our faculty delivers in a highly personalized yet focused school environment may that be the academic classroom, the athletic fields, the many fines and performing arts spaces, the nature-rich campus, or the many field trip destinations. Your child’s individuality is honored at our school by two core beliefs. Firstly, we believe that every child possesses an extraordinary capacity to learn. We are awed by the potential each child offers our community, may that be the local or global stage. Secondly, we believe a child’s effort is generally more important than ability. This implies that our teachers are focused on fostering a child’s motivation, fully well knowing that the greatest reward a child can experience is the moment a child jubilantly proclaims “I got it,” or “I did it,” or “I love this.” A good dose of intrinsic motivation is the foundation to healthy confidence to work toward a great outcome—in our case, the International Baccalaureate Diploma, a globally accepted certification of excellence and achievement. It takes great teachers to provide such a foundation—and we have such teachers at Madison Country Day School. The mission of Madison Country Day School is to provide an intellectually stimulating, personally enriching, and academically challenging program in the liberal arts and sciences to an able and diverse student body. Furthermore, we measure the curriculum and student achievement against the finest programs in the world. We also contribute to the larger community by developing effective educational programs to serve as models for other private and public schools. From this shared mission and set of beliefs, we have established a series of expected outcomes. We expect all students to: Read fluently and critically Write clearly and authentically based upon knowledge and personal experience Speak persuasively, able to challenge others’ beliefs and articulate their own Reason carefully, analyze complex situations, discover connections, and solve a wide range of intriguing problems Listen attentively with an open mind to ensure they are understanding the words as well as the meaning of the speaker Possess the confidence and strength of character required to both love and critique themselves Become confident, capable, humble, and interesting life-long learners. We take pride in developing students that are not only intellectually astute but also engaging and personable. MCDS is committed to measuring our curriculum and student achievement against the finest programs in the world. Academic excellence at MCDS begins with a rigorous, world-class curriculum, immersing students in the arts, sciences, and languages from the moment they step into a classroom. Combined with small class sizes and instruction that challenges and supports each student, the MCDS curriculum is the cornerstone of an exceptional college-preparatory education. Students do not simply memorize facts. To think like a scientist or historian takes much more than knowing information. Students and teachers engage in our curriculum through a combination of in-depth discussions, seminar-style classes, and projects that explore real-life applications. MCDS graduates are well prepared to tackle the challenges that lie ahead as tomorrow’s leaders with strong analytical, idea generation and communication skills. Further, an emphasis is put on interdisciplinary understanding, so that our students are prepared to address the complexities that await them when they graduate. We live in a time when information and facts are available in the palm of your hand. Thus, a world-class education requires teachers dedicated to helping students make sense of those facts and understand what they know in the context of a rapidly changing world. MCDS teachers do this, all while knowing our students as individual people and learners. At MCDS, our experienced and dedicated faculty recognize and encourage the many talents of each student. In small classes of peers eager to learn, students form lasting friendships and working relationships with teachers committed to their success, allowing each student to truly soar.
  5. At MICDS, we strive to live into our bold Mission as we cultivate students who are equipped with academic, social, and emotional intelligence. We shape future leaders who can contribute to a more positive, successful, global society by growing the skills and strengths unique to them as individuals. At MICDS, we strive each day to uplift our bold Mission as we prepare the whole person with the intellectual, social/emotional, and leadership skills they need to be successful and positive contributors to a diverse, global, and rapidly changing society. Below are the ways we—together as school administrators, faculty, staff, parents, and students—bring our Mission to life. We teach students to become resilient self-advocates who are developing into their best selves as they pursue academic excellence, individual achievement, and meaningful collaboration within the community. They acquire the skills to do so through our college preparatory curriculum, advisory, homeroom, enrichment programming, media literacy training, hands-on learning, and co-curricular activities such as athletics, the arts, reading and science groups, and other student activities. Through all of these outlets, we partner with parents and empower students to embody virtues such as respect, honesty, and integrity as they prepare to become confident and responsible citizens in the world they will inherit. We cultivate a learning environment in which all students, faculty, staff, and parents are valued, affirmed, and included as equal members of the community, embracing and celebrating race, color, religion, family structure, national or ethnic origin, socioeconomic background, sexual orientation, and gender identity. In addition to celebrating the diversity among us at MICDS, we also prepare our students to become culturally competent as they learn to thrive in a diverse world. Foundational to that preparation involves self-awareness, embracing difference, critical thinking, personal responsibility, and treating others with respect and dignity. In particular, we strive to impart compassion and empathy. We foster a life of discovery, where students pursue their passions in and out of the classroom. Through a variety of classroom and co-curricular activities, students explore their curiosities, innovate, develop a sense of agency and learn the necessary skills and awareness to be thoughtful and ethical leaders. In addition, they work toward advancing the greater good through service to others, in and throughout our MICDS community, locally, domestically, and abroad. At MICDS, we empower students to be upstanders, rather than bystanders. This means they become individuals who take a stand for their values in a respectful way. They speak up when those values are compromised or threatened, and they commit to holding themselves, their peers, and leadership accountable for good and right actions and behavior. We encourage members of the community to report any issues or infractions directly and immediately to an MICDS faculty member or an administrator. Furthermore, we ask students to do what is good and right, not just for them or their gain, but for the whole of the community, thinking especially about those who are most vulnerable. The excellence of an MICDS education is evidenced by the success of our alumni and the scholarship of our faculty and students. At MICDS, we offer challenging academic programs facilitated by educators who are innovative thinkers and leaders and who prepare students to develop academic and personal achievements beyond the classroom. View full school
  6. At MICDS, we strive to live into our bold Mission as we cultivate students who are equipped with academic, social, and emotional intelligence. We shape future leaders who can contribute to a more positive, successful, global society by growing the skills and strengths unique to them as individuals. At MICDS, we strive each day to uplift our bold Mission as we prepare the whole person with the intellectual, social/emotional, and leadership skills they need to be successful and positive contributors to a diverse, global, and rapidly changing society. Below are the ways we—together as school administrators, faculty, staff, parents, and students—bring our Mission to life. We teach students to become resilient self-advocates who are developing into their best selves as they pursue academic excellence, individual achievement, and meaningful collaboration within the community. They acquire the skills to do so through our college preparatory curriculum, advisory, homeroom, enrichment programming, media literacy training, hands-on learning, and co-curricular activities such as athletics, the arts, reading and science groups, and other student activities. Through all of these outlets, we partner with parents and empower students to embody virtues such as respect, honesty, and integrity as they prepare to become confident and responsible citizens in the world they will inherit. We cultivate a learning environment in which all students, faculty, staff, and parents are valued, affirmed, and included as equal members of the community, embracing and celebrating race, color, religion, family structure, national or ethnic origin, socioeconomic background, sexual orientation, and gender identity. In addition to celebrating the diversity among us at MICDS, we also prepare our students to become culturally competent as they learn to thrive in a diverse world. Foundational to that preparation involves self-awareness, embracing difference, critical thinking, personal responsibility, and treating others with respect and dignity. In particular, we strive to impart compassion and empathy. We foster a life of discovery, where students pursue their passions in and out of the classroom. Through a variety of classroom and co-curricular activities, students explore their curiosities, innovate, develop a sense of agency and learn the necessary skills and awareness to be thoughtful and ethical leaders. In addition, they work toward advancing the greater good through service to others, in and throughout our MICDS community, locally, domestically, and abroad. At MICDS, we empower students to be upstanders, rather than bystanders. This means they become individuals who take a stand for their values in a respectful way. They speak up when those values are compromised or threatened, and they commit to holding themselves, their peers, and leadership accountable for good and right actions and behavior. We encourage members of the community to report any issues or infractions directly and immediately to an MICDS faculty member or an administrator. Furthermore, we ask students to do what is good and right, not just for them or their gain, but for the whole of the community, thinking especially about those who are most vulnerable. The excellence of an MICDS education is evidenced by the success of our alumni and the scholarship of our faculty and students. At MICDS, we offer challenging academic programs facilitated by educators who are innovative thinkers and leaders and who prepare students to develop academic and personal achievements beyond the classroom.
  7. Roots Country School was founded in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630183, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It lies in the Shimla district of Himachal Pradesh and is currently being managed by the Society For Education And Envoirmental Development, Himachal Pradesh. It is presently under the principal -administration of KRITI ROTHA, with a total of 26 staff members. There are a total of 52 rooms, 5 Labs, and 1 Library present in the school. The nearest railway station is SHIMLA and it is 81 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station SHIMLA Distance in KM 81 Nearest Police Station SHIMLABAGHI Distance in KM 3 Nearest Nationalised Bank S.B.I Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 43 I-V 2 242 VI-VIII 2 192 IX-X 2 105 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 52 5 1 10 36 6 5218 11250 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 20 29 18.6 Composite Science Lab 1 29 18.6 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 29 18 Computer Science Lab 1 29 18.6 Home Science Lab 0 0 0 Library 1 37 29 Other Rooms 6 28.6 18.6 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 NTTs 0 0 0 PRTs 8 5 3 TGTs 15 12 3 Librarian 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 3542.982309636 (in Acres.) 0.87549 Built up Area in (in sq. Mtrs.) 6976.744 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 1500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 20 No. of Urinals/Lavatories Separately for Girls 20 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1600 Periodicals 6 Dailies 2 Reference Books 300 Magazine 6 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes
  8. Roots Country School was founded in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630183, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It lies in the Shimla district of Himachal Pradesh and is currently being managed by the Society For Education And Envoirmental Development, Himachal Pradesh. It is presently under the principal -administration of KRITI ROTHA, with a total of 26 staff members. There are a total of 52 rooms, 5 Labs, and 1 Library present in the school. The nearest railway station is SHIMLA and it is 81 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station SHIMLA Distance in KM 81 Nearest Police Station SHIMLABAGHI Distance in KM 3 Nearest Nationalised Bank S.B.I Distance in KM 3 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 43 I-V 2 242 VI-VIII 2 192 IX-X 2 105 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 52 5 1 10 36 6 5218 11250 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 20 29 18.6 Composite Science Lab 1 29 18.6 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 29 18 Computer Science Lab 1 29 18.6 Home Science Lab 0 0 0 Library 1 37 29 Other Rooms 6 28.6 18.6 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 NTTs 0 0 0 PRTs 8 5 3 TGTs 15 12 3 Librarian 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 3542.982309636 (in Acres.) 0.87549 Built up Area in (in sq. Mtrs.) 6976.744 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 1500 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 20 No. of Urinals/Lavatories Separately for Girls 20 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1600 Periodicals 6 Dailies 2 Reference Books 300 Magazine 6 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school
  9. Our mission is to nurture an enlightened population by providing quality education and training based on knowledge, innovation, and equity. As a public institution, we are community-funded, and both fees and services rely only to a small extent on students: all, open to all, own our university. We support the acceptance of alterity and the inclusion of all members beyond discrepancies of any kind. The University of the Basque Country is a unique custodian of our age-old linguistic heritage: we have raised the Basque language (the only pre-Indo-European tongue still spoken) to the highest educational level. Upholders of 70% of the research carried out in our region; we are deeply committed to producing theoretical knowledge to improve people´s lives. Core Values: Education as the base of a free society Acceptance and inclusion beyond differences Education: Bi-directional educational model based on problem-solving methodologies and personal initiative enhancement (IKD or Cooperative and Dynamic Pedagogy) High-demand academic programs Academic progression and personal effort accounted for in final reports Research-oriented education The mission of Euskampus Fundazioa is, therefore, to design, coordinate and executive measures that, with the collaboration of all its partners, consolidate and accelerate this internationalization and modernization process of the University of the Basque Country - Euskal Herriko Unibertsitatea using the implementation of the Euskampus project. The University of the Basque Country wishes to host an open and multicultural community. Our International Relations Office manages over 900 exchange agreements with other Spanish, European and International universities. Every year, our three campuses turn into lively melting pots where over 900 international students blend in with our local trainees. We take part in SICUE, the Spanish universities students´ exchange program ERASMUS, the most extended European mobility program, and we furthermore have created our exchange programs with Latin-America (UPV/EHU-AMÉRICA LATINA) and other destinations (the USA, Canada, The Philippine Islands, New Zealand, Russia). A number of our teaching staff travels to Central and Southern American universities in the frame of our Ph.D. Studies Latin American Network and we are currently the coordinating institution of the Erasmus Mundus External Cooperation Windows 20B project, which will enable 149 mobilities between Central America, Mexico, and Europe to complete their Bachelor´s Degrees, Master Courses or Ph.D. studies. View full university
  10. Our mission is to nurture an enlightened population by providing quality education and training based on knowledge, innovation, and equity. As a public institution, we are community-funded, and both fees and services rely only to a small extent on students: all, open to all, own our university. We support the acceptance of alterity and the inclusion of all members beyond discrepancies of any kind. The University of the Basque Country is a unique custodian of our age-old linguistic heritage: we have raised the Basque language (the only pre-Indo-European tongue still spoken) to the highest educational level. Upholders of 70% of the research carried out in our region; we are deeply committed to producing theoretical knowledge to improve people´s lives. Core Values: Education as the base of a free society Acceptance and inclusion beyond differences Education: Bi-directional educational model based on problem-solving methodologies and personal initiative enhancement (IKD or Cooperative and Dynamic Pedagogy) High-demand academic programs Academic progression and personal effort accounted for in final reports Research-oriented education The mission of Euskampus Fundazioa is, therefore, to design, coordinate and executive measures that, with the collaboration of all its partners, consolidate and accelerate this internationalization and modernization process of the University of the Basque Country - Euskal Herriko Unibertsitatea using the implementation of the Euskampus project. The University of the Basque Country wishes to host an open and multicultural community. Our International Relations Office manages over 900 exchange agreements with other Spanish, European and International universities. Every year, our three campuses turn into lively melting pots where over 900 international students blend in with our local trainees. We take part in SICUE, the Spanish universities students´ exchange program ERASMUS, the most extended European mobility program, and we furthermore have created our exchange programs with Latin-America (UPV/EHU-AMÉRICA LATINA) and other destinations (the USA, Canada, The Philippine Islands, New Zealand, Russia). A number of our teaching staff travels to Central and Southern American universities in the frame of our Ph.D. Studies Latin American Network and we are currently the coordinating institution of the Erasmus Mundus External Cooperation Windows 20B project, which will enable 149 mobilities between Central America, Mexico, and Europe to complete their Bachelor´s Degrees, Master Courses or Ph.D. studies.
  11. In Goldsboro, North Carolina, Wayne Country Day School is an independent, coeducational, college preparatory school that accepts qualified students in grades 3K through 12. Students are offered a challenging academic program including literature and world languages, history and social sciences, fine and performing arts, mathematics, sciences, technology, and physical education. Learning is directed by a faculty of teaching professionals who are dedicated to the school's mission and values, the unique needs of the individual students, and the enhanced learning opportunities offered by small classes in a supportive and nurturing environment. In our vibrant educational community, each of our stakeholders belongs. Each person is an integral part of the success of our school. Our Board members serve as volunteers as well as leaders. Our parents provide support and guidance to their children and others' children and our school's faculty and administration. Our students serve classmates in formal positions, but they also represent and care deeply for our school's broader community. Our faculty and staff regularly go above and beyond the call of duty, providing educational expertise in the best practices and another essential part of our school: love and caring for each child. Our alumni take with them the values and precepts inculcated during their years here so that they become more than just well-prepared and successful scholars. They are decent, caring individuals who impact their environments, wherever they go. Wayne Country Day School admits students of any race, color, national, ethnic origin, religion, sex, or sexual preference. Our school and its facilities comply fully with the Americans with Disabilities Act. Students are offered a challenging academic program, including literature and language, history and social sciences, fine art, mathematics, sciences, technology, and physical education. Learning is directed by a faculty of teaching professionals who are dedicated to the school's mission and values, the unique needs of the individual students, and the enhanced learning opportunities offered by small classes in a supportive and nurturing environment. Our Early Education program's paramount goal is to ensure each child's beginning school experience is full of wonderment, joy, purpose, and meaning. The instructional goals revolve around a developmentally appropriate program that is flexible, personalized, and integrated into the school curriculum. The sequential program is geared to each child's total development: physical, emotional, social, character, and academic. Creative art, music, and world languages supplement this development, and a structured physical education program assists with the development of gross motor skills. The multi-centered classrooms feature both open-ended and self-correcting materials within an organized environment. A typical day includes whole group, small group, and individualized instruction as well as independent work. Planned interaction of teachers and students allows each child to perform at her level and pace. The Lower School's primary instructional goal is to provide a challenging yet sequential and developmentally appropriate curriculum for all students. With a personalized, adaptable program that integrates into the whole school curriculum, the Lower School teachers strive to meet individual learning styles and differences while helping each student to reach his/her potential. With a flexible daily schedule, all Lower School students receive reading, language arts, and math instruction simultaneously in the morning. Through teacher recommendations, annual placements assessments, and the demonstration of academic and developmental readiness, each student is encouraged to work at their level. A student may work one level ahead in a specific subject or maybe encouraged to repeat a level of proficiency is not demonstrated. This may be done while the student remains with her or her peers for all other Lower School activities. The core academic courses follow a spiral philosophy. Daily, previous concepts are reinforced and reviewed while the new instruction is introduced. This enables each student to work at an achievable level while building a strong foundation to become a successful, productive citizen of our school and the world beyond. The Upper School is committed to nurturing and challenging its students in a safe, diverse environment and to inspire them to commit themselves to excellence in preparation for college and the world beyond. The traditional college preparatory curriculum in the Upper School includes courses in English, mathematics, sciences, social studies, modern language, art, computer science, drama, music, and physical education.
  12. Savannah Country Day, a school rooted in the beauty, history, and heritage of Savannah, is also committed to preparing its students to live lives of significance and service in the world of the 21st Century. Thanks to the education our students receive, they graduate not only with a strong sense of place and family and extraordinarily well-prepared for college, but poised for vigorous participation in the global world in which they will be expected to work well with people of different nationalities, races, and religions. Whether it is in our Little School, which serves the needs of students from six weeks of age through four years, whether it is in one of our Upper School English classes or on our playing fields, our stage, or our laboratories, Country Day's mission to "prepare students of academic and personal promise to meet with confidence, imagination and integrity the challenges of college and life" inspires and informs all that we do. Visitors to our school often ask us, "what is it that makes Country Day unique?" Our answer is simple: Country Day is a school that sets very high expectations for its students—ethically, academically, artistically, and athletically—but one in which teachers work with fantastic diligence and care to help all students meet those expectations. It is a school whose comprehensive offerings in academics, athletics, the arts, and extracurricular activities give students incredible opportunities to discover their unique gifts and talents and to develop the confidence that grows from knowing that they have something of value to contribute to others. And for parents who want their children challenged with high expectations in a warm, supportive environment, Savannah Country Day is the best investment in a child's future. The Savannah Country Day School seeks to prepare students of academic and personal promise to meet with confidence, imagination, and integrity the challenges of college and life. In partnership with supportive families, we strive to cultivate in each student the desire and discipline to grow in wisdom, lead lives of personal honor, appreciate beauty, pursue physical well-being, and serve others with a generous, compassionate spirit. In fulfilling our mission, we subscribe to the following core beliefs: That the ultimate goal of education is to cultivate in each student a lifelong passion for learning That each student's academic potential is most fully realized through a challenging and varied curriculum undergirded with appropriate support That students learn best in a respectful, supportive community of trust where each student's learning needs and abilities are understood and accommodated as fully as possible That intellectual growth requires not only the acquisition of knowledge, but its application in analytical, creative, and expressive ways that make learning meaningful to the student That physical and emotional health is critical to the development of each student's personal potential That each student's life is enriched in a diverse community where differences among people are affirmed and celebrated That the school shares with families the responsibility for fostering in each student strength of character, a sense of personal responsibility, and an attitude of faith, reverence, and tolerance That the development of leadership in each student should include instilling a commitment to use one's knowledge, skills, and resources in others' services. Savannah Country Day combines the best in traditional and progressive education to help each student reach their fullest potential. We are proud to be a family school with strong connections to the community and each other. We welcome students with open arms and open minds, always treasuring each child's energy, enthusiasm, and creativity. Under our mission, core beliefs, and strategic plan, we seek to foster and affirm a diverse and inclusive community at Savannah Country Day School. Members of this community reflect varied and multi-faceted backgrounds and identities and acknowledge these differences with sensitivity and respect. This community is critical to nurturing a sense of belonging in each student and inspiring lifelong intellectual and personal growth in all. The Learning Support Program at Savannah Country Day is designed to support students with diagnosed learning differences to achieve success. Continuing on the mission of Nina Pape to "educate the whole child," the Learning Support Team works to provide a continuum of support for students in Junior Kindergarten through 12th grade, families, colleagues, and the community. Differentiated instruction and support levels are available, including comprehensive academic resources and extensive guidance for students, parents, and faculty. The focus is on helping students successfully navigate Country Day's curricular expectations and maximize academic potential. The underlying goal of the Learning Support Program is to prepare students to become successful, independent, life-long learners.
  13. Respect—for oneself, for others, for ideas, and the property—is the vital connection that makes every individual a valued member of our community. Shared experiences and teamwork embody each member of our school's interdependence and fulfill our potential as a dynamic community of learners. To succeed in being a lifelong learner is to succeed as a life-long questioner who embraces a sense of wonder and curiosity about the world. Accordingly, Providence Country Day faculty press for questions as much as answers. Here we champion independent learning and diverse aptitudes and present a vision of the world as a boundless, ever-changing, and provocative place. We strive for balance and ask our students to do the same.
  14. In Goldsboro, North Carolina, Wayne Country Day School is an independent, coeducational, college preparatory school that accepts qualified students in grades 3K through 12. Students are offered a challenging academic program including literature and world languages, history and social sciences, fine and performing arts, mathematics, sciences, technology, and physical education. Learning is directed by a faculty of teaching professionals who are dedicated to the school's mission and values, the unique needs of the individual students, and the enhanced learning opportunities offered by small classes in a supportive and nurturing environment. In our vibrant educational community, each of our stakeholders belongs. Each person is an integral part of the success of our school. Our Board members serve as volunteers as well as leaders. Our parents provide support and guidance to their children and others' children and our school's faculty and administration. Our students serve classmates in formal positions, but they also represent and care deeply for our school's broader community. Our faculty and staff regularly go above and beyond the call of duty, providing educational expertise in the best practices and another essential part of our school: love and caring for each child. Our alumni take with them the values and precepts inculcated during their years here so that they become more than just well-prepared and successful scholars. They are decent, caring individuals who impact their environments, wherever they go. Wayne Country Day School admits students of any race, color, national, ethnic origin, religion, sex, or sexual preference. Our school and its facilities comply fully with the Americans with Disabilities Act. Students are offered a challenging academic program, including literature and language, history and social sciences, fine art, mathematics, sciences, technology, and physical education. Learning is directed by a faculty of teaching professionals who are dedicated to the school's mission and values, the unique needs of the individual students, and the enhanced learning opportunities offered by small classes in a supportive and nurturing environment. Our Early Education program's paramount goal is to ensure each child's beginning school experience is full of wonderment, joy, purpose, and meaning. The instructional goals revolve around a developmentally appropriate program that is flexible, personalized, and integrated into the school curriculum. The sequential program is geared to each child's total development: physical, emotional, social, character, and academic. Creative art, music, and world languages supplement this development, and a structured physical education program assists with the development of gross motor skills. The multi-centered classrooms feature both open-ended and self-correcting materials within an organized environment. A typical day includes whole group, small group, and individualized instruction as well as independent work. Planned interaction of teachers and students allows each child to perform at her level and pace. The Lower School's primary instructional goal is to provide a challenging yet sequential and developmentally appropriate curriculum for all students. With a personalized, adaptable program that integrates into the whole school curriculum, the Lower School teachers strive to meet individual learning styles and differences while helping each student to reach his/her potential. With a flexible daily schedule, all Lower School students receive reading, language arts, and math instruction simultaneously in the morning. Through teacher recommendations, annual placements assessments, and the demonstration of academic and developmental readiness, each student is encouraged to work at their level. A student may work one level ahead in a specific subject or maybe encouraged to repeat a level of proficiency is not demonstrated. This may be done while the student remains with her or her peers for all other Lower School activities. The core academic courses follow a spiral philosophy. Daily, previous concepts are reinforced and reviewed while the new instruction is introduced. This enables each student to work at an achievable level while building a strong foundation to become a successful, productive citizen of our school and the world beyond. The Upper School is committed to nurturing and challenging its students in a safe, diverse environment and to inspire them to commit themselves to excellence in preparation for college and the world beyond. The traditional college preparatory curriculum in the Upper School includes courses in English, mathematics, sciences, social studies, modern language, art, computer science, drama, music, and physical education. View full school
  15. The Summit has been a school of choice since 1890 for families in Cincinnati and Northern Kentucky who value academic excellence and character development. Private, Catholic, and independent. The Summit is a leader in early childhood education. Students thrive in a Montessori preschool and are enriched by a college preparatory program through high school. For more than a century, The Summit Country Day School has maintained a proud legacy of excellence in independent, Catholic education. We offer a superb coeducational learning experience to students from Montessori preschool through grade 12 from throughout the metropolitan Cincinnati area. A nationally recognized leader in character education, The Summit offers a compelling combination of small classes, caring faculty, academic rigor, and strong spiritual values. We view ourselves as stewards of God's creation, and we partner with parents to develop each child into a well-rounded human being. Other schools may focus their efforts on helping children get into the right college successfully. However, our goal is to develop children who can not only navigate college successfully but go on to succeed in life. Our alumni are equipped with the skills and the global perspective to improve the world they inherit. The evident success of The Summit Way is measurable and continues to attract discerning Cincinnati families to our doors. While we can point to many measurable standards of The Summit's continuing and lasting success, we do not believe ratings are what is most important or what distinguishes Summit from other schools. We believe how the school helps to develop every child is paramount. Evident success with one child compels other children's parents to seek out a Summit education for their progeny. Catholic Context in the Notre Dame Tradition: Our role model in life is Jesus Christ, who calls each one of us to lead lives of love, leadership, and service to others. These values guide the character development of the children in our care. Also, we respect, embrace, and learn from other faith traditions. The legacy of the Sisters is a thread that runs through the fabric of this school and distinguishes Summit from all other secular schools in town. Every Child – The fundamental principle behind a Notre Dame education is developing a well-rounded child. The five pillars (academic, spiritual, physical, social, and artistic) define critical areas to be developed. Within those areas, teachers, staff, and coaches teach the skills, behaviors, and knowledge required for long term success. They seek to know, understand and love every child. This core ideology helps our students reach their full potential and distinguishes Summit from the mass education schools in town. High Expectations: Much is expected from all those fortunate to be a part of the Summit community. An undercurrent of excellence flows around all that we do. Our motto is "Aim High," and that applies to all people and activities on campus. This approach to life and educating children is what guides teachers and coaches to bring out the best in every child. Few schools in Cincinnati are as exacting and demanding as the Summit Country Day School. Innovation: People sometimes joke that nothing ever changes at Summit, but history shows a false perception. From the Sisters' days to today, Summit identifies changing circumstances, researches best practices, experiments with ways to address change, analyze the results, keeps what works, and discards what does not. Naturally, the professional development of our faculty is a high priority. No conventional educational theory describes how Summit helps children grow in grace and wisdom. Our teaching style is eclectic; the resulting approach to educating students is unique, innovative, and has stood the test of time. The success of The Summit Way is evident. Our alumni are equipped with the skills and the global perspective to improve the world they inherit. As long as we remain loyal to these hallmarks of an excellent education, Summit will last for the next 120 years and beyond. The mission of The Summit Country Day School is to challenge every student, faculty, and staff member to share fully the gifts that have been given to them by God to grow in grace and wisdom to develop spiritually, academically, physically, socially and artistically and to become leaders of character who value and improve the world they inherit. View full school
  16. The Summit has been a school of choice since 1890 for families in Cincinnati and Northern Kentucky who value academic excellence and character development. Private, Catholic, and independent. The Summit is a leader in early childhood education. Students thrive in a Montessori preschool and are enriched by a college preparatory program through high school. For more than a century, The Summit Country Day School has maintained a proud legacy of excellence in independent, Catholic education. We offer a superb coeducational learning experience to students from Montessori preschool through grade 12 from throughout the metropolitan Cincinnati area. A nationally recognized leader in character education, The Summit offers a compelling combination of small classes, caring faculty, academic rigor, and strong spiritual values. We view ourselves as stewards of God's creation, and we partner with parents to develop each child into a well-rounded human being. Other schools may focus their efforts on helping children get into the right college successfully. However, our goal is to develop children who can not only navigate college successfully but go on to succeed in life. Our alumni are equipped with the skills and the global perspective to improve the world they inherit. The evident success of The Summit Way is measurable and continues to attract discerning Cincinnati families to our doors. While we can point to many measurable standards of The Summit's continuing and lasting success, we do not believe ratings are what is most important or what distinguishes Summit from other schools. We believe how the school helps to develop every child is paramount. Evident success with one child compels other children's parents to seek out a Summit education for their progeny. Catholic Context in the Notre Dame Tradition: Our role model in life is Jesus Christ, who calls each one of us to lead lives of love, leadership, and service to others. These values guide the character development of the children in our care. Also, we respect, embrace, and learn from other faith traditions. The legacy of the Sisters is a thread that runs through the fabric of this school and distinguishes Summit from all other secular schools in town. Every Child – The fundamental principle behind a Notre Dame education is developing a well-rounded child. The five pillars (academic, spiritual, physical, social, and artistic) define critical areas to be developed. Within those areas, teachers, staff, and coaches teach the skills, behaviors, and knowledge required for long term success. They seek to know, understand and love every child. This core ideology helps our students reach their full potential and distinguishes Summit from the mass education schools in town. High Expectations: Much is expected from all those fortunate to be a part of the Summit community. An undercurrent of excellence flows around all that we do. Our motto is "Aim High," and that applies to all people and activities on campus. This approach to life and educating children is what guides teachers and coaches to bring out the best in every child. Few schools in Cincinnati are as exacting and demanding as the Summit Country Day School. Innovation: People sometimes joke that nothing ever changes at Summit, but history shows a false perception. From the Sisters' days to today, Summit identifies changing circumstances, researches best practices, experiments with ways to address change, analyze the results, keeps what works, and discards what does not. Naturally, the professional development of our faculty is a high priority. No conventional educational theory describes how Summit helps children grow in grace and wisdom. Our teaching style is eclectic; the resulting approach to educating students is unique, innovative, and has stood the test of time. The success of The Summit Way is evident. Our alumni are equipped with the skills and the global perspective to improve the world they inherit. As long as we remain loyal to these hallmarks of an excellent education, Summit will last for the next 120 years and beyond. The mission of The Summit Country Day School is to challenge every student, faculty, and staff member to share fully the gifts that have been given to them by God to grow in grace and wisdom to develop spiritually, academically, physically, socially and artistically and to become leaders of character who value and improve the world they inherit.
  17. Savannah Country Day, a school rooted in the beauty, history, and heritage of Savannah, is also committed to preparing its students to live lives of significance and service in the world of the 21st Century. Thanks to the education our students receive, they graduate not only with a strong sense of place and family and extraordinarily well-prepared for college, but poised for vigorous participation in the global world in which they will be expected to work well with people of different nationalities, races, and religions. Whether it is in our Little School, which serves the needs of students from six weeks of age through four years, whether it is in one of our Upper School English classes or on our playing fields, our stage, or our laboratories, Country Day's mission to "prepare students of academic and personal promise to meet with confidence, imagination and integrity the challenges of college and life" inspires and informs all that we do. Visitors to our school often ask us, "what is it that makes Country Day unique?" Our answer is simple: Country Day is a school that sets very high expectations for its students—ethically, academically, artistically, and athletically—but one in which teachers work with fantastic diligence and care to help all students meet those expectations. It is a school whose comprehensive offerings in academics, athletics, the arts, and extracurricular activities give students incredible opportunities to discover their unique gifts and talents and to develop the confidence that grows from knowing that they have something of value to contribute to others. And for parents who want their children challenged with high expectations in a warm, supportive environment, Savannah Country Day is the best investment in a child's future. The Savannah Country Day School seeks to prepare students of academic and personal promise to meet with confidence, imagination, and integrity the challenges of college and life. In partnership with supportive families, we strive to cultivate in each student the desire and discipline to grow in wisdom, lead lives of personal honor, appreciate beauty, pursue physical well-being, and serve others with a generous, compassionate spirit. In fulfilling our mission, we subscribe to the following core beliefs: That the ultimate goal of education is to cultivate in each student a lifelong passion for learning That each student's academic potential is most fully realized through a challenging and varied curriculum undergirded with appropriate support That students learn best in a respectful, supportive community of trust where each student's learning needs and abilities are understood and accommodated as fully as possible That intellectual growth requires not only the acquisition of knowledge, but its application in analytical, creative, and expressive ways that make learning meaningful to the student That physical and emotional health is critical to the development of each student's personal potential That each student's life is enriched in a diverse community where differences among people are affirmed and celebrated That the school shares with families the responsibility for fostering in each student strength of character, a sense of personal responsibility, and an attitude of faith, reverence, and tolerance That the development of leadership in each student should include instilling a commitment to use one's knowledge, skills, and resources in others' services. Savannah Country Day combines the best in traditional and progressive education to help each student reach their fullest potential. We are proud to be a family school with strong connections to the community and each other. We welcome students with open arms and open minds, always treasuring each child's energy, enthusiasm, and creativity. Under our mission, core beliefs, and strategic plan, we seek to foster and affirm a diverse and inclusive community at Savannah Country Day School. Members of this community reflect varied and multi-faceted backgrounds and identities and acknowledge these differences with sensitivity and respect. This community is critical to nurturing a sense of belonging in each student and inspiring lifelong intellectual and personal growth in all. The Learning Support Program at Savannah Country Day is designed to support students with diagnosed learning differences to achieve success. Continuing on the mission of Nina Pape to "educate the whole child," the Learning Support Team works to provide a continuum of support for students in Junior Kindergarten through 12th grade, families, colleagues, and the community. Differentiated instruction and support levels are available, including comprehensive academic resources and extensive guidance for students, parents, and faculty. The focus is on helping students successfully navigate Country Day's curricular expectations and maximize academic potential. The underlying goal of the Learning Support Program is to prepare students to become successful, independent, life-long learners. View full school
  18. Respect—for oneself, for others, for ideas, and the property—is the vital connection that makes every individual a valued member of our community. Shared experiences and teamwork embody each member of our school's interdependence and fulfill our potential as a dynamic community of learners. To succeed in being a lifelong learner is to succeed as a life-long questioner who embraces a sense of wonder and curiosity about the world. Accordingly, Providence Country Day faculty press for questions as much as answers. Here we champion independent learning and diverse aptitudes and present a vision of the world as a boundless, ever-changing, and provocative place. We strive for balance and ask our students to do the same. View full school
  19. Stuart is a Sacred Heart girls independent Jr. K–12 school in Princeton, NJ. In this all-girl environment, students are encouraged and expected to try new things, participate, work together, and be leaders. They live up to our high expectations by becoming as responsible as they are independent. With self-confidence and self-awareness, Stuart girls develop resolve, resilience, and perspective while learning to value others' perspectives. They are free to be their authentic selves while looking beyond themselves. Stuart students see their possibilities as limitless. Here, they are not just transformed but transform themselves into brave and bold, powerful, and wonderful young women. Stuart's mission is to prepare young women for lives of exceptional leadership and service through a challenging and innovative curriculum, superb teaching, and close attention to each girl's personal development. Part of an international community of Sacred Heart schools, Stuart is an independent Catholic school that welcomes and embraces students of all faiths and backgrounds, helping them become accomplished, committed women whose confidence, global perspective, and passion for justice will transform the world in which they live. Saint Madeleine Sophie Barat called on our Sacred Heart communities to model respect, compassion, forgiveness, and generosity. Therefore, Stuart Country Day School of the Sacred Heart joins other schools in the Sacred Heart Network. They are called to live our daily lives, promoting universal respect. Each person is honored, loved, and cared for, and where young women are educated to an understanding of and deep respect for diversity. We believe a diverse community challenges us to make God's love visible in the world, improves our lives as we learn and grow together, and affords each of us a deeper understanding of our collective humanity. We expect all members of the Stuart community, being guided by a spirit of love, to accept individuals' differences, which include, but are not limited to, ability, age, ethnicity, family structure, gender, learning style, race, religion, sexual orientation, and socioeconomic status. We believe that all in our community should feel valued and respected, share their knowledge and gifts, and be allowed to thrive as equal contributors in enriching life at Stuart. When girls come to Stuart, they enter a community that is both challenging and supportive. Given the freedom—wise freedom—to explore and grow strong, discover mentors and experiences that unleash the strength within. By the time our graduates leave Stuart, they are ready to make their mark on the world. Stuart girls are wonder-filled as well as excellent. They ask questions. They want to know more. Outstanding academics and inspiring faculty feed Their curiosity and zest to learn from preschool to senior year. Our teachers know girls and know each girl well. Like their college admissions, student achievements are almost as impressive as the girls themselves—who are sharp and focused, internally competitive, and externally collaborative. They are serious about and take ownership of their education.
  20. Stuart is a Sacred Heart girls independent Jr. K–12 school in Princeton, NJ. In this all-girl environment, students are encouraged and expected to try new things, participate, work together, and be leaders. They live up to our high expectations by becoming as responsible as they are independent. With self-confidence and self-awareness, Stuart girls develop resolve, resilience, and perspective while learning to value others' perspectives. They are free to be their authentic selves while looking beyond themselves. Stuart students see their possibilities as limitless. Here, they are not just transformed but transform themselves into brave and bold, powerful, and wonderful young women. Stuart's mission is to prepare young women for lives of exceptional leadership and service through a challenging and innovative curriculum, superb teaching, and close attention to each girl's personal development. Part of an international community of Sacred Heart schools, Stuart is an independent Catholic school that welcomes and embraces students of all faiths and backgrounds, helping them become accomplished, committed women whose confidence, global perspective, and passion for justice will transform the world in which they live. Saint Madeleine Sophie Barat called on our Sacred Heart communities to model respect, compassion, forgiveness, and generosity. Therefore, Stuart Country Day School of the Sacred Heart joins other schools in the Sacred Heart Network. They are called to live our daily lives, promoting universal respect. Each person is honored, loved, and cared for, and where young women are educated to an understanding of and deep respect for diversity. We believe a diverse community challenges us to make God's love visible in the world, improves our lives as we learn and grow together, and affords each of us a deeper understanding of our collective humanity. We expect all members of the Stuart community, being guided by a spirit of love, to accept individuals' differences, which include, but are not limited to, ability, age, ethnicity, family structure, gender, learning style, race, religion, sexual orientation, and socioeconomic status. We believe that all in our community should feel valued and respected, share their knowledge and gifts, and be allowed to thrive as equal contributors in enriching life at Stuart. When girls come to Stuart, they enter a community that is both challenging and supportive. Given the freedom—wise freedom—to explore and grow strong, discover mentors and experiences that unleash the strength within. By the time our graduates leave Stuart, they are ready to make their mark on the world. Stuart girls are wonder-filled as well as excellent. They ask questions. They want to know more. Outstanding academics and inspiring faculty feed Their curiosity and zest to learn from preschool to senior year. Our teachers know girls and know each girl well. Like their college admissions, student achievements are almost as impressive as the girls themselves—who are sharp and focused, internally competitive, and externally collaborative. They are serious about and take ownership of their education. View full school
  21. Sacramento Country Day is an independent, coeducational school providing a dynamic, holistic, and academically challenging environment for students in Pre-Kindergarten through 12th Grade. We inspire intellectual discovery and engage a diverse community to think critically, live creatively, and act compassionately every day. We encourage our students to develop the full range of their capabilities – intellectual, physical, creative, social, and moral – and cultivate the habits and skills that will enable them to lead fulfilling lives. Sacramento Country Day is an extraordinary place. As a school, we combine the qualities of community – knowing, loving, and appreciating every student for their unique gifts - while also providing an adequate educational experience in the Sacramento region. Country Day students achieve the highest test scores, receive numerous awards, and 100% of our graduates matriculate to top colleges and universities across the state and nation. However, it is not just these accomplishments that define what it means to be a Country Day student being a student at Country Day means being part of a diverse, inclusive, and supportive community. Whether in our Lower School, Middle School, and High School, one of the hallmarks of the Country Day advantage is that our students know they can count on a community where all members feel appreciated, respected, and safe. And, because our students learn how to contribute meaningfully to the lives of others, the impacts of a Country Day education extend far beyond the school’s doors. That is what we do every day. Our spectacular faculty and staff nurture, believe in, and challenge your children to reach beyond what they know they can do to achieve what they do not yet know they can do – “the impossible.” Country Day inspires intellectual discovery and engages a diverse community to think critically, live creatively, and act compassionately. Country Day’s Core Values: We challenge students to pursue academic and personal excellence as they develop and embrace their passion for learning. Our students thrive in a dynamic college preparatory program that fuels curiosity instills confidence, and builds resilience. Our inclusive community promotes equity and understanding through meaningful conversation that welcomes various voices and celebrates individuality. Our students grapple with complex issues, engage with conflicting points of view, make connections, and collaborate. We empower students with the skills to thrive in an evolving world. Our students explore, improvise, and take risks as they discover and fully express themselves as individuals. We nurture empathy, integrity, and responsibility in a safe and supportive community that values kindness, respect, and civic engagement. Sacramento Country Day School admits students without regard to race, color, gender orientation, religion, or national or ethnic origin. It does not discriminate in administering its educational policies, admissions policies, financial aid programs, athletics programs, employment practices, or other school-administered programs. At Country Day, we appreciate each child’s unique character. Our innovative and experienced faculty are eager to learn what makes each student “tick” and get to know them well, and our low student-to-teacher ratio allows them to do just that. Whether your child is interested in robotics or basketball, loves to get lost in a good book or bask in the spotlight on stage, Country Day provides every student with the tools, experiences, and mentorship they need to dig deep, reach far, and realize their unique potential. As the only PK-12th grade independent school in Sacramento and the surrounding area, attending Country Day has many advantages. A continuity of curriculum and related programs spans the 14-grade levels. With a robust project-based curriculum, hands-on projects guide students in thinking critically, problem-solve, and working collaboratively with their peers, all skills that will serve them admirably in college beyond. Guided by outstanding faculty who love to teach and mentor, there are no limits to what each child can experience at Country Day. Our alumni tell us that Country Day was a life-changing experience for them. The intellectual, ethical, and leadership qualities that we instill in our students and our emphasis on global education prepare them well for the 21st-century world awaiting graduation. We provide ample opportunities for our students to experience personal growth, exploration, and reflection, and our engaging, inspiring teachers readily encourage, challenge, and nurture each student to reach his or her full potential. View full school
  22. Sacramento Country Day is an independent, coeducational school providing a dynamic, holistic, and academically challenging environment for students in Pre-Kindergarten through 12th Grade. We inspire intellectual discovery and engage a diverse community to think critically, live creatively, and act compassionately every day. We encourage our students to develop the full range of their capabilities – intellectual, physical, creative, social, and moral – and cultivate the habits and skills that will enable them to lead fulfilling lives. Sacramento Country Day is an extraordinary place. As a school, we combine the qualities of community – knowing, loving, and appreciating every student for their unique gifts - while also providing an adequate educational experience in the Sacramento region. Country Day students achieve the highest test scores, receive numerous awards, and 100% of our graduates matriculate to top colleges and universities across the state and nation. However, it is not just these accomplishments that define what it means to be a Country Day student being a student at Country Day means being part of a diverse, inclusive, and supportive community. Whether in our Lower School, Middle School, and High School, one of the hallmarks of the Country Day advantage is that our students know they can count on a community where all members feel appreciated, respected, and safe. And, because our students learn how to contribute meaningfully to the lives of others, the impacts of a Country Day education extend far beyond the school’s doors. That is what we do every day. Our spectacular faculty and staff nurture, believe in, and challenge your children to reach beyond what they know they can do to achieve what they do not yet know they can do – “the impossible.” Country Day inspires intellectual discovery and engages a diverse community to think critically, live creatively, and act compassionately. Country Day’s Core Values: We challenge students to pursue academic and personal excellence as they develop and embrace their passion for learning. Our students thrive in a dynamic college preparatory program that fuels curiosity instills confidence, and builds resilience. Our inclusive community promotes equity and understanding through meaningful conversation that welcomes various voices and celebrates individuality. Our students grapple with complex issues, engage with conflicting points of view, make connections, and collaborate. We empower students with the skills to thrive in an evolving world. Our students explore, improvise, and take risks as they discover and fully express themselves as individuals. We nurture empathy, integrity, and responsibility in a safe and supportive community that values kindness, respect, and civic engagement. Sacramento Country Day School admits students without regard to race, color, gender orientation, religion, or national or ethnic origin. It does not discriminate in administering its educational policies, admissions policies, financial aid programs, athletics programs, employment practices, or other school-administered programs. At Country Day, we appreciate each child’s unique character. Our innovative and experienced faculty are eager to learn what makes each student “tick” and get to know them well, and our low student-to-teacher ratio allows them to do just that. Whether your child is interested in robotics or basketball, loves to get lost in a good book or bask in the spotlight on stage, Country Day provides every student with the tools, experiences, and mentorship they need to dig deep, reach far, and realize their unique potential. As the only PK-12th grade independent school in Sacramento and the surrounding area, attending Country Day has many advantages. A continuity of curriculum and related programs spans the 14-grade levels. With a robust project-based curriculum, hands-on projects guide students in thinking critically, problem-solve, and working collaboratively with their peers, all skills that will serve them admirably in college beyond. Guided by outstanding faculty who love to teach and mentor, there are no limits to what each child can experience at Country Day. Our alumni tell us that Country Day was a life-changing experience for them. The intellectual, ethical, and leadership qualities that we instill in our students and our emphasis on global education prepare them well for the 21st-century world awaiting graduation. We provide ample opportunities for our students to experience personal growth, exploration, and reflection, and our engaging, inspiring teachers readily encourage, challenge, and nurture each student to reach his or her full potential.
  23. Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative, and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. A superior education embraces the concept that to educate is to do more than to teach. We regard the student as a whole person and seek to assist each in fulfilling his or her potential for personal growth by providing an environment that nourishes cultural, social, and physical needs, as well as moral and ethical sensitivities, thus helping our young men and women to define an image of themselves that they can accept and respect. Academically, the School offers a comprehensive program enabling students to think independently, write and speak with clarity, and appreciate the humanities' values and joys, the arts, and the sciences. We hope that our students will graduate from Rye Country Day School with a feeling of self-confidence and pride in their particular talents, capable of attending the colleges of their choice, and well prepared for what lies ahead. We believe that the education of young people should encompass cultural, athletic, and communal experiences that stress the responsibility of each individual for the life and spirit of the whole community, resulting in a graduate able to face the world with confidence, to compete effectively, and to contribute meaningfully to society. RCDS's objectives are pursued by dealing with students as individuals, nurturing their abilities, challenging each to do their best, and offering a multitude of opportunities for academic, cultural, and personal growth. Rye Country Day School strives to celebrate the individual and provide a substantive, stimulating college-preparatory education for a diverse group of intelligent young men and women in an atmosphere that cultivates and challenges all students' varied potential. View full school
  24. Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative, and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. A superior education embraces the concept that to educate is to do more than to teach. We regard the student as a whole person and seek to assist each in fulfilling his or her potential for personal growth by providing an environment that nourishes cultural, social, and physical needs, as well as moral and ethical sensitivities, thus helping our young men and women to define an image of themselves that they can accept and respect. Academically, the School offers a comprehensive program enabling students to think independently, write and speak with clarity, and appreciate the humanities' values and joys, the arts, and the sciences. We hope that our students will graduate from Rye Country Day School with a feeling of self-confidence and pride in their particular talents, capable of attending the colleges of their choice, and well prepared for what lies ahead. We believe that the education of young people should encompass cultural, athletic, and communal experiences that stress the responsibility of each individual for the life and spirit of the whole community, resulting in a graduate able to face the world with confidence, to compete effectively, and to contribute meaningfully to society. RCDS's objectives are pursued by dealing with students as individuals, nurturing their abilities, challenging each to do their best, and offering a multitude of opportunities for academic, cultural, and personal growth. Rye Country Day School strives to celebrate the individual and provide a substantive, stimulating college-preparatory education for a diverse group of intelligent young men and women in an atmosphere that cultivates and challenges all students' varied potential.
  25. At RPCS, we prepare our students to become lifelong learners and leaders. Committed to a healthy, versatile academic program, our School equips students with the 21st-century skills needed to succeed in the larger world. Roland Park Country School honors every child's particular passions and interests through academic endeavors that hone each student's unique analytical thinking and creative problem-solving skills while encouraging experience with leadership, fine arts, and athletics. Besides our robust programming, our exceptional and beloved teachers support and develop each child through opportunities infused with joy, deep learning, and a commitment to character development. RPCS is a genuinely supportive community full of spirit and tradition. Roland Park Country School, a college preparatory school for girls, is dedicated to its students' intellectual and moral development. We cultivate creativity, independence of thought, the tenacity of purpose, self-discipline, and emotional, physical, and spiritual well-being. We maintain high academic standards, uphold tradition, and promote innovation. We nurture a cooperative, resilient spirit within an atmosphere of mutual trust and respect. In a diverse, inclusive, and joyful community, Roland Park Country School strives to instill in its students a lifelong love of learning and the responsibility to look within and beyond themselves to contribute to and serve as stewards and leaders of their communities. The standards of the Roland Park Country School are based on the School philosophy. As a member of the RPCS student body, each student is expected to act under this philosophy and to be aware that she represents her School both on and off-campus. A Roland Park Country School student is expected to have a sense of honor coupled with a sense of responsibility, to be considerate to others, and to exhibit qualities of truthfulness, sincerity, and self-discipline. She values the spirit of fellowship, which characterizes the spirit of RPCS, and seeks to contribute to School life. It is nothing short of honorable to have the responsibility of educating the future leaders of our society. It is a charge that must be approached with the utmost intentionality. To that end, RPCS is dedicated to embracing the diversity among us, seeking further opportunities to diversify across forms of identity, and preparing our students to go into the world to serve as change agents. We intentionally remind our students that they are responsible for standing up for what is right and initiating dialogue across differences, remaining true to their own identities all the while. We find every opportunity to educate them on how vital it is to see the world through the eyes of someone who experiences it differently. We cannot truly exist in this world as leaders without considering the perspectives of those who are often marginalized. At RPCS, we educate leaders by reminding them that pursuing diversity is their responsibility. Every day is a new opportunity to spark change. We at Roland Park Country School believe that girls and young women who build each other up will thrive. There is no hurdle too high for an RPCS girl because she has the collective support of her community, lifting her toward her goals. While this spirit certainly sets us apart from other schools, it is the effect on our graduates that is so remarkable: Roland Park Country School students develop a profound understanding of who they are and how to lead together to impact the world. We are a co-ed early childhood program serving children ages six weeks up to 5 years old. We believe that all children have the potential, curiosity, and interest to succeed, mostly when they are provided with the freedom to navigate their learning with experienced teachers' support. Our co-ed classrooms and teachers embrace the Reggio Emilia-inspired Philosophy, which allows for the teacher, child, and classroom to work in collaboration. This promotes inquiry, discovery, literacy, and numeracy to prepare RPCS preschool students for kindergarten and beyond. Our teachers support academic and character skills, such as persistence, curiosity, communication, creativity, and innovation. They observe and analyze all students' interactions, then plan and create a learning environment to guide each student as he/she progresses. This can take place indoors or in our outdoor classroom and gardens, allowing our students to have hands-on, authentic learning experiences at all times. This comprehensive and innovative approach sets our preschool students up for academic and personal success by establishing a strong foundation of academics and a love of learning. View full school
×
×
  • Create New...