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Podar International School, Village Yadrav, Taluk Shirol, District Kolhapur 416146 was established in the year 2016. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1130868 and has a General affiliation which is valid up to 31/3/2022. It lies in the Kolhapur district of Maharashtra and is currently being managed by the Podar Education Trust, Maharashtra. It is presently under the principal -administration of MRS. SAROJA SHILLIN. 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 View full school

Mountain District Christian School (MDCS) is a co-educational Prep to Year 12 Christian school situated in picturesque bushland near Monbulk in the Dandenong Ranges. With a current enrolment of fewer than 300 students, many families appreciate the opportunities this provides for the nurture and development of individual students’ gifts and interests. Children are educated from a Biblical perspective, with the desire to learn about God’s world, their place in it, and how they can respond through service in their daily lives. It is a privilege to serve the MDCS community of families, students and staff, first as Deputy Principal and VCE Coordinator since the beginning of 2012, and now as Principal. As a school, we have much to celebrate and thank God for. Our families often comment on how much they love the beautiful surroundings in which their children learn and how teachers regard the well-being of their ‘whole’ child, not just their academic learning. I am also delighted to hear how much they as parents feel welcome and encouraged to be involved. Our parents are grateful to have found a place where their children will be taught from a Christian perspective that seeks to mirror the Biblical truths and values modeled to their children at home. We recognize and understand the responsibility entrusted to us by families as we partner with parents in the nurturing and education of their children. As a whole staff team, we take this very seriously. Suppose you are exploring our website with a view to enrolment. In that case, I encourage you to contact us to arrange a personal tour of the school grounds and if you know of families who already belong to our community, chat with them about their MDCS experiences. Whether you are already involved at MDCS or interested in learning more about us, I hope you find our website informative, helpful, and engaging. I look forward to meeting with you and sharing what it means to be part of the MDCS community. It is the vision of the MDCS Association to provide by God’s grace a flourishing Prep to Year 12 school community where Christ-centered education is paramount. The MDCS Association serves the families and the Christian Community of our district who desire a Christ-centered education. We do this by providing quality biblically-directed teaching and learning in a nurturing environment. Such education seeks to develop the God-given gifts of each child and together, with parents and the church, equip the child for a life of service in God’s world. During the 1970s, a dedicated and passionate group of parents worked tirelessly to ensure that Christ-centered education was available to this district’s families. Their dream was realized in 1979 when classes first commenced at MDCS. Our story continues to grow as we partner with parents and the church to equip children for a life of service in God’s world. View full school

The Spray School district is a unified district kindergarten through 12th grade. Spray High School has a strong academic and activities program for all students. Life in a small school means increased opportunities to learn and engage in athletics. The class size is 6 - 10 students, with elective classes having smaller numbers. In addition to core classes: calculus, physics, Spanish, photography, art, and woodshop. Students who qualify can earn an Oregon transfer degree by participating in our Early College program. All Spray graduates are eligible for the district's McQuinn scholarships. A high percentage of graduates pursue post-secondary programs. We have an athletic and activities program providing: football, volleyball, basketball, cross-country, track, Model UN, drama, and yearbook. There is a place for every student to shine. The Spray School district has the responsibility to provide an education for all its students – to equip each student with the necessary skills, understanding, and appreciation for living successfully in our society. The area of student conduct is one, which directly affects the total performance of the school. It is an area in which the student, parent or legal guardian, and school share responsibility. The Spray School Board recognizes that developing these qualities in its students is a vital part of the educational process. Therefore, to develop such qualities, it is necessary for each student and his/her parent or legal guardian to be aware of a student's rights and responsibilities in the Spray School District. School rules exist to protect all of us, but they especially protect each student's right to education without disruption in a safe environment. By law, the district has the authority and control over a student during the regular school day, at any school-related activity regardless of the time or location, or while being transported in the district provided transportation. Because it must provide a proper climate for learning, the school is concerned with developing positive attitudes, habits, and behavior in its students of self-discipline, responsibility, and respect for other people and their property. Students in grades 7 and 8 must have a parent note permitting them to leave campus during break or lunch. Students in grades 9 -12 are allowed to walk from campus during break and lunch within the open campus boundaries. The boundaries are the Lone Elk store and Post Office. During the break, lunch, and the school day, the football field, rodeo grounds, and road around the grounds are off-limits. High school students who live near the campus may walk home for lunch. Students not within the boundaries are subject to discipline. Students cannot go to the dorm during the break, lunch, or during the school day. No food or beverages other than water may be brought into or consumed in the classroom. Classroom social activities planned by the teacher are exceptions. Students are permitted by a staff member to leave the classroom to use the restroom, go to the office or another classroom. Students are not allowed to leave the campus to go home or the dorm. Being involved in any extracurricular activity makes you a highly visible representative of our school. Therefore, the behavior of all participants at any time is critical. We expect a high level of responsibility both in school and outside of school time. To ensure that this happens, all participants will sign the Spray School District Athletic/Activities Participation Contract at the beginning of the season. The contract will be regarding the participant's general conduct at all times, not just during school or the activity itself. Failure to abide by this contract will revoke privileges, suspension, or expulsion from that activity. View full school

Embracing its essence as a public historically black urban-focused land- grant university in the nation'snation's capital, UDC is dedicated to serving the needs of the community of the District of Columbia and producing lifelong learners who are transformative leaders in the workforce, government, nonprofit sectors, and beyond. All students will achieve their highest levels of human potential. UDC offers over 81-degree programs encompassing a wide range of education levels and interests. We are committed to helping students bridge the gap between their resources and the cost of attending school. We strive to maintain the highest customer service standards for our students, staff, administration, and the entire community. The Office of Career Services (OCS) employs specialized teams with staff members to support your career success. We coordinate all career services with our clients through a Career Management System, also known as Handshake. The UDC Counseling and Student Development Center is dedicated to promoting psychological well-being that enriches personal, career, and academic growth. We provide a broad range of high-quality services, resources, and information to students, staff, and faculty. We incorporate innovation while upholding professional ethics in every interaction with each client. The Counseling Center also actively contributes to the campus'scampus's broader academic mission by training and developing students and professionals, building a multicultural learning community, and providing leadership through collaborative partnerships. The Office of the Chief Student Development and Success Officer is responsible for the overall administration of programs and services in the Student Affairs Division. The Chief Student and Development and Success Officer serves on the President'sPresident's cabinet and is the chief advocate for promoting students' general benefit and welfare. The Chief Student and Development and Success Officer also provide leadership and development in the following comprehensive co-curricular areas such as student life and services, including student clubs and organizations counseling and career service testing and assessment community outreach and involvement judicial affairs, record management, I.D. services, financial aid health services, student employment, and student support/TRIO pre-college programs. UDC'sUDC's General Education Program is rooted in both the classical ideals of undergraduate liberal education and UDC'sUDC's unique history, mission, and student population. It gives students a solid foundation in the liberal arts and sciences, helping them develop the intellectual tools they need to excel in any endeavor they pursue. It exposes students to the wisdom and perspective of a variety of disciplines. It builds fundamental skills that they will use, no matter what their ultimate major or career. In a rapidly-changing, increasingly complex world where our graduates may change careers multiple times, a robust general education is needed more than ever. The University of the District of Columbia is historic and modern, all at the same time. Public higher education in the District originated in 1851 when Myrtilla Miner founded a "school for colored girls" in Washington, DC. In 1879, Miner Normal School joined the D.C. public school system. Similarly, Washington Normal School was established in 1873 as a school for white girls. The latter institution was renamed Wilson Normal School in 1913, after James O. Wilson, Washington'sWashington's first superintendent of public schools. In 1929, Congress enacted a statute that converted both regular schools into four-year teacher'steacher's colleges. For several years, Miner Teachers College and Wilson Teachers College were the only institutions of public higher education in the city. After the landmark U.S. Supreme Court school desegregation decision, Brown v. Board of Education (U.S. 1954), the two colleges merged in 1955 to form the District of Columbia Teacher'sTeacher's College. Over the next decade, D.C. residents petitioned to expand higher education that would provide training for careers other than teaching. In 1966, Congress enacted the District of Columbia Public Education Act, which established Federal City College and Washington Technical Institute. Although these schools were still very new, many Washingtonians continued to advocate for a comprehensive university. The City Council authorized the consolidation of the three schools, and in 1976, began the monumental task of creating a new University of the District of Columbia. In 1977, under President Carter'sCarter's leadership, UDC began consolidating its academic programs. These efforts culminated in establishing five colleges: Business and Public Management Education and Human Ecology Liberal and Fine Arts Life Sciences Physical Science, Engineering, and Technology and University College and Continuing Education. UDC continues to transform itself over time to meet the changing needs of its students and the community. The University currently offers 81 undergraduate and graduate academic degree programs through the following colleges and schools: College of Agriculture, Urban Sustainability and Environmental Sciences (CAUSES), College of Arts and Sciences (CAS), School of Business and Public Administration (SBPA) School of Engineering and Applied Sciences (SEAS) the Community College and David A. Clarke School of Law. View full university

Choosing a school for your child is one of the most important decisions you will have to make. Manning Adventist School is a caring learning community committed to developing personal excellence through academics and leading students into a personal relationship with Jesus. Our school provides nurture, promotes excellence, and establishes values. At Manning Adventist School, we understand that you want the best for your child. We also understand that children learn differently. For this reason, we focus not only on what your child learns but how they learn. With enviable student-to-teacher ratios, we can meet children’s personal needs to enhance their academic achievement. We also recognize that learning goes beyond the classroom, extending to building confidence and resilience, learning responsibility, and engaging with others. These aspects of learning, plus more, are explored through our Pastoral Care program. The supportive environment at Manning Adventist School facilitates spiritual, academic, and social growth in all school community members. By choosing Manning Adventist School for your child, you will be placing them in a safe and intimate learning environment that supports their learning, nurtures their talents, and encourages their development into confident and capable citizens of their community. Manning Adventist School makes a difference in children and their families’ lives – a difference that has far-reaching effects. For over fifty years, Manning Adventist School has offered quality Christian co-education to students in the Manning Valley. The school has maintained a low enrollment, which has enabled it to provide a unique and personal learning environment for children in the Manning district. Throughout its existence, Manning Adventist School has preserved a strong Christian focus. Established by the Seventh-day Adventist church in 1977, its association with the church continues, providing stable governance and leadership. The Adventist school system has been operating for over a century and is now the second-largest Christian education system in the world. To this day, Manning Adventist School continues to effectively guide and support students successfully through the preceding years of their education while caring for their social, spiritual, and emotional well-being. View full school

If you're new to TDChristian High School, we think it's a very special place. Just ask our nearly 5000 graduates. If one word comes up over and over again, it's community. Our relatively small size, strong student-teacher relationships, intentional community building, and student opportunities for connecting, performing and learning means that you're never just a number at TDChristian. Our mission is to be an intentional and God-honouring learning community. Our vision is to be a community of learners who serve God and others through authentic and relevant Christ-centred education. TDChristian High School’s focus statement: Learning for Service in the Light of God's Word. Learning at TDChristian takes place by enfolding, engaging, and empowering students. Why? As God’s image-bearers, students matter. To live a life of service, students need to know themselves and be known. When students are accepted and accepting, and their talents, passions, and gifts are recognized, they become important members of the school community. Such enfolding provides a firm foundation for learning. How? From the initial family interview until graduation, we work diligently with students in uncovering and developing their God-given talents for service. We welcome them into multi-grade “family” homerooms in which they contribute, celebrate, and grow. During the first week of Grade 9, students are brought into the TDChristian community while learning and serving on a two-day trip. During their time at TDChristian, students learn through rich experiences in diverse areas: academics, video, art, drama, music, athletics, and STEM space. Throughout the school year, we challenge our students to cultivate their passions and develop their abilities while sharing their learning, especially through presentations. Why? Learning at TDChristian is for today, with an eye to tomorrow. A love of learning is fostered by piquing students’ interests and taking into account their gifts. Creating room for students to have voice and choice in their learning produces determination, allows for healthy risk-taking, and brings about a rigorous depth of understanding. Additionally, engaged students develop grit, perseverance, and a strong work ethic. Learning is stimulated and nurtured in our inviting and up-to-date physical and virtual learning spaces. However, it flourishes through the student-teacher relationship which we emphasize and foster. Our teachers are engaged in, passionate about, and dedicated to their craft. In each learning opportunity, they assist students in sharing their findings in significant and relevant ways. Projects that emphasize skills such as creativity, collaboration, initiative, adaptability, information analysis, entrepreneurship, and effective oral and written communication are essential to learning at TDChristian. Students are pushed to become wisely discerning, to think and learn about how to conduct themselves and how to serve effectively in an ever-changing world. Why? For learning to be relevant and service-driven, TDChristian’s walls must be permeable. We desire to connect our students authentically to life outside the institution by partnering with groups and organizations to grow the kingdom of God. We want our students to work actively with others, from getting their hands dirty to giving leadership willingly, so that they are a blessing to their communities and they are blessed in the process. Students are empowered when they contribute to our vibrant community through student leadership opportunities and assemblies. Service trips, Focus Days, Project Days, and Internships immerse students in learning outside the building – integrating learning with life is paramount. Daily, we stretch students creatively, intellectually, and practically to impact all of God's creation including in athletics, the arts, drama, and robotics. Courses in Communications Technology and Entrepreneurship along with interdisciplinary blocks of learning in French & History, the environment, social justice, and engineering complement a full range of courses. We aim to link students to outside organizations or places in which they can serve with their hearts and minds. It's about providing learning opportunities. TDChristian offers a wide range of courses to appeal to students with different interests, abilities, talents, and goals. In other words, we work with students and families so that students get into and are successful in diverse university or college programs. Our desire is for students to find programs that fit with their hopes, dreams, and aspirations, including strong math and science options, English and humanities, the social sciences, arts, and technology. In short, we work diligently to help students at high school learners so that they can continue their post-secondary education in programs that match their aptitude and interest. Besides offering the courses required for the Ontario Secondary School Diploma, students take additional courses (such as Bible and Perspectives) to qualify for the TDChristian diploma. We also offer students the opportunity to explore diverse optional courses to truly discover their talents and skills. View full school

Developing relationships with God, others, and self. At LORDS we believe that leadership is leaving your world a better place. It has everything to do with what you do for others. We want our students to recognize their leadership skills, competencies, and abilities and put them into practice. Through our in-school and community programs, plus the opportunity for overseas travel, our leadership development program provides an exciting range of personal growth and leadership development experiences designed for every year level. The school emphasizes the development of the whole individual. We will be fortunate in having expansive grounds to offer wide opportunities. LORDS will participate in sporting competitions and provide opportunities for high levels of competition including state and national representation for elite performers. All students will be strongly encouraged to participate in the College's cultural activities. Opportunities to participate in debating and public speaking will be available. Excellence in Performing Arts occurs through performances of music, dance, and drama groups. Students of all ages will be expected to be courteous and demonstrate respect for themselves, other students, teachers and staff, visitors, and community members. Respect will also be shown to the property and belongings of self and others. LORDS will offer a broad range of experiences in which students are encouraged to participate. This is seen as an essential tool to complement the academic program to equip students with experiences in a range of pursuits to assist in the development of the whole person. Students are encouraged to show diligence in all aspects of life. Students will be challenged to serve members of the LORDS and the wider community through involvement in a range of activities. Support of other community groups and charity organizations which could include participating in Anzac Day commemorations, and developing partnerships locally, nationally, and globally. View full school

Our school is rich in the history of farming, strong community engagement, and generational involvement. We work hard to retain the heart of our school in a changing and diversifying area. We hold important, children being children, having a go and getting a little muddy on the way. We are intentional in providing opportunities for leadership, growth, and character. Our farming (of the land mindset), our give it a go, and our great Kiwi ingenuity is things we want to protect and make special about our school. Our children mountain bike, climb trees, raft rivers, and tramp our rich landscapes, and (at times) get dirty. They have a voice and know they can make a difference in their lives and the lives of others. We know a strong sense of identity and confidence is in the soil of our history and continues to bring great fruit measured by the quality of our graduates. We see our staff and our children positioned to pursue their very best, to thrive in an environment where they can bring their best, and to celebrate the diversity this allows within our school. Achieving a “PB” (personal best) is a goal for our people in all situations. Here at Huapai District School, we are seeking to develop children who are confident and self-assured in purpose, who carry a voice of positive influence, and consistently deliver at their best. They carry with them the confidence to have a go, to lead, and to impact positively. They know how to work with others for a better outcome, they approach their learning with enthusiasm and display the hallmarks of a lifelong learner in being willing to take risks, and having the resilience and “grit” to not give up easily. They have a thirst for learning, they enquire, and they ask lots of questions. Above all else, they represent both themselves and the school with dignity, humility, and pride. Montessori at Huapai District School was established in 2005 through the collaboration of a dedicated group of parents, school management, and the Board of Trustees. The Montessori Primary pedagogy is delivered with the support and structure of the main school environment and the New Zealand National Curriculum. The class is well integrated with the wider school community. Huapai Plus is a Before & Afterschool/holiday program operated by Huapai District School out of the school Hall. We aim to provide a fun, safe & exciting environment to children aged 5-13 years old. All new entrant children will be collected from class and brought back to the hall. A roll call will be done every day to make sure all children are accounted for. Parents of absentees will be contacted if the absentee has not previously been communicated. At Huapai Plus we provide an afternoon tea every day to keep your children going. If your child/ren has food allergies or religious considerations please note these when enrolling and talk to the program manager. Huapai Plus will have a homework time Monday - Thursday for those children who have homework. Please talk to the program manager about what your child/ren requires. Aged-based activities ranging from baking to crafts to indoor/outdoor games and science experiments will be run each day, as well as free time to allow time for your children to be children. We believe that a fit and healthy body helps maintain a fit and healthy mind. At Huapai, all children participate in PE and sport regularly. We strongly believe in challenging children to strive for their excellence in physical activity as these achievements act as anchor points for future learning. We start with the basic building blocks of physical movement and move through to adventure and risk. The PE year is full-on with no sports off-limits. As well as the typical summer and winter codes each year, the children also experience gymnastics, lifejackets in school, mud running, squash, ninja warrior course, bike riding, tackle rugby, bull rush, our Mowatt cup the ball, running, playball, pickleball, climbing trees, elastics, skipping, water slides, bike ramps and generally being kids! Mud, bare feet, sweat, and laughter are all par for the course here. View full school