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Independent schools are non-government schools. They are set up and governed independently. Some Independent schools are affiliated with a particular values-based system or religious group. Not Tambellini! We are a private, non-denominational school, run and administered by an Executive Parent Committee and our Principal. The school is an incorporated association. All parents/guardians are encouraged to become members of the association. Members of the association elect the school committee at the annual general meetingAGA.G.M.). The school committee legally holds the responsibility for administering the school; however, all members of the association (the parent body) are valued participants in the school's running. Tambellini Independent School is a member of The Association of Independent SchoolsAIA.I.S.WSN.S.WThAISSA.I.S.n umbrella association from which the school takes industrial, legal, and managerial advice. The philosophy of the school is for children to be happy in the learning environment. Crucial to this is that each child is regarded as an individual. A low student to staff ratio and limited class numbers provides the opportunity for focus on the individual. Children are encouraged to develop at their own pace and realize their full potential in a non-competitive atmosphere. In this way, it is possible to extend gifted children and reduce pressure on the less able. Tambellini is modeled in a small country school where children of different ages interact and learn within two classroom groups. The two groups are Years K-2 and Years 3-6. Tambellini was established at the end of 1978 by lecturers from the former Goulburn Teachers College, local families, and friends. Tambellini occupied our current Fenwick Crescent site in 1979 that had been recently vacated by The Crescent School. Tambellini then purchased the property. Since then, the school committee has self-funded and successfully applied for available grants, which have allowed for many improvements and additions to the school's resources. Before 1979, the Tambelin land was occupied by The Crescent School, before it relocated to Fitzroy St, Goulburn. Tambellini is not affiliated with The Crescent School (NSWSW SN.S.W.e School), which provides for students' learning needs from K-12 with intellectual/physical disabilities, behavior difficulties, and Autism. View full school

Thomas Jefferson Independent Day School opened in August 1993, and today has more than 340 students enrolled in grades PK – 12. A Board of Trustees governs the School, and the Head of School directs the School. Students are engaged in a rigorous college preparatory curriculum, with all students taking several Advanced Placement courses during their Upper School years. Extracurricular activities include performing and visual arts, academic and athletic competitions, field trips, and clubs. Enrollment at TJIDS is open to all, and financial aid is available to qualified students. The School awards more than $1,000,000 in financial aid annually to approximately 50 percent of the student population. Also, significant, privately funded merit-based scholarships are available. The School has graduated more than 300 students, with virtually all enrolling in four-year institutions immediately following graduation. TJIDS is located in Joplin, Missouri, a community of 50,000. The "greater Joplin area" has a reported population of 250,000. The community is the economic center of a four-state area (Missouri, Kansas, Arkansas, and Oklahoma). The quality of its workforce, cost of housing, low cost, energy availability, and general hospitality to commerce and industry make Joplin and Southwest Missouri a thriving area. Dominant industries are furniture components manufacturing (Leggett & Platt), building product manufacturing (TAMKO), food processing (Tyson Foods, Hudson Foods, Butterball Turkey), and trucking (Con-Way Truckload). Joplin is a medical center for the region, with two hospitals and more than 400 physicians. Through a dedication to academic excellence, Thomas Jefferson Independent Day School stands accountable for educating students to make the most of their abilities. The School educates students to acquire and refine essential academic knowledge and skills, cultivate an appreciation of the arts, develop lifelong fitness skills, assume responsibility for their behavior, seek out challenges, welcome criticism, test new capacities, practice self-discipline, and find joy in learning. The School brings students together with teachers who exemplify intellectual curiosity, a dedication to truth, and the advantages of living the examined life. Our Mission is one of the things that sets our School apart from every other School. We prepare students for college success by offering a rigorous curriculum to the best of the classical academic tradition. Through a commitment to a liberal arts education, our caring and committed faculty develop engaged, ethical graduates who are confident in their abilities. At "TJ," you will find integrity, respect for others, and a belief that everyone should be given the tools to succeed in college and beyond. As a PK-12 school, Thomas Jefferson offers consistency and a sense of community that allows all students to grow in a safe and nurturing environment. Foreign languages, fine arts, music, science, and technology are integrated at every program level. Our college-preparatory program includes everything you expect -- and more: 18 Advanced Placement courses, college counseling beginning in 9th grade, study skills and SAT and ACT preparation as part of the core curriculum, and school-sponsored college trips to help students and parents make the best choice. Success does not happen by accident. It takes a strong work ethic and an unyielding commitment to excellence. But most of all, success takes preparation. At Thomas Jefferson, we lay the foundation for success in life by offering a curriculum that prepares your child to excel in all facets of life. Critical thinking skills and solid study habits are learned, and parents are engaged to play an integral role along the way. Thomas Jefferson does not waste time by following fads. Our focus is on a classic Western Civilization curriculum with texts that have stood the test of time. By learning about the history, culture, origins, and literature of Western civilizations, our students can better understand and appreciate other cultures. Foreign language, art, and music offerings, which begin early on, further broaden our curriculum's cultural scope. While our curriculum is time-honored, we also believe in the latest technology's value and importance. We are committed to providing leading-edge tools to enhance our students, faculty, and parents' educational environment. The use of technology is an integral part of our students' daily lives. Video conferencing and "virtual" tours also help bring the world outside our community into our classrooms. View full school

It is part of our daily mission to provide a superior education conducive to the intellectual, emotional, and physical growth of each Independent student. The Independent School is an accredited member of the Independent School Association of the Central States (ISACS). Membership to ISACS is achieved through a rigorous evaluation process. This prestigious organization offers our faculty healthy learning communities and national level professional development opportunities. A comprehensive extracurricular program at all levels flourishes as students expand their interests into a wide variety of sports and academic competitions, winning multiple state championships. Our community service projects have been recognized locally, regionally, and nationally. The Independent School continues to build on the simple premise that initially guided Mrs. Garvey over 30 years ago: to provide a cost-effective, college-preparatory education for a lifetime of learning. We believe in pursuing academic excellence by providing opportunities that foster creativity and innovation and that learning opportunities extend beyond the classroom. We believe that diversity brings value and makes us stronger as a community. We value second chances and recognize the importance of learning how to overcome short-term failure for long-term growth. We believe in taking risks, stepping outside our comfort zone, and pursuing new experiences. We believe in having strong character, being independent thinkers, taking ownership of our future, and the value being well-rounded. We believe we are a unified family that celebrates school spirit, respects each other's opinions, champions success, and embraces challenges together. Starting with the first day of pre-kindergarten, The Independent School strives to promote a love of learning and build the foundational knowledge that will provide our students with academic strengths they need to thrive throughout our rigorous pre-kindergarten 12th-grade program and beyond. Independent study skills are taught and emphasized throughout our Lower, Middle, and Upper School divisions so that our students will be successful in maintaining high academic standards while feeling comfortable balancing their participation in a wide variety of extracurricular activities. Our goal is for our students to leave with an education that ensures future success in their life-long learning endeavors. The Independent School encourages its students to become involved in a myriad of opportunities. While academics are a top priority, we offer students the freedom to further develop their given abilities, discover their hidden talents, and support their efforts to stretch their personal growth. View full school

It is an excellent time to be at St. George's Independent School! Academic and artistic accolades, athletic championships, and an unquenchable school spirit that values both the individual and the team are just a few reasons why. With an educational model not replicated anywhere else in the country, St. George's is actively building bridges across the mid-south in alignment and support of our city's best ambitions. At St. George's, we weave together the very best traditional educational practice with an active, hands-on approach. We serve boys and girls in prekindergarten through twelfth grade on three campuses in Collierville, Germantown, and Memphis and invite you to consider if one might be just right for your family. You can learn more about us in the Story of St. George's booklet and video found on this page. St. George's is a singular experience, where active learning and agile teaching build disciplined minds, adventurous spirits, and brave hearts. Guided by adept teachers who take a vital interest in every child, our students graduate well prepared for success in college and their chosen career and a life of meaningful service and contribution. St. George's Independent School is an Episcopal school dedicated to pursuing excellence, preparing students for a life of learning and meaningful contribution in an inclusive learning community that nurtures outstanding academic achievement, relationships, leadership, and character reinforced by Judeo-Christian values. Our Philosophy: St. George's is a community of learners who believe that learning is a lifelong endeavor. It is a place to find knowledge and the skills necessary for this lifetime of learning. St. George's believes in a holistic approach to education. Thus in preparing students for high academic challenges, it is a place where one also finds an emphasis on spiritual, physical, and social development. It is a place where mind, body, and spirit grow as one. St. George's highly esteems truth and honor. An honor code supports an environment where compassion, respect, responsibility, self-discipline, perseverance, work, and faith thrive. St. George's values the development of individual character. Thus, it is a place for exploration and learning about others and oneself. St. George believes in fostering positive relationships between girls and boys, women, and men. We value our school's coeducational nature and provide ample opportunities for both male and female students, faculty, and administrators to excel. St. George's believes that students have multiple talents and abilities. It is a place where students' unique gifts are recognized and nurtured, and doors are open to diverse fields of expression, creativity, and appreciation through a curriculum of core subject areas and varied co-curricular programs. As a school founded in the Episcopal tradition, St. George's welcomes and respects all religious, racial, national, and ethnic backgrounds. It is a place that acknowledges the dignity of each child. St. George's believes in the mutual support of home, school, and community in the development of young women and men. St. George's endeavors to create and provide collaborative opportunities to enrich its students' educational development and its role as a part of the greater community. Likewise, civic service is a prominent element of our educational program. St. George's also believes it must take a leadership role in the conservation of environmental resources. As good stewards of these resources, St. George's will uphold sustainable design principles and continue its history of environmental education to promote these values within its student body. St. George's believes in preparing young women and men to seize their futures with confidence and passion as they go forward to make meaningful contributions to our community and the world. As part of this commitment to inclusion, we seek out pupils from many walks of life, every religious tradition, all races, and more than 50 zip codes – because we believe our classrooms should reflect the realities of our city. We know that the bridges built at St. George's result in a genuinely transformative diversity. Our students change, inform, and enrich their peers' experiences and, together, build a community that celebrates differences and recognizes commonality. St. George's Independent School advances the best of both models, for today and tomorrow. Between the miracle of your child as you see him today, and the wonder of what he is growing into tomorrow, the active learning and agile teaching of a St. George's education help him build a disciplined mind, an adventurous spirit, and a brave heart. Our academic program's focus is on the interdisciplinary model of instruction, fostering 21st-century skills, and the technology that is present provides a framework of support to help students become lifelong learners. While the technology itself is a powerful tool for teaching and learning, it is integrated and utilized to focus on curricular goals. The use of technology provides opportunities for student-centered learning in ways that foster engagement and deep understanding, allowing for differentiation of instruction in ways that best meet our educational goals. Collierville 6-12 Address: 1880 Wolf River Boulevard Postal code: 38138 Phone: +1 901 4572000 View full school

Independent University Banja Luka was founded in 2005 as a higher education institution named Faculty of Social and Political Sciences, and in 2007 it is expanded and registered in the University. There are six organizational units within the University: Faculty of Political Science Faculty of Education Faculty of Economics Faculty of Informatics Faculty of Ecology Faculty of Security and Protection Faculty of Fine Arts The aims and principles of education at NUBL are the realization, improvement, and development of knowledge, science and culture, and international cooperation in acquiring and improving scientific knowledge. The superior quality of the modern concept of undergraduate education at NUBL is based on mandatory principles on establishing a single European Higher Education Area established in the declarations from Bologna and Lisbon. The structure of the three-year program leading to a university degree is entirely consistent with the trend of reforms in acquiring higher education titles in Europe within the Bologna Process. This structure should allow our students to compare their qualifications with similar higher education institutions. Knowledge has become an essential resource in economic life. Primat in business success does not allow either natural resources, modern machines, even financial capital. The role of NUBL is to develop students' creativity and educate them in experts capable of solving specific problems because, in our system, the values of people are in the first place, primarily our students. Because of them and their future, we are here. The knowledge they need to transfer requires top professors, lecturers, and associates. The University takes care of the selection, professional development, and improvement of each employee. Teaching is supported by state-of-the-art information and audio-visual technology, making it easier for students to accept new knowledge and teach lecturers. Our business partners from the environment play an essential role in developing future employees – practitioners are the most successful experts and permanent guest lecturers at our University. Students have the opportunity to acquire and verify their knowledge through practical examples. Therefore, if one word is necessary to show the essence of our work, then it is developing knowledge, relationships, and people. By linking science and research work, artistic creativity, education, science, profession, and art, through the realization of existing and new study programs, students should be trained to do business in a globally and technologically highly developed environment, requiring constant acquisition and development of new knowledge, initiative, and innovation, entrepreneurial ability, ability to make decisions in a lack of time, ability to work in conditions of diversity, in order to achieve individual, University and social interests. The strategic goal of scientific and research work is to strengthen the role of the University at the national and international level by raising the quality of research, participating in significant national and international scientific research and research and development projects, and achieving scientific excellence, recognition, and recognition of the University and its faculties. Since no country is rich enough to develop all research areas with the same intensity, it is natural to stimulate those researchers and research groups that have already shown excellence in their work, as well as areas of interest for the Republic of Srpska and BiH, but also to especially encouraged and stimulated by young researchers and scientists. It implies that everyone should be provided with initial support to create the necessary prerequisites for further development. The total number of students who studied or are currently studying is around 2000, first at the Faculty of Political and Social Sciences, and then at the University. So far, around 1200 students graduated from all faculties at the University. In addition to graduate students of the undergraduate study, about 50 students received their master's degree in the second cycle of studies. About 70% of them are employed, and part of them continued their studies at the master's degree in domestic and foreign faculties. About 400 graduates found the first job after completing one of our faculties. Transition per faculty ranges from 80% to 94%. The Independent University is a signatory to the cooperation agreement with numerous higher education institutions with the fundamental goal of ensuring the dissemination and exchange of educational and scientific experience, with the emphasis on further development and improvement of knowledge and acquisition of skills of students and teaching staff in order to enable the successful management of the process of higher education reforms and the integration of these higher education institutions into the European education system. The Independent University of Banja Luka has confirmed the quality standard of work by the Decision on Accreditation, issued by the Agency for Accreditation of Higher Education Institutions of the RS. View full university

To provide lifetime learning skills, To promote and facilitate academic excellence, To develop the whole child, We believe that how children learn is as important as what children learn. View full school

Founded in 1975, the Blackall Range Independent School (B.R.I.S.) is a fully accredited, non-denominational and co-educational school teaching grades prep through year 12. Nestled among the beautiful hills of Kureelpa in the Sunshine Coast Hinterland, the school is small by design, and our rural setting very much enhances our educational model. As a school, BRIS seeks to meet our students' emotional, social, and educational requirements and foster 'a community of learners' that incorporates students, staff, and parents. BRIS uses a 'child-centered' approach to learning, a way of working with each student in conjunction with parents and teachers. Our goal is to provide education in a sustainable environment that is caring, welcoming, and understanding. The Blackall Range Independent School strives to create a community of active learners. We encourage awareness and respect for self, others, the environment, a willingness to act, and the desire to achieve it. Our ethos is the empowerment of our students and our community through the celebration of difference and embracing the diversity of all learners. Our vision is that just as it takes a village to raise a child, so does it take an entire school community to create self-motivated, lifelong learners. This vision is reflected in our school's acronym Building, Resilient, Innovative, and Self-motivated Leaners. Blackall Range Independent School is about people and diversity, and our concerns are global. Our community is a place of trust and openness, where young and old from different cultural backgrounds are respected for who they are, a place whose ethos is based upon the responsible use of freedom, and where exploration and discovery are related to humanity's needs for the present and future. BRIS strives to be flexible and evolve and provide a feeling of security and purpose to our extended community. BRIS is a school community in which student-centered education is the goal rather than a label. It allows exploration of individual interests and considers the school's role in society – a way of extending the school's human dimension. New learning is presented in many aspects, rather than a linear sequence through the integration of broadly-based flexible programs. Learning must be joyful and challenging, involving, and attractive to the students. Learning must be timeless but not fragmented, and be seen for today and tomorrow, embedded in an appreciation of yesterday. To this end, B.R.I.S. fosters an ethos of intentional community and a culture of social-emotional well-being to provide an environment of learning where students are supported by the community to grow academically, socially, and emotionally. Environmental sustainability is central to our ethos and is reflected in our curriculum. We want all our students to understand that they are leaders, and through responsible leadership, actions are required to improve the world we live in. Individual, diverse leaners working together in a motivated school community is what are educational processes at BRIS strives to foster. Parents, as partners in their child's physical, emotional, intellectual, and spiritual growth, are encouraged during the learning journey at BRIS. Professional development is what our teachers commit through continual self-evaluation processes in the delivery of our curriculum. Teachers aspire to uphold the school's ethos and ensure evidence-based best practices inform their teaching. We recognize that learning occurs on many levels and requires that all students be engaged in beneficial learning processes that nurture and honor themselves and others, whether academic, creative, or physical. Our curriculum is aligned with and meets the requirements of the Australian National Curriculum. The school aims to provide skills and subjects reflecting the needs, interests, and experiences of the children and their parents. Emphasis is on experiential learning situations, where teachers facilitate learning. Students are offered the opportunity to be involved in program development and evaluation. Assessment is a student and teacher-initiated, non-competitive, and continuous. We do take part in National Testing Programs to satisfy regulations. Many learning experiences are conducted beyond the classroom, including excursions, camps, special events, and cultural performances participates in several programs to enhance its goal of providing authentic, genuine learning experiences. Some of these programs include Kids in Action, Ripple Kindness Project, Students' Voice through weekly Circle Time meetings, The Breathe Project, and the school's Eumundi Market stall. Parent partnership is welcome at B.R.I.S. in all areas of school life. BRIS recognizes that parents are their child's essential educators. Teachers and parents thus take a 'team approach' to each student's learning. Parents may join the classroom activities or undertake ancillary positions (maintenance, P & F, fundraising, excursion support, or other duties), depending on the school's need and the individual's expertise. View full school

The Aboriginal and Islander Independent Community School (hereafter referred to as the Murri School) was first established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, capable of self-fulfillment and of contributing to society. In 1987, the school received full registration status with the Queensland Department of Education, which certified its application requirements with the Association of Independent Schools of Queensland and agreement with the Commonwealth. This milestone in Indigenous Education was for the school’s community, a significant move towards eliminating barriers that impede Indigenous students access to, and participation in, mainstream primary education. For the first ten years of operation, the school was located in a leased, disused Catholic primary school in Highgate Hill. This situation was not ideal as there were no playing areas for the children and access only to three classrooms. The school was asked to relocate during 1995 as the site did not meet Workplace Health and Safety standards and cost of upgrade was well beyond the means of the Parish Council. The school secured a two year lease from Education Queensland on closed inner city school. The move to this premises meant a marked improvement in the overall environment of the school, however, space allotted meant there was still a restriction on enrolments. We were able to increase enrolments to some degree with the move but were very quickly filled to capacity. The school’s Board of Directors and staff were untiring in their efforts to obtain Crown Land and/or financial assistance to purchase suitable land or site. This in turn meant that the school was not in a position to make application to Block Grant, due to the non-ownership of land and basic space and facilities to secure a grant. In 1997, the school was successful in its application to the Commonwealth to secure funds to purchase our current site at Acacia Ridge. The Murri School has a proven record of performance in advancing the educational attainment of Indigenous students, with particular reference. The school’s role and function within the Indigenous community is an established mechanism directly aligned and currently responsive to the following priorities: Improving Indigenous literacy. Improving Indigenous numeracy. Increasing the employment of Indigenous Australians in education and training. Improving educational outcomes for Indigenous students. Increasing Indigenous enrolments. Increasing the involvement of Indigenous parents/community members in educational decision making. Increasing professional development for staff involved in Indigenous education. In line with these priorities, the school has adopted key priority areas that are reflected as national priorities of the AEP: Making educational outcomes for Indigenous Australians similar to those for non-Indigenous Australians Setting literacy, numeracy and employment targets Involving Indigenous parents in their children’s education Expanding secure employment and training of Aboriginal and Torres Strait Islander people at all levels, particularly Aboriginal and Torres Strait Islander Education Workers Ensuring appropriate professional development of staff involved in Indigenous education Developing and extending culturally inclusive curricula Involving Indigenous Australians in educational decision making Achieving literacy and numeracy outcomes for Indigenous Australians similar to those for non-Indigenous Australians and Addressing the development of sound foundation competencies. It could be argued that there are other educational facilities available to parents and children in the Acacia Ridge area. However, the Murri School is not about denying the important aspects of contemporary education playing a vital role in the future of Indigenous children, nor is it about creating a ‘black’ separatist education for Indigenous people. It is about creating a choice that Indigenous people in the catchment area have in terms of the schools available for their children or as a school that they can access even if they choose to send their children elsewhere. It should be noted that the formation of the school was not motivated by how poorly Indigenous students were performing in mainstream schools. It was also based on a clear understanding by parents and community leaders that cultural beliefs and practices were an integral part of the whole development of children – of all their academic, psychological, social and spiritual aspects. This is no different a stance to that adopted by other secular, or class-based groups in mainstream public or private schools. Indigenous cultures in this context play an intrinsic role in developing and negotiating the acquisition of ‘western’ education skills and abilities, because there is no covert promotion in teaching approaches of any ‘deficit’ or ‘impediment’ to learning. As a result, the school ethos is based on debunking populist views that conceive Indigenous cultural differences as being so profound as to render mutual understanding or meaningful exchange, whether inside or outside classrooms, as exceedingly difficult if not impossible. School staff hold the view that, while equitable participation policies for Indigenous students in mainstream schooling systems is important, these should be balanced by alternative choices in schooling for Indigenous families and the communities they inhabit. Providing this choice can contribute to how Indigenous people articulate their self-determination in educational outcomes for both students and their families. Many children in our current population have been excluded or repeatedly suspended from the mainstream schooling system. The Murri School thus provides access to education for students often denied them elsewhere. The opportunity exists to create in-depth learning by developing education leaders who work with school staff and the community to build a collective educational vision that is clear, compelling, and connected to teaching and learning. This collective vision would help focus attention on what is important, motivates staff and students, and increases the sense of shared responsibility for learning where collegiality and co-operation are the keys to real educational success for Indigenous children. Our curriculum at all levels, from Preparatory to Year 12 and are based on the National Curriculum (ACARA) documents. During 2013 all work programs for Prep - Year 10 in English, Mathematics and Science were based on the Australian Curriculum. Rolled out in 2013: Implementation WSLP (Whole of School Literacy Plan) all literacy teachers to be 'coached' (ISQ Literacy Academy) Release of senior staff to fulfil this role Personalised Learning Plans for every student - to include health and well being Assessment of all students (P-10) using CDAT (numeracy) In 2013 the Secondary Department implemented Australian Curriculum Phase 1 subjects: English, Mathematics, Science and History. Subject selections for the Queensland Certificate of Education (QCE) are studied over Year 11 and 12. Subjects at senior level reflect the current aspirations of the senior cohort of the school and follow studies at junior level. Students study 3 core subjects, select one elective and undertake a VET line of study to accrue 20 credit points towards their QCE. Students are expected to complete a traineeship or apprenticeship. This has been designed as a compulsory component of the senior program to encourage senior students to explore career opportunities beyond school, and as a fundamental component to achieving the necessary points towards their QCE. View full school

Columbia Independent School guides students in their pursuit of excellence, beginning with children at the earliest stages of development in junior kindergarten and creating a seamless educational experience through graduation. Our intentionally crafted curriculum is designed to stretch every child's mind and provide exemplary support for students throughout the lower, middle, and upper school divisions. CIS prepares students for rigorous academic life in college and success in the global world. This preparation is achieved through small class sizes, a committed faculty, a safe and close-knit community built on diverse backgrounds, and lively and engaging classrooms, which exude the joy of living. The faculty and staff at CIS create an intimate learning environment where students receive personalized, quality instruction and guidance throughout their academic journey. Students are engaged with a strong liberal arts curriculum, including courses in fine arts, foreign languages such as Latin, and many others. Also, the Center for Inspiration, Innovation, and Investigation enhance a student's natural curiosity through hands-on experiences that build problem-solving and collaboration skills. CIS has the unique opportunity to bring students together at all grade levels through cross-divisional class projects, assemblies and socials, and all-school community events. Columbia Independent School is a place of opportunity. As the only independent, college preparatory school in Central Missouri, CIS students and families come from diverse backgrounds to join our school and explore the many opportunities and experiences that only a small school like CIS can offer. While many families initially pursue our school because of our strong reputation for academics and our excellent outcomes in preparing students for college, they find that the opportunities to learn and grow extend well beyond traditional learning. In our lower and middle schools, every student studies the visual or performing arts, modern language (Spanish, French, Mandarin), Latin (beginning in middle school), and physical education, in addition to classes in math, history, science, and English. With our Center for Inspiration, Innovation, and Investigation, students in JK - 12 have the opportunity to learn skills in computer coding, 3D design, and printing, and other Science, Technology, Engineering, and Mathematics (STEM) skills that prepare them for the future they will inherit. Our advisory programs emphasize communication skills, character development, and empathy. Our upper school program is built around the ideals of student engagement and participation. Students take an active role in leading class discussions and enjoy close, meaningful relationships with their peers. Teachers serve as mentors, guiding students both academically and ethically, as our students grow to become leaders and global citizens. CIS students are not bound to specific roles and activities. Each student can be an artist, athlete, and academic - and many of our upper school students choose to be all three. Our mission is to guide students in pursuing excellence through academic, physical, and creative achievement while exemplifying a commitment to integrity, trust, and responsibility. To encourage students to realize the joy of living through personal achievement and service to others in preparation for higher learning and community life. Our Philosophical Principles: CIS is one school, junior kindergarten through 12th grade, sharing a joint mission implemented in an age-appropriate manner. While identifying with a grade level, division, or discipline, the faculty shares a commitment to the entire school. CIS believes that learning is a life-long process, and the best way to help students realize a passion for learning is for teaching and learning to be personalized. Our faculty are supported in this by a student load and teaching schedule that allows for a high individual attention level. The faculty's CIS curriculum is designed based on the skills and content that a graduate is expected to possess. It is integrated within departments and across divisions. It is designed to promote depth of understanding rather than a superficial acquaintance, and students demonstrate mastery in various ways. CIS values its students as individuals. Faculty engage students in multiple contexts (e.g., as teachers, advisors, coaches, etc.). Each student is known and appreciated for who they are and what they bring to our community. CIS is attentive to the emotional and physical health of our students. This includes creating an environment that is physically, intellectually, and morally safe. CIS consciously works to create a culture of integrity, trust, and responsibility. CIS and its families are engaged in a partnership to support the education of their students/children. Families actively support the school through volunteer activities and create a climate at home that values education and supports the school's mission. CIS appreciates the benefits of being an inclusive community and enables all community members to use their unique talents in support of our educational endeavor. CIS faculty model the life-long learning that it aspires to for our graduates. As an institution, CIS supports the faculty's professional development both through fiscal resources and through time for collaborative planning and reflection. View full school

Welcome to BASIS Independent Silicon Valley. At our grades 5–12 private school in San Jose, we prove time and again that with the right support and encouragement, all students can achieve academic excellence. How? We set the bar high and help students develop the confidence to clear it. Our curriculum, paired with our expert teachers, helps students achieve whatever they put their hearts and minds. It is challenging, it is rewarding, and it is inspiring. Our incredible, passionate, and dedicated teachers bring the internationally recognized BASIS Curriculum to life in a setting that fosters a dedication to the pursuit of knowledge and the pleasure inherent in scrutinizing and understanding the world around us. Our students study a wide variety of subjects – from Classical Civilizations to advanced mathematics. They are taught to be critical and analytical thinkers – to be open-minded and autonomous – to trust themselves and excel. This is a school where there truly is no shortage of success. Incredible performances on BASIS Curriculum developed examinations, Advanced Placement Tests, and the OECD Test for Schools based on PISA being rightly championed and celebrated. Competitive academics, college acceptances, remarkable individual achievements – all are worth pointing to. A combination of student intellectual curiosity and faculty subject expertise leads to an environment where learning is valued for its own sake and embraced as a means in itself and not merely an end. Our mission is to educate students to the highest international levels with a spiraling liberal arts and sciences curriculum benchmarked to the world's best education systems. Our advanced curriculum, unmatched in breadth and depth, prepares students with the content knowledge, critical thinking, and self-advocacy skills needed to succeed throughout their education and well beyond. Our passionate, expert teachers are unwavering in their belief that any child can excel with hard work, the right support, encouragement, and inspiration. We are committed to a positive learning culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. This philosophy drives the scope and sequence of the BASIS Curriculum. Our perspective is evergreen and does not give in to the pressure of the latest education trends. We are proud to be both unabashedly forward-thinking and unapologetically old-fashioned in our approach. We focus on what works and what is proven when it comes to preparing students today for what is to come tomorrow: Today, we can no longer conceive of opportunity for the next generation as confined to a city, a state, or even a nation. We commit to teaching our students to the highest global standards to succeed in the best universities in the world and compete in a global professional marketplace. Founded by two economists, our schools have been committed, from our earliest days to the smart, network-wide use of student performance data. We hold ourselves accountable for using the insights this data provides to sustain and improve our students' learning outcomes. Our study path is connected from the student’s academic start in preschool to the student’s finish with Senior Projects. Our curriculum is carefully calibrated so that students are appropriately challenged and excited by their learning in every discipline and at every grade level. Each year builds as a preparation for the challenges to come. We teach our students to achieve mastery of the foundational academic disciplines and competencies, for it is that mastery, which will empower their future lives and careers. In our classrooms, bolstered by the faculty's unwavering support, students will face demanding challenges and celebrate extraordinary victories as they learn and uphold excellence. Our use of technology in education is highly focused: we use technology to help solve problems of scale, help create the connective tissue that joins a network of schools into an integrated system with data-driven quality control, and share best practices. We use it to ensure that curricular decisions and innovations are driven by our teachers, not a top-down, centralized bureaucracy. We believe technological competency is a skill necessary to thrive in our modern academic, professional, and personal lives. While technology is one of many tools available to teachers to engage and inspire students to take ownership of their learning experience, devices cannot replace the dynamic, co-creative classroom interaction between teachers and students. Trust and respect between teacher and student is the essential ingredient in academic success. In our schools, diverse perspectives are challenged and tested in an environment of informed thought and collegiality. Students must be prepared to navigate the uncertainty of the 21st-century landscape with profound humility. By engaging with various global perspectives, our students are empowered to make their own decisions about how they will navigate their world. Conflict and struggle are vital components in our students' maturation and the evolution of their most deeply held convictions. View full school