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We believe in educating our children, not merely schooling them. Our school is where thinking, analyzing, imagining, and creating are encouraged, nurtured, and rewarded. We do not want our students to learn merely for the sake of passing a test. We want them to develop intellectual curiosity and the skills with which to satisfy it. We know that learning begins with questions; we teach our students how to make productive inquiries. We are committed to providing the best education we can for all the children we admit. That involves identifying an individual child's optimum learning style and providing those experiences for him or her that will affect maximum intellectual, social, and emotional growth. There is a way to reach every child; we are experts at finding those ways. We know that we need to teach more than academic course content. As Modern Orthodox Jews, our children are expected to strive for success as they live in and engage with the modern world while still being faithful to the religious teachings of our Torah and our sages. So while we give our students the tools to succeed in the secular arena, we make sure they understand the benefits of living their lives as ethical, Torah Jews. We know our students will have to do a balancing act; we are dedicated to showing them how to achieve that balance. We foster in our students an overwhelming commitment to religious Zionism. As a result of numerous programs that involve them in activities in support of Israel, our students reach a level of maturity in their years with us that permits them to go out into the world armed with the skills to face the realities of the world in which they must live. We know our students will face challenges; we equip them to deal with them effectively. This kind of education must be seen as the fundamental right of all students in our school. Classes will be co-educational and will seek to accommodate the needs of many different kinds of students by exposing them to a variety of spiritual and intellectual perspectives. This light will encourage individual students to bring their unique insights and interpretations to the curriculum. The school program's primary purpose will be to enable each student to discover their calling, be it in the classroom texts, the sciences, the arts, or the extracurricular realm. Of course, this will coincide with our commitment to give students the tools and the drive to succeed on the highest academic levels after they graduate. Yet it will serve an even greater responsibility: nurturing every student's creativity and self-esteem in the area that best suits him or her during these most formative years. All knowledge, be it religious or secular, stems from the Creator of the universe. A commitment will similarly drive the North Shore Hebrew Academy High School to academic excellence in General Studies. Through first-rate training in the analytic and quantitative reasoning that underlies such fields as chemistry and physics, students will not only hone their skills and overall scholastic aptitudes. However, they will gain a direct appreciation for the philosopher Pythagoras, who liked to call "harmony of the spheres." Equal emphasis will be placed upon the more significant works of our classical heritage, from Euclid's foundational rigor to the lyrical expressiveness of Shakespeare. The learning of necessary skills will be combined with a sophisticated understanding of literature and Western thought. Thus enriched, our students will meet the admissions criteria and standards of the most selective institutions of higher learning. Yet, far more critical, they will graduate with a highly developed and deeply thoughtful approach to the world around them. A superior academic program is critical to a school's success, but so are the values it imparts. If there is one value above all else that we hope to instill in our students, it is chesed, committed to acts of righteousness, kindness, and generosity. Schools and communities do not exist in an educational vacuum: these students enter the world with an obligation toward those around them that stems directly from their Jewish heritage. This begins with their daily activities, especially, bein adam le' chaveiro, from one human being to another, and extends to an overall responsibility toward the needy and the less fortunate. We must uphold these values in educating our children and to ensure that they grow into adults who will do the same.
Since we opened our doors in 1919, North Shore Country Day has been committed to educating the "whole child." Our school has all the benefits of a small school, where each child is known, immersed in learning, and mentored by all in the North Shore community. Students learn and grow together as they explore a challenging curriculum taught by exceptional teachers in an environment that encourages collaboration and creative thinking. We help students enhance their academic experience with participation in the arts and athletics, learning more about themselves and others in the process. North Shore students emerge prepared intellectually and socially to lead "lives marked by integrity, kindness, respect, and fulfillment." We embrace the value of being a small school because it builds an atmosphere of respect, accountability, and mentoring between students and teachers and provides resources and learning opportunities that empower students to be architects of their education. We take pride in our immersive, intensive curriculum that inspires curiosity and develops the critical-thinking, problem-solving, writing, and communication skills that serve our students well in their education and life. We believe education should be personal — where teachers know each student, challenge each at a high level, and where students connect intellectually and individually with teachers, advisors, college counselors, coaches, and peers, both in and outside the classroom. We know engagement is essential to learning and leadership, so we require students to participate in everything from theater, sports, and art to technology, music, and service-learning, connecting with local and global community partners to expand their views and understandings of others and themselves. We prepare students with a challenging education that requires them to think critically, communicate effectively, and engage fully in their intellectual growth and personal development. In doing so, they become self-confident, ethical citizens of the world who embody our motto, "Live and Serve." Through a range of experiences in and out of the classroom, students are immersed in science, mathematics, humanities, language, and the arts. Our broad and ever-evolving curriculum challenges and engages students to strive for personal growth and academic excellence. We believe in the importance of developing individuals who are resilient, creative, confident, and who persevere. We teach students to be self-advocates and expect them to own their education and actions, preparing them for lives marked by integrity, kindness, respect, and fulfillment. Our students are known and celebrated as individuals. Connections are formed with teachers that endure beyond graduation. Multi-age relationships emerge from our JK-12 campus to foster a strong sense of community. We leverage knowing every student with our active network of faculty, parents, and alumni to help students reach their goals and aspirations. We embrace diversity and global literacy to build acceptance, strengthen compassion, instill social responsibility, and expand competencies that enable students to succeed in a multicultural world. Students are enriched by the inclusion of individuals with varied talents, voices, and backgrounds. Realizing that students discover and develop their talents and passions through action, we require full participation in arts, athletics, and service. Engagement in multiple disciplines expands our students' understanding, commitment, teamwork, and potential. Although people make up the core of our educational experience, we recognize the campus environment and resources' value and importance. Our thoughtfully designed classrooms, course materials, outdoor spaces, and campus facilities provide the resources necessary to maximize learning. At North Shore, "Live and Serve" is more than just a motto – it's something our students embrace in their learning and embody through their actions. Our service program seeks to foster student ownership and leadership. In classes, teachers implement service-learning, which links classroom learning and service activities to empower students as ethical citizens. Other projects are student-driven, taking place outside the classroom through student government, clubs, or other activities. We endeavor to build strong, reciprocal relationships with our service partners. Students are encouraged to see service as a lifelong endeavor and become the "self-confident, ethical citizens of the world" described in our mission. At North Shore Country Day School, we believe that diversity, equity, and inclusion are essential to fulfilling our mission, the achievement of educational excellence, and the creation of a better world. We are committed to building a diverse community in terms of race, gender, age, ethnicity, religion, sexual orientation, and economic background. Diversity, though, is about more than just numbers. Therefore, we also strive to create an inclusive community where all people are treated with respect and dignity. Multiple perspectives and experiences are welcome, and where students from all cultures and backgrounds can succeed. North Shore Country Day engages its community members in developing cultural competencies that allow us to communicate and interact effectively across cultures. Both inside and outside of the classroom, learning from and coming to understand differences and commonalities enrich us and empower us with skills for living in a diverse, twentyfirstcentury world. Grappling with the complex issues of this world enables us to explore the roles, rights, and responsibilities of citizens in a democratic society and examine a range of ways to develop a more just and equitable society. We invite all members of the community to join us in this continuous learning journey.- We believe in educating our children, not merely schooling them. Our school is where thinking, analyzing, imagining, and creating are encouraged, nurtured, and rewarded. We do not want our students to learn merely for the sake of passing a test. We want them to develop intellectual curiosity and the skills with which to satisfy it. We know that learning begins with questions; we teach our students how to make productive inquiries. We are committed to providing the best education we can for all the children we admit. That involves identifying an individual child's optimum learning style and providing those experiences for him or her that will affect maximum intellectual, social, and emotional growth. There is a way to reach every child; we are experts at finding those ways. We know that we need to teach more than academic course content. As Modern Orthodox Jews, our children are expected to strive for success as they live in and engage with the modern world while still being faithful to the religious teachings of our Torah and our sages. So while we give our students the tools to succeed in the secular arena, we make sure they understand the benefits of living their lives as ethical, Torah Jews. We know our students will have to do a balancing act; we are dedicated to showing them how to achieve that balance. We foster in our students an overwhelming commitment to religious Zionism. As a result of numerous programs that involve them in activities in support of Israel, our students reach a level of maturity in their years with us that permits them to go out into the world armed with the skills to face the realities of the world in which they must live. We know our students will face challenges; we equip them to deal with them effectively. This kind of education must be seen as the fundamental right of all students in our school. Classes will be co-educational and will seek to accommodate the needs of many different kinds of students by exposing them to a variety of spiritual and intellectual perspectives. This light will encourage individual students to bring their unique insights and interpretations to the curriculum. The school program's primary purpose will be to enable each student to discover their calling, be it in the classroom texts, the sciences, the arts, or the extracurricular realm. Of course, this will coincide with our commitment to give students the tools and the drive to succeed on the highest academic levels after they graduate. Yet it will serve an even greater responsibility: nurturing every student's creativity and self-esteem in the area that best suits him or her during these most formative years. All knowledge, be it religious or secular, stems from the Creator of the universe. A commitment will similarly drive the North Shore Hebrew Academy High School to academic excellence in General Studies. Through first-rate training in the analytic and quantitative reasoning that underlies such fields as chemistry and physics, students will not only hone their skills and overall scholastic aptitudes. However, they will gain a direct appreciation for the philosopher Pythagoras, who liked to call "harmony of the spheres." Equal emphasis will be placed upon the more significant works of our classical heritage, from Euclid's foundational rigor to the lyrical expressiveness of Shakespeare. The learning of necessary skills will be combined with a sophisticated understanding of literature and Western thought. Thus enriched, our students will meet the admissions criteria and standards of the most selective institutions of higher learning. Yet, far more critical, they will graduate with a highly developed and deeply thoughtful approach to the world around them. A superior academic program is critical to a school's success, but so are the values it imparts. If there is one value above all else that we hope to instill in our students, it is chesed, committed to acts of righteousness, kindness, and generosity. Schools and communities do not exist in an educational vacuum: these students enter the world with an obligation toward those around them that stems directly from their Jewish heritage. This begins with their daily activities, especially, bein adam le' chaveiro, from one human being to another, and extends to an overall responsibility toward the needy and the less fortunate. We must uphold these values in educating our children and to ensure that they grow into adults who will do the same. View full school
- Since we opened our doors in 1919, North Shore Country Day has been committed to educating the "whole child." Our school has all the benefits of a small school, where each child is known, immersed in learning, and mentored by all in the North Shore community. Students learn and grow together as they explore a challenging curriculum taught by exceptional teachers in an environment that encourages collaboration and creative thinking. We help students enhance their academic experience with participation in the arts and athletics, learning more about themselves and others in the process. North Shore students emerge prepared intellectually and socially to lead "lives marked by integrity, kindness, respect, and fulfillment." We embrace the value of being a small school because it builds an atmosphere of respect, accountability, and mentoring between students and teachers and provides resources and learning opportunities that empower students to be architects of their education. We take pride in our immersive, intensive curriculum that inspires curiosity and develops the critical-thinking, problem-solving, writing, and communication skills that serve our students well in their education and life. We believe education should be personal — where teachers know each student, challenge each at a high level, and where students connect intellectually and individually with teachers, advisors, college counselors, coaches, and peers, both in and outside the classroom. We know engagement is essential to learning and leadership, so we require students to participate in everything from theater, sports, and art to technology, music, and service-learning, connecting with local and global community partners to expand their views and understandings of others and themselves. We prepare students with a challenging education that requires them to think critically, communicate effectively, and engage fully in their intellectual growth and personal development. In doing so, they become self-confident, ethical citizens of the world who embody our motto, "Live and Serve." Through a range of experiences in and out of the classroom, students are immersed in science, mathematics, humanities, language, and the arts. Our broad and ever-evolving curriculum challenges and engages students to strive for personal growth and academic excellence. We believe in the importance of developing individuals who are resilient, creative, confident, and who persevere. We teach students to be self-advocates and expect them to own their education and actions, preparing them for lives marked by integrity, kindness, respect, and fulfillment. Our students are known and celebrated as individuals. Connections are formed with teachers that endure beyond graduation. Multi-age relationships emerge from our JK-12 campus to foster a strong sense of community. We leverage knowing every student with our active network of faculty, parents, and alumni to help students reach their goals and aspirations. We embrace diversity and global literacy to build acceptance, strengthen compassion, instill social responsibility, and expand competencies that enable students to succeed in a multicultural world. Students are enriched by the inclusion of individuals with varied talents, voices, and backgrounds. Realizing that students discover and develop their talents and passions through action, we require full participation in arts, athletics, and service. Engagement in multiple disciplines expands our students' understanding, commitment, teamwork, and potential. Although people make up the core of our educational experience, we recognize the campus environment and resources' value and importance. Our thoughtfully designed classrooms, course materials, outdoor spaces, and campus facilities provide the resources necessary to maximize learning. At North Shore, "Live and Serve" is more than just a motto – it's something our students embrace in their learning and embody through their actions. Our service program seeks to foster student ownership and leadership. In classes, teachers implement service-learning, which links classroom learning and service activities to empower students as ethical citizens. Other projects are student-driven, taking place outside the classroom through student government, clubs, or other activities. We endeavor to build strong, reciprocal relationships with our service partners. Students are encouraged to see service as a lifelong endeavor and become the "self-confident, ethical citizens of the world" described in our mission. At North Shore Country Day School, we believe that diversity, equity, and inclusion are essential to fulfilling our mission, the achievement of educational excellence, and the creation of a better world. We are committed to building a diverse community in terms of race, gender, age, ethnicity, religion, sexual orientation, and economic background. Diversity, though, is about more than just numbers. Therefore, we also strive to create an inclusive community where all people are treated with respect and dignity. Multiple perspectives and experiences are welcome, and where students from all cultures and backgrounds can succeed. North Shore Country Day engages its community members in developing cultural competencies that allow us to communicate and interact effectively across cultures. Both inside and outside of the classroom, learning from and coming to understand differences and commonalities enrich us and empower us with skills for living in a diverse, twentyfirstcentury world. Grappling with the complex issues of this world enables us to explore the roles, rights, and responsibilities of citizens in a democratic society and examine a range of ways to develop a more just and equitable society. We invite all members of the community to join us in this continuous learning journey. View full school
- The University of Maryland Eastern Shore (UMES), the State's historically black 1890 land-grant institution, has its purpose and uniqueness grounded in distinctive learning, discovery, and engagement opportunities in the arts and sciences, education, technology, engineering, agriculture, business, and health professions. UMES is a student-centered, doctoral research degree-granting university known for its nationally accredited undergraduate and graduate programs, applied research, and highly valued graduates. UMES provides individuals, including first-generation college students, access to a holistic learning environment that fosters multicultural diversity, academic success, and intellectual and social growth. UMES prepares graduates to address challenges in a global knowledge-based economy while maintaining its commitment to meeting the workforce and economic development needs of the Eastern Shore, the State, the nation, and the world. The University supports the Maryland State plan to develop a highly qualified workforce for the State's economic growth and vitality by serving as a focal point for the advanced training of elementary, junior, and senior high school teachers and students in marine sciences. As such, UMES is an ideal venue for field trips and instruction for the UMES/Salisbury University dual degree program in biology and environmental sciences. Coupled with the UMES MEES program are excellent facilities, which prepare post-secondary students for careers in research and public policy that support a sustainable harvest and conservation of the state's and nation's living marine resources. The University of Maryland Eastern Shore (UMES), the State's Historically Black 1890 Land¬ Grant Institution, is a teaching, research, and doctoral institution that nurtures and launches leaders in a student-centered environment. Committed to providing high-quality programs in an ethnically diverse environment, the University prepares students who will serve and shape the global economy. UMES is a growing, primarily residential university with a mission focused on learning, discovery, and engagement. This is consistent with valuing the faculty's scholarship in discovering new knowledge and disseminating and applying it to the extended community. The University recognizes its responsibility for developing human potential, enriching cultural expressions, and sharing its expertise with individuals, businesses, educational, governmental, and non-governmental organizations. These aspirations are by UMES' legacy and mission as Maryland's 1890 Land-Grant Institution. Founded in 1886 under the United Methodist Church's aegis, UMES is proud of its long history of continuous educational service. One of the original purposes of the land-grant institutions, citizens' education for life in the American economy (then, mostly rural, but now more diverse), included agriculture and mechanical arts disciplines. UMES continues to embrace the original purposes and its current expansions to include the liberal arts, scientific, business, technological, and education and cooperative ventures with foreign universities, governmental and non¬ governmental organizations, and private industries. Through the University of Maryland Extension Service and the Agriculture Experiment Station, UMES works collaboratively with the University of Maryland College Park, the 1862 land-grant institution. The University's expanding instructional technology infrastructure supports the increasing externally funded research grants generated by campus personnel. Quick responses to the economic and educational needs of the region and the State characterize the role that the University plays. The Hospitality and Tourism Management (HTM) Program's provision of well-trained personnel for State and national tourism industry and faculty researchers' work related to conservation and use of natural resources, including water, plant, and animal diversity, exemplify this responsiveness. The Rural Development Center provides timely responses to businesses and government requests for financial, technical, managerial, organizational, and internet assistance. The seafood, poultry, and fresh produce initiatives help firms develop procedures that maximize the quality, safety, and profitability of food products through applied research, certified training, and educational materials. UMES engages in numerous collaborative efforts to (a) increase access and opportunity for a broad spectrum of students, including the economically and educationally disadvantaged, low¬ income adult learners, and first-generation college students and (b) to meet other state needs. Collaborative educational connections with local school systems address the Professional Development Schools, The Redesign of Teacher Education (including the PreK-16 initiative), and other programs. For instance, UMES and Salisbury University collaboratively operate the Master of Arts in Teaching, the dual degree in Sociology/Social Work, and Biology/Environmental Science Programs. UMES provides Special Education Programs, a teaching area of great State and national need, on the Eastern Shore at both the undergraduate and graduate levels. The University also has the only Agricultural Education and Technology Education Programs in Maryland. Access to the Salisbury-Ocean City Airport allows the Engineering and Aviation Sciences programs to establish strong airport personnel links. The University of Maryland Eastern Shore opened its doors Sept. 13, 1886, when it was known initially as the Delaware Conference Academy under the Methodist Episcopal Church's auspices. Greeting the nine students who showed up that Monday were two educators, Benjamin O. Bird and his wife, Portia Lovett Bird. The University of Maryland Eastern Shore is home to five schools: Agricultural and Natural Sciences Business and Technology Education, Social Sciences and the Arts Graduate Studies and Pharmacy and Health Professions. View full university
The University of Maryland Eastern Shore (UMES), the State's historically black 1890 land-grant institution, has its purpose and uniqueness grounded in distinctive learning, discovery, and engagement opportunities in the arts and sciences, education, technology, engineering, agriculture, business, and health professions. UMES is a student-centered, doctoral research degree-granting university known for its nationally accredited undergraduate and graduate programs, applied research, and highly valued graduates. UMES provides individuals, including first-generation college students, access to a holistic learning environment that fosters multicultural diversity, academic success, and intellectual and social growth. UMES prepares graduates to address challenges in a global knowledge-based economy while maintaining its commitment to meeting the workforce and economic development needs of the Eastern Shore, the State, the nation, and the world. The University supports the Maryland State plan to develop a highly qualified workforce for the State's economic growth and vitality by serving as a focal point for the advanced training of elementary, junior, and senior high school teachers and students in marine sciences. As such, UMES is an ideal venue for field trips and instruction for the UMES/Salisbury University dual degree program in biology and environmental sciences. Coupled with the UMES MEES program are excellent facilities, which prepare post-secondary students for careers in research and public policy that support a sustainable harvest and conservation of the state's and nation's living marine resources. The University of Maryland Eastern Shore (UMES), the State's Historically Black 1890 Land¬ Grant Institution, is a teaching, research, and doctoral institution that nurtures and launches leaders in a student-centered environment. Committed to providing high-quality programs in an ethnically diverse environment, the University prepares students who will serve and shape the global economy. UMES is a growing, primarily residential university with a mission focused on learning, discovery, and engagement. This is consistent with valuing the faculty's scholarship in discovering new knowledge and disseminating and applying it to the extended community. The University recognizes its responsibility for developing human potential, enriching cultural expressions, and sharing its expertise with individuals, businesses, educational, governmental, and non-governmental organizations. These aspirations are by UMES' legacy and mission as Maryland's 1890 Land-Grant Institution. Founded in 1886 under the United Methodist Church's aegis, UMES is proud of its long history of continuous educational service. One of the original purposes of the land-grant institutions, citizens' education for life in the American economy (then, mostly rural, but now more diverse), included agriculture and mechanical arts disciplines. UMES continues to embrace the original purposes and its current expansions to include the liberal arts, scientific, business, technological, and education and cooperative ventures with foreign universities, governmental and non¬ governmental organizations, and private industries. Through the University of Maryland Extension Service and the Agriculture Experiment Station, UMES works collaboratively with the University of Maryland College Park, the 1862 land-grant institution. The University's expanding instructional technology infrastructure supports the increasing externally funded research grants generated by campus personnel. Quick responses to the economic and educational needs of the region and the State characterize the role that the University plays. The Hospitality and Tourism Management (HTM) Program's provision of well-trained personnel for State and national tourism industry and faculty researchers' work related to conservation and use of natural resources, including water, plant, and animal diversity, exemplify this responsiveness. The Rural Development Center provides timely responses to businesses and government requests for financial, technical, managerial, organizational, and internet assistance. The seafood, poultry, and fresh produce initiatives help firms develop procedures that maximize the quality, safety, and profitability of food products through applied research, certified training, and educational materials. UMES engages in numerous collaborative efforts to (a) increase access and opportunity for a broad spectrum of students, including the economically and educationally disadvantaged, low¬ income adult learners, and first-generation college students and (b) to meet other state needs. Collaborative educational connections with local school systems address the Professional Development Schools, The Redesign of Teacher Education (including the PreK-16 initiative), and other programs. For instance, UMES and Salisbury University collaboratively operate the Master of Arts in Teaching, the dual degree in Sociology/Social Work, and Biology/Environmental Science Programs. UMES provides Special Education Programs, a teaching area of great State and national need, on the Eastern Shore at both the undergraduate and graduate levels. The University also has the only Agricultural Education and Technology Education Programs in Maryland. Access to the Salisbury-Ocean City Airport allows the Engineering and Aviation Sciences programs to establish strong airport personnel links. The University of Maryland Eastern Shore opened its doors Sept. 13, 1886, when it was known initially as the Delaware Conference Academy under the Methodist Episcopal Church's auspices. Greeting the nine students who showed up that Monday were two educators, Benjamin O. Bird and his wife, Portia Lovett Bird. The University of Maryland Eastern Shore is home to five schools: Agricultural and Natural Sciences Business and Technology Education, Social Sciences and the Arts Graduate Studies and Pharmacy and Health Professions.
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