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  1. Charles E. Smith Jewish Day School (CESJDS) is the only pluralistic Junior Kindergarten-Grade 12 community school in the Washington, D.C. area, and only a few in the United States. We are a welcoming, inclusive community united by our shared Jewish values, and we embrace a broad spectrum of Jewish backgrounds, beliefs, and practices. Our comprehensive dual-curriculum invokes deep and critical thinking, and our students are guided by dedicated and gifted faculty. CESJDS graduates emerge as confident and compassionate life-long learners who lead positive change in the world. When we teach and confront students with the Jewish value concept that their bodies are sacred, that each person is endowed with uniqueness and that relationships between people should be viewed as holy, we can present a perspective that pushes back against the prevailing cultural norms. Jewish educators can and should do better in teaching our teens around these issues. We need to re-engage in conversations and planning around how our curricula and programs confront the current cultural assumptions that teens are socialized into. At the same time, our communities start with the advantage that this discussion is taking place with value concepts and framing counter-cultural language. Together, Jewish educators and parents can continue to create the conditions for positive teen cultures. CESJDS, as many schools do, employs theme-based learning as an instructional strategy in a variety of settings. Each year, we also establish a school-wide learning theme. This year we have chosen Derkh Eretz, ethical behavior, to serve as that connective thread. What is the educational value of instruction based around themes, rather than just teaching each subject area individually? The Soviet psychologist, Lev Vygotsky, conducted significant research into the role language plays in cognitive development. His findings suggest an explicit connection between speech/language and the development of mental concepts. The way we speak and the language we use helps us learn information and gives it meaning. When we use a specific theme for instruction, we enable the human brain to establish meaning and assign value. A second reason for using thematic learning is to provide a cognitive "hook" to store the information. A theme creates a relevant context for learning and serves as an aid for remembering what is taught. When we use a theme as the connective thread between discreet learning, students have a place to put, organize, and recall what they have learned. In this way, thematic learning structures teaching in a way that supports student growth. Cognitive science also suggests that an interdisciplinary approach to learning leads to an increase in understanding and applying general concepts. Using a theme as an organizing principle enables teachers to provide an interdisciplinary approach that helps students understand better and then apply the knowledge and information they have learned. Finally, research indicates that a thematic/interdisciplinary approach is better suited to teach students cognitive skills such as cooperation, problem-solving, and the ability to see connections. Using a theme sets up a structure whereby students naturally will need to develop these thinking and working skills. When a school or a teacher chooses a learning theme, the idea often emerges from a desire to emphasize a specific topic. Educators can then use that topic to teach the general skills, knowledge, and concepts required within the curriculum. But beyond emphasizing a particular topic, cognitive science indicates that thematic learning is a powerful instructional strategy for learning in general. We deliver an exemplary and inspiring general and Jewish education. Our core values: Lifelong learning inspired by a strong, comprehensive academic program of general and Judaic studies that prioritizes critical, independent, and creative thought and expression. Knowledge of and appreciation for the wisdom, spiritual depth, and ethical guidance of Judaism. Perception of God's presence in the awe and wonder of our world and how we can sanctify our lives through the practice and experience of the mitzvot. An inextricable bond with the Jewish people – past, present, and future. A strong personal and ongoing relationship with Israel, its history, people, and culture. An appreciation for and mastery of Hebrew as the language and voice of the Jewish people. Passionate desire, active engagement, and individual/collective commitment to repair the world make it more compassionate and peaceful. A principled commitment to the diversity of Jewish backgrounds, beliefs, and practices of our community of students, teachers, and parents. We unite through our shared values and cultivate respect and knowledge inspired by our differences. A deep commitment to b'tzelem Elokim (each individual is created in the image of God) and Derekh Eretz (ethical decency). A vibrant, caring, moral community based upon the concepts of the-but and arrived (individual and collective responsibility). CESJDS is a learning community committed to diversity and inclusion. Our commitment to diversity and inclusion emanates from the School's core values of K' dushah (Holiness), V'ahavta L'rei-akha (Loving your Neighbor), Kehillah (Community), and pluralism. Our community is intellectually and morally strengthened when many different voices, viewpoints, and backgrounds learn with and from each other. We facilitate experiences to educate students towards a richer understanding and appreciation of diversity so that they are better prepared to contribute meaningfully to the diverse world in which we live.
  2. EduCativ

    Smith College

    Since its founding in 1871, Smith College has provided women of high ability and promise an education of uncompromising quality. A world-class faculty of scholars are fully engaged in your intellectual development, and an open curriculum encourages you to explore many fields of knowledge. Mentors for scholarship, leadership, and service help you observe different achievement models so you can set your course with conviction and confidence. Smith College educates women of promise for lives of distinction and purpose. A college of and for the world, Smith links the power of the liberal arts to excellence in research and scholarship, thereby developing engaged global citizens and leaders to address society’s challenges. Experience a living tradition of intellectual rigor and scope. Take a risk on an untested concept. Develop the acuity to frame an argument, and the eloquence to persuade others of its merit. Take an art class even though your major is engineering. Work with a faculty of scholars who respect their students enough to expect the highest academic achievement standards. At Smith, the world is your campus. You will explore international and intercultural issues, living and studying with women from all over the world. Each day, Smith students initiate and engage in spirited dialogues inside and outside the classroom, exchanging ideas and perspectives, and experiencing genuine learning across cultures. In collaboration with faculty advisers, you will design an academic program that empowers you to be ready to live, work, and lead across borders. The world is your classroom. Acquire the knowledge, understanding, and skills to be prepared for living in a globally interdependent and culturally diverse world. Since 1925, Smith College has been a pioneer in studying abroad, demonstrating that active engagement in the world enhances a liberal arts education. Spend a semester or academic year on one of Smith’s programs in Florence, Geneva, Hamburg, or Paris, or choose from Smith’s consortium and approved programs in Spain, Japan, India, and Mexico Middle East. Travel to locations worldwide with faculty-led programs during January interterm or work at an internship for the summer. Find the program that’s right for you. Smith’s vast array of innovative programs and centers, cross-disciplinary initiatives, and internship and service opportunities are designed to enrich the academic experience to help students further explore their passions in real-world pursuits. Develop the confidence that comes from being held to high standards of performance and achievement. Read Sylvia Plath’s poems in her handwritten drafts. Live in a house with a ghost. Study DNA sequencing with one of the world’s leading molecular biologists. Contemplate the cosmos. Speak Hebrew at lunch. Exceed your expectations of yourself. Reinvent yourself. Imagine yourself at Smith. Join a supportive and diverse community that respects individual choices and achievements. Deejay for a radio station. Run for the head of the student government. Choreograph and produce your dance performance. Join comedy troupe. Lead your crew team to a varsity victory. Study the traditions of dance and theatre in Brazil. Serve an internship with the United Nations in Geneva. Smith College is a distinguished liberal arts college committed to providing the highest-quality undergraduate education for women to develop their intellects and talents and participate effectively and fully in society. The college began more than 140 years ago in the mind and conscience of a New England woman. The sum of money used to buy the first land, erect the first buildings and begin the endowment was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith decided, after much deliberation and advice, that leaving her inheritance to found a women’s college was the best way for her to fulfill the moral obligation she expressed so eloquently in her will: “I at this moment make the following provisions for the establishment and maintenance of an Institution for the higher education of young women, with the design to furnish for my sex means and facilities for education equal to those which are afforded now in our Colleges to young men.” Smith has changed much since its founding in 1871. But throughout its history, there have been certain enduring constants: an uncompromising defense of academic and intellectual freedom, and attention to the relation between college education and the broader public issues of world order and human dignity, and a concern for the rights and privileges of women. Today the college continues to benefit from a dynamic relationship between innovation and tradition. And while Smith’s primary curriculum of the humanities, arts, and sciences still flourishes, the college continues to respond to the new intellectual needs of today’s women—offering majors or interdepartmental programs in engineering, the study of women and gender, neuroscience, film and media studies, Middle East studies, statistical and data sciences and other emerging fields. Were Sophia Smith to revisit Northampton, she would undoubtedly find her vision realized, as students at her college prepare themselves for exemplary lives of service and leadership.
  3. Founded in 1877, Philander Smith College is a small, privately supported, historically Black, four-year liberal arts institution related to the Board of Higher Education and Ministry of the United Methodist Church. The College offers four degrees: the Bachelor of Arts, the Bachelor of Science, the Bachelor of Business Administration, and the Bachelor of Social Work. The College's mission is to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better. Philander Smith College, the only United Negro College Fund member institution in Arkansas, strives to provide a quality education for all regardless of race, religion, gender, national origin, or ethnic background. Our aim at Philander Smith College is to strengthen and maintain enthusiasm for academic rigor and excellence, inspire and educate the next generation of leaders, and share a desire to do things that will positively impact our community, state, nation world. Those who depend on PSC for quality talent to help drive our local and state economic engine should know that we will continue to prepare our students to become the leaders of tomorrow. They will be the resolute innovators in their fields who are prepared for the 21st-century global economy. We are committed to continuing to make a difference in every single life in our sphere of influence. We are improving and expanding our offerings and resources that our students and faculty need to be the very best they can be by employing creative strategies that attract talented students and increase our enrollment. We are committed to fulfilling our mission not only to serve those on campus but also those in the broader community as well. As an urban institution of higher education, we play a significant role in solving many of the problems plaguing the Greater Little Rock Metro area and humankind in general. The Philander Smith experience extends far beyond the classroom. Joining a student organization not only contributes to your social skills and personality development, but can also offer your experience in organizational and management skills, teamwork, networking, and strategic planning. These skills will put you ahead in life and your career. With over 30 student organizations on campus, PSC offers something for every level of interest and background. The Center for Student Services assists Philander Smith College in addressing students' needs through a variety of student services such as Career/Volunteer Services Disability Support Services First-Year Experience Peer Mentoring New Student Orientation Living/Learning Initiatives and Transition Programs. Information and learning experiences will be provided for students through a series of activities that include workshops, careers, and graduate school fairs, volunteer/community service projects, assessment, and internships. This activity will offer programming that provides leadership development and personal growth experiences for students. Philander Smith College is a private, residential, co-educational, four-year undergraduate liberal arts college affiliated with the United Methodist Church and a founding member of the United Negro College Fund (UNCF). Philander is classified as a baccalaureate (liberal arts) College by the Carnegie Foundation for teaching. Updated in 2007, the College's mission is to graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better intentionally. The College is nestled near the progressive epicenter of downtown Little Rock which encompasses the thriving cultural and business River Market District and the William J. Clinton Presidential Center. Little Rock is the state capital of Arkansas and is located at the foothills of the beautiful Ozark Mountains and on the Arkansas River's south bank. The city is served by airlines, trains, bus lines, and both interstate and state highways. Philander Smith College is accredited by the North Central Association of Colleges and Schools, National Council for the Accreditation of Teacher Education, Association for Collegiate and Business Schools and Programs, and the Council on Social Work Education. Currently, it offers four degrees: the Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, and the Bachelor of Social Work. In the past, the College's mission has been to grant access to higher education to individuals who are, or who have the potential to be, academically talented, regardless of social, economic, or educational background. Although many of our students have stellar academic backgrounds, Philander Smith College also can nurture students who have been overlooked by other colleges. Many of our students come from low-income families, and it is not uncommon that they are the first in their family to attend College. Some may also enter the College as average high school students but emerge later with the capacity and motivation to pursue graduate and professional degrees and excel in their fields.
  4. Located on 320 acres in the heart of New York State's Finger Lakes Region, Hobart and William Smith are independent liberal arts colleges distinctive for providing highly individualized educations. Guided by a curriculum grounded in exploration and rigor, the Colleges prepare students to think critically. In partnership with the Geneva and global communities and through robust programs in career development, study-abroad, service, leadership, and athletics, the Colleges foster an environment that values global citizenship, teamwork, ethics, inclusive excellence, and cultural competence. Under the mentorship of faculty, Hobart and William Smith students gain the necessary clarity to be competitive when seeking employment. They win prestigious fellowships like the Rhodes, Gates Cambridge, Udall, Fulbright, and Goldwater. They gain admittance to the best graduate programs in the country. They go on to lead lives of consequence. The Colleges enjoy a rich heritage based on a two-college system rooted in interdisciplinary teaching and research. Originally founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), HWS now operates under a coordinate college system. All students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, giving students additional leadership opportunities. The Colleges are defined by a longstanding focus on educating and thinking across academic disciplines and the close work of research and creativity that connects faculty and students.' Explore, Collaborate, Act,' the animating principle that unifies the HWS curriculum, embodies the transformational purpose of our education: to develop each student's capacity for analytical, expressive, empathetic, critical, and practical reasoning and communication, which can be carried forward into life, work and the world. Students live and learn on campus in a vibrant environment that celebrates difference, values collaboration, and builds community. The advancement of this community rests in a shared series of signature experiences that encourage the formation of connections between faculty and students, transcending the traditional borders of the classroom and residence hall. These experiences include the First-Year Seminar, study abroad, service-learning, the guaranteed internship, and the capstone project. At HWS, there exists a widespread and compelling commitment to learning through service, educating students who are civically engaged, and graduates who are active citizens. Geneva's size, location, diversity, and opportunities make it big enough for students to examine the real-world applications of various fields of study yet small enough to propose solutions and put them in action. Under the guidance of faculty and community partners, students create meaningful change and learn how to scale that change to advance the common good in other communities around the nation and the world. Students are pushed beyond the familiar and the narratives of experience to understand and embrace multiple identities and experiences. The result is a culture of respect on campus, one grounded in all people's inherent dignity and that students carry with them when they graduate. The families of our students play an essential role in the HWS community. The Office of Parent Relations supports special family programming for events, including new student Orientation in August, Homecoming and Family Weekend in September, and Commencement in May. To provide safety, security, essential services, and other personalized assistance to the Hobart and William Smith Community in a manner that exceeds expectations. We are dedicated to the vision of service and putting people first. Students, parents, faculty, staff, visitors, and the Geneva community members are our priority. We will always make ourselves available to serve their needs, go above and beyond, and exceed expectations. We value the differences in people as individuals and the richness that diversity brings to our institution. At all times, we will display an attitude of respect for and protect the dignity, worth, and rights of all we serve. We will maintain a work environment grounded in respect, support, acceptance, and personal accountability. We will actively strive to respond to all situations and all persons in a fair, unbiased, open-minded, and objective manner. We shall maintain an atmosphere of openness and transparency as our responsibility and commitment to the campus community. We value the trust placed in our organization and its members by our campus community. We will earn that trust by being responsible for our actions, willing to acknowledge our mistakes, and recognizing them as opportunities to learn, grow, and improve. We will demonstrate integrity by maintaining a sound moral compass and engaging in ethical practices in our interactions with all persons. We take pride in being members of the Hobart and William Smith community and the Office of Campus Safety. We demonstrate this pride by exhibiting a unified and professional presence in our community. We understand that working cooperatively and collaboratively with all campus community segments enhances our efficiency and ability to deliver the highest quality campus safety services. Founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), Hobart and William Smith students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, providing students with a new, 21st century construct to interrogate gender and difference. Through a sophisticated career development program and under the mentorship of faculty, students gain the necessary clarity to be competitive when seeking employment, win prestigious fellowships, and gain admittance to the country's best graduate programs. Originally founded as two separate colleges – Hobart College in 1822 and William Smith College in 1908 – Hobart and William Smith Colleges enjoy a rich and unique history that spans nearly 200 years on Seneca Lake. Below is a timeline of the Colleges' significant milestones and events from its foundation until the present day.
  5. We are a private liberal arts university with proud HBCU traditions and a future aimed at diversity. We enroll approximately 1,600 highly talented, and motivated students from various backgrounds. Our faculty and staff members are equally unique, coming from all over the world. We invite you to learn more about our rich history and our ambitious vision for the University's future. Johnson C. Smith University will be recognized in North Carolina as Charlotte's Premier Independent New Urban University. Defining characteristics of what JCSU will become include: High-quality market-driven curriculum centered in the liberal arts and sciences. A multicultural, multi-generational, and multi-racial faculty, staff, and student body. A risk-oriented, entrepreneurial, independent presence in a historic urban neighborhood. A teaching mission with emphasis on faculty and student research. A mix of undergraduate and graduate programs. Viable and sustainable community, professional, and corporate partnerships. Delivery of educational programs in new venues and formats. Johnson C. Smith University is an independent new urban university rooted in the HBCU tradition and charged with an urgent public mission: to recruit and equip a diverse student body through innovative teaching, learning, and faculty-mentored and applied research with the knowledge, skills, values, and ethics that will enable them to solve complex problems in a fast-changing global economy. Founded in 1867 to educate freed slaves, today, JCSU faces new challenges to produce the next generation of graduates who make up a new demographic majority consisting of students of color. JCSU must prepare them to navigate and thrive in a marketplace where people of color suffer disproportionate unemployment and underemployment rates. Our students rely on us to help them reverse those trends. They understand that the value of education is the promise of freedom and personal fulfillment. For the large number of our students who are first-generation students, a college degree provides a viable route out of poverty. To accomplish all this, the University must continue moving forward with its radical transformative strategy. JCSU offers a rich intellectual climate supported by 103 faculty, 251 staff members, and a $45-million annual operating budget. It leverages its numerous community partnerships to guide various faculty-student applied research initiatives, many of which focus on improving education, health, and economic mobility in the surrounding Northwest Corridor. JCSU's vision for adapting to new economic realities in higher education are informed by Jake B. Schrum's, The Role of the New Urban University, and the research of Blue Ocean Strategy (BOS), the widely-cited business management study by W. Chan Kim and Renée Mauborgne, Professors at INSEAD and Co-Directors of the INSEAD Blue Ocean Strategy Institute. Initially published as a series of Harvard Business Review case studies, BOS aims to uncover new methods and insights within organizations that lead to a higher value at a lower cost. BOS nearly drives corporate teams to redefine their traditional yet restricted market for their product by using existing resources to access a larger group of potential users and revenue streams. Over the past year, JCSU, in collaboration with a team of BOS consultants, reviewed the University's product and value proposition to modify JSCU's student experience that will measurably improve retention and graduation rates. The University's leadership is committed to building a healthy and sustainable new urban university with a reputation as a close-knit community that integrates the liberal arts with business, the sciences, and technology in innovative, socially-conscious ways to empower tomorrow's diverse entrepreneurial citizens and leaders. Whether in or out of the classroom, we offer our students growing edge experiences that will not confine them to dream small or accept what is. Our students understand that they must see challenges and solve them and demand thought growth and change in every community they touch. Our commitment to building a premier new urban university that delivers a high education at a relatively low market cost will ensure our impact and viability for generations to come. The mission of Johnson C. Smith University is to provide an outstanding education for a diverse group of talented and highly motivated students from various ethnic, socioeconomic, and geographic backgrounds. Johnson C. Smith University offers liberal education in conjunction with concentrated study in a specialized field in preparation for advanced study and specific careers. The University endeavors to produce graduates who can communicate effectively, think critically, learn independently as well as collaboratively, and demonstrate competence in their chosen fields. Further, it provides an environment where students can fulfill their physical, social, cultural, spiritual, and other personal needs. They can develop a compelling sense of social and civic responsibility for leadership and service in a dynamic, multicultural society. Likewise, the University embraces its responsibility to provide leadership, service, and lifelong learning to the broader community. Regarding teaching effectiveness as paramount in its educational enterprise, Johnson C. Smith University commits to recruiting and retaining an outstanding faculty. To this end, the University promotes faculty development, encourages faculty involvement in research and other creative activities, and endorses academic freedom principles. JCSU offers 22-degree options for undergraduates and one graduate degree. Students earn their degree through one of our three colleges – the College of Arts and Letters, the College of STEM (Science, Technology, Engineering, and Mathematics), and the College of Professional Studies. JCSU has captured a valuable research niche for our students. As undergraduates, they gain the advantage of publishing as co-authors on peer-reviewed papers and conducting in-depth primary source research. Through applied research experiences, our students become adept leaders who can use creative thinking to solve real-world problems.
  6. Each semester, more than 7,100 students begin their future at the University of Arkansas at Fort Smith. Our students arrive with great aspirations, and our professors shape those aspirations into reality. We specialize in equipping our graduates with the skills and training necessary to succeed socially, educationally, and professionally. We provide students with a wealth of opportunities for academic, cultural, and social activities in an atmosphere that focuses on preparing for real life. Students who choose UAFS come from a wide range of backgrounds – from across the country and the world – yet they all have one thing in common: they are proud members of the Lion Family. Our faculty puts your education first. You will see many of their faces on your first day of classes and your graduation day. Let us get to work on your future. We are sure you will be pleased with the results.
  7. Eleanor Smith is a special school for pupils with social, emotional, behavioral, and mental health needs. It caters for pupils on a split-site – Years R to Year 7 at the North Street site and Years 8 to 11 at Lawson Close. The school is in the London Borough of Newham, an ethnically diverse inner-city area. Pupils are taught in small classes with a high adult to pupil ratio. Typically pupils are taught for three days at Eleanor Smith with two days spent at a mainstream link school with the aim of the provision to return the pupil full time to mainstream education. Eleanor Smith School is a provision for mixed-gender pupils aged 5 to 16 years. Progression through the Code of Practice will have indicated that pupils have social, emotional, and Mental Health difficulties (SEMH) – and Special Educational Needs (SEN), which cannot be met fully in their local school. Eleanor Smith School aims to present pupils with a broad, balanced, and relevant education that promotes all aspects of their development. The school supports the pupils’ mainstream school’s responsibility of delivering the requirements of the National Curriculum where appropriate. We aim to build resilience in all our pupils as citizens of the 21st Century. We believe in the potential of all our pupils to make progress in their learning and social-emotional development. We inspire our pupils to make positive choices, have high expectations of themselves, and always strive to do their best. In realizing these aims we provide: A structured school environment where pupils are encouraged to manage their learning and behaviors successfully. A place where pupils feel safe and secure. A non-judgemental forum where parents/carers can reflect on and develop their parenting skills with quality guidance and support. A school that inspires pupils to attend and re-engage in their learning with enthusiasm and drive. A place of learning where pupils can belong and have a true sense of community. A wide range of interventions that help support and guide pupils through their journeys of personal development. An understanding and recognition of local, national, and international issues. A holistic approach in understanding the lives of all our pupils. Eleanor Smith School has the highest expectations of students. Many children who come to our school have missed out on their learning and there is no time to waste, so we try hard to ensure that the teaching and learning in our school are effective and the best they can be. We follow the National Curriculum and other national strategies. The normal curriculum of any school is also supplemented by activities that help the children with the things they find particularly difficult like managing their anger, playing games with other children, or coping better sitting in the classroom. All students are set targets that are regularly reviewed. Parents and schools are kept informed about the children’s progress both informally and formally. Our Purpose: To work in partnership with mainstream school’s parents and/ or carers and outside agencies. To support pupils with social, emotional, and behavioral difficulties in maintaining and benefiting from their mainstream placement. To return pupils to their mainstream school on a full-time basis. To provide a flexible service to enable pupils to take advantage of the opportunities which are available in their mainstream school and the local community. To enable pupils to overcome difficulties that have become barriers to learning by offering appropriate support. To assess the educational needs of each pupil, to plan and implement a supportive framework enabling the pupil to achieve and develop at their mainstream school. To work with the Borough’s Primary and Secondary schools in helping pupils manage their social, emotional, and behavioral difficulties to make progress and reach their potential. Secondary School Year 8 to Year 11 90a Lawson Close, London, E16 3LU Phone: +44 20 75113222 Email: officeks3@eleanorsmith.newham.sch.uk
  8. We are a private liberal arts university with proud HBCU traditions and a future aimed at diversity. We enroll approximately 1,600 highly talented, and motivated students from various backgrounds. Our faculty and staff members are equally unique, coming from all over the world. We invite you to learn more about our rich history and our ambitious vision for the University's future. Johnson C. Smith University will be recognized in North Carolina as Charlotte's Premier Independent New Urban University. Defining characteristics of what JCSU will become include: High-quality market-driven curriculum centered in the liberal arts and sciences. A multicultural, multi-generational, and multi-racial faculty, staff, and student body. A risk-oriented, entrepreneurial, independent presence in a historic urban neighborhood. A teaching mission with emphasis on faculty and student research. A mix of undergraduate and graduate programs. Viable and sustainable community, professional, and corporate partnerships. Delivery of educational programs in new venues and formats. Johnson C. Smith University is an independent new urban university rooted in the HBCU tradition and charged with an urgent public mission: to recruit and equip a diverse student body through innovative teaching, learning, and faculty-mentored and applied research with the knowledge, skills, values, and ethics that will enable them to solve complex problems in a fast-changing global economy. Founded in 1867 to educate freed slaves, today, JCSU faces new challenges to produce the next generation of graduates who make up a new demographic majority consisting of students of color. JCSU must prepare them to navigate and thrive in a marketplace where people of color suffer disproportionate unemployment and underemployment rates. Our students rely on us to help them reverse those trends. They understand that the value of education is the promise of freedom and personal fulfillment. For the large number of our students who are first-generation students, a college degree provides a viable route out of poverty. To accomplish all this, the University must continue moving forward with its radical transformative strategy. JCSU offers a rich intellectual climate supported by 103 faculty, 251 staff members, and a $45-million annual operating budget. It leverages its numerous community partnerships to guide various faculty-student applied research initiatives, many of which focus on improving education, health, and economic mobility in the surrounding Northwest Corridor. JCSU's vision for adapting to new economic realities in higher education are informed by Jake B. Schrum's, The Role of the New Urban University, and the research of Blue Ocean Strategy (BOS), the widely-cited business management study by W. Chan Kim and Renée Mauborgne, Professors at INSEAD and Co-Directors of the INSEAD Blue Ocean Strategy Institute. Initially published as a series of Harvard Business Review case studies, BOS aims to uncover new methods and insights within organizations that lead to a higher value at a lower cost. BOS nearly drives corporate teams to redefine their traditional yet restricted market for their product by using existing resources to access a larger group of potential users and revenue streams. Over the past year, JCSU, in collaboration with a team of BOS consultants, reviewed the University's product and value proposition to modify JSCU's student experience that will measurably improve retention and graduation rates. The University's leadership is committed to building a healthy and sustainable new urban university with a reputation as a close-knit community that integrates the liberal arts with business, the sciences, and technology in innovative, socially-conscious ways to empower tomorrow's diverse entrepreneurial citizens and leaders. Whether in or out of the classroom, we offer our students growing edge experiences that will not confine them to dream small or accept what is. Our students understand that they must see challenges and solve them and demand thought growth and change in every community they touch. Our commitment to building a premier new urban university that delivers a high education at a relatively low market cost will ensure our impact and viability for generations to come. The mission of Johnson C. Smith University is to provide an outstanding education for a diverse group of talented and highly motivated students from various ethnic, socioeconomic, and geographic backgrounds. Johnson C. Smith University offers liberal education in conjunction with concentrated study in a specialized field in preparation for advanced study and specific careers. The University endeavors to produce graduates who can communicate effectively, think critically, learn independently as well as collaboratively, and demonstrate competence in their chosen fields. Further, it provides an environment where students can fulfill their physical, social, cultural, spiritual, and other personal needs. They can develop a compelling sense of social and civic responsibility for leadership and service in a dynamic, multicultural society. Likewise, the University embraces its responsibility to provide leadership, service, and lifelong learning to the broader community. Regarding teaching effectiveness as paramount in its educational enterprise, Johnson C. Smith University commits to recruiting and retaining an outstanding faculty. To this end, the University promotes faculty development, encourages faculty involvement in research and other creative activities, and endorses academic freedom principles. JCSU offers 22-degree options for undergraduates and one graduate degree. Students earn their degree through one of our three colleges – the College of Arts and Letters, the College of STEM (Science, Technology, Engineering, and Mathematics), and the College of Professional Studies. JCSU has captured a valuable research niche for our students. As undergraduates, they gain the advantage of publishing as co-authors on peer-reviewed papers and conducting in-depth primary source research. Through applied research experiences, our students become adept leaders who can use creative thinking to solve real-world problems. View full university
  9. Charles E. Smith Jewish Day School (CESJDS) is the only pluralistic Junior Kindergarten-Grade 12 community school in the Washington, D.C. area, and only a few in the United States. We are a welcoming, inclusive community united by our shared Jewish values, and we embrace a broad spectrum of Jewish backgrounds, beliefs, and practices. Our comprehensive dual-curriculum invokes deep and critical thinking, and our students are guided by dedicated and gifted faculty. CESJDS graduates emerge as confident and compassionate life-long learners who lead positive change in the world. When we teach and confront students with the Jewish value concept that their bodies are sacred, that each person is endowed with uniqueness and that relationships between people should be viewed as holy, we can present a perspective that pushes back against the prevailing cultural norms. Jewish educators can and should do better in teaching our teens around these issues. We need to re-engage in conversations and planning around how our curricula and programs confront the current cultural assumptions that teens are socialized into. At the same time, our communities start with the advantage that this discussion is taking place with value concepts and framing counter-cultural language. Together, Jewish educators and parents can continue to create the conditions for positive teen cultures. CESJDS, as many schools do, employs theme-based learning as an instructional strategy in a variety of settings. Each year, we also establish a school-wide learning theme. This year we have chosen Derkh Eretz, ethical behavior, to serve as that connective thread. What is the educational value of instruction based around themes, rather than just teaching each subject area individually? The Soviet psychologist, Lev Vygotsky, conducted significant research into the role language plays in cognitive development. His findings suggest an explicit connection between speech/language and the development of mental concepts. The way we speak and the language we use helps us learn information and gives it meaning. When we use a specific theme for instruction, we enable the human brain to establish meaning and assign value. A second reason for using thematic learning is to provide a cognitive "hook" to store the information. A theme creates a relevant context for learning and serves as an aid for remembering what is taught. When we use a theme as the connective thread between discreet learning, students have a place to put, organize, and recall what they have learned. In this way, thematic learning structures teaching in a way that supports student growth. Cognitive science also suggests that an interdisciplinary approach to learning leads to an increase in understanding and applying general concepts. Using a theme as an organizing principle enables teachers to provide an interdisciplinary approach that helps students understand better and then apply the knowledge and information they have learned. Finally, research indicates that a thematic/interdisciplinary approach is better suited to teach students cognitive skills such as cooperation, problem-solving, and the ability to see connections. Using a theme sets up a structure whereby students naturally will need to develop these thinking and working skills. When a school or a teacher chooses a learning theme, the idea often emerges from a desire to emphasize a specific topic. Educators can then use that topic to teach the general skills, knowledge, and concepts required within the curriculum. But beyond emphasizing a particular topic, cognitive science indicates that thematic learning is a powerful instructional strategy for learning in general. We deliver an exemplary and inspiring general and Jewish education. Our core values: Lifelong learning inspired by a strong, comprehensive academic program of general and Judaic studies that prioritizes critical, independent, and creative thought and expression. Knowledge of and appreciation for the wisdom, spiritual depth, and ethical guidance of Judaism. Perception of God's presence in the awe and wonder of our world and how we can sanctify our lives through the practice and experience of the mitzvot. An inextricable bond with the Jewish people – past, present, and future. A strong personal and ongoing relationship with Israel, its history, people, and culture. An appreciation for and mastery of Hebrew as the language and voice of the Jewish people. Passionate desire, active engagement, and individual/collective commitment to repair the world make it more compassionate and peaceful. A principled commitment to the diversity of Jewish backgrounds, beliefs, and practices of our community of students, teachers, and parents. We unite through our shared values and cultivate respect and knowledge inspired by our differences. A deep commitment to b'tzelem Elokim (each individual is created in the image of God) and Derekh Eretz (ethical decency). A vibrant, caring, moral community based upon the concepts of the-but and arrived (individual and collective responsibility). CESJDS is a learning community committed to diversity and inclusion. Our commitment to diversity and inclusion emanates from the School's core values of K' dushah (Holiness), V'ahavta L'rei-akha (Loving your Neighbor), Kehillah (Community), and pluralism. Our community is intellectually and morally strengthened when many different voices, viewpoints, and backgrounds learn with and from each other. We facilitate experiences to educate students towards a richer understanding and appreciation of diversity so that they are better prepared to contribute meaningfully to the diverse world in which we live. View full school
  10. At Priestley Smith School, we aim to support our students, all of whom have a visual impairment, to do their very best, to enjoy school, and to develop into caring, confident, independent, and resourceful young people. We seek to develop well-informed, respectful young citizens who celebrate the diversity in our world and help to shape the future, who are eager to share their thoughts and views but who also listen and respond appropriately to the opinions of others. We have high expectations for our students and have created an environment in which each individual is supported and challenged to achieve their full potential, both inside and outside the classroom. Our students have a very rich and varied curriculum that focuses heavily upon first-hand experiences and develops a love of learning. We want our students to leave us with the best possible academic qualifications but also with strong Independent Living Skills and the ability to move around the wider environment independently and safely so that they can succeed in the world. We expect our students to be ready to learn, to work hard, and to take pride in their achievements. We also believe that a strong partnership between students, parents, and staff will ensure the best possible outcomes and therefore work closely with children and their families to identify the next steps in their learning and ways to support them to achieve these. We are an all-age specialist center for pupils with severe sight loss. All of our teaching staff are experienced and qualified teachers of the Visually Impaired. Our support staff is also all trained to a very high standard. We are committed to providing an exciting, stimulating, and highly differentiated learning program for all of our students and to ensuring that each child is supported to reach his or her potential. We provide both a mainstream curriculum, personalized to meet each child’s visual and learning needs, and the additional specialist subjects of braille, mobility, perceptual development, and Independent Living Skills. Every student leaves the school with a range of accreditation and qualifications to help them make their way in the world. Priestley Smith School is located on the site of Perry Beeches mainstream schools in Great Barr, Birmingham. The campus includes Perry Beeches Nursery, Infant, Junior, and Secondary schools. Our buildings are purpose-built for visually impaired students and are very well resourced to meet their needs, providing the specialist equipment they require to access the curriculum. At Priestley Smith School we aim to provide: A safe, caring, and supportive learning environment which enables all students to achieve their maximum potential and encourages them to be as confident, resourceful, and independent as possible. High-quality first-hand learning experiences for all pupils, delivered by specialist teaching and support staff. Full access to a broad, balanced, and highly differentiated mainstream curriculum, modified to meet the visual, learning, and social needs of each child. Opportunities for both academic and social inclusion throughout all phases with campus and local schools. Small groups with a high teacher-pupil ratio Consistently high-quality resources and materials for all pupils, including specially adapted Information and Communication Technology. Individualized training in mobility and Independent Living Skills, delivered by specialist, on-site Rehabilitation staff. A range of additional extra-curricular activities to supplement class-based learning. An environment in which diversity is celebrated and in which all barriers to inclusion are challenged. A close working partnership with parents and carers, which enables them to be fully involved in their child’s learning. The school strongly supports the Birmingham Curriculum Statement, a copy of which is included below, which ensures that all students receive their full curriculum entitlement and are prepared well to live in a culturally rich and diverse society. We recognize parents’ rights to withdraw their children from Religious Education and Sex and Relationships Education but ask them strongly to consider the importance of their child being well informed about these aspects to be independent, tolerant citizens, well equipped for life in society today. Any parents requesting withdrawal of students from RE or Sex and Relationships Education will be asked to discuss their concerns with the school’s senior leadership team. The school recognizes its responsibility to create a curriculum that meets the needs of pupils with severe visual impairment and which also reflects their very diverse backgrounds. Additionally, it takes into account the fact that many of our pupils have complex needs which include learning difficulties, communication difficulties, physical difficulties, and social/emotional needs. It is therefore essential that the curriculum we offer while paying full regard to national guidelines is fit for purpose in meeting this range of need. Our curriculum is designed carefully to meet the needs of students with visual impairment and a range of additional needs and is bespoke to our school.
  11. Founded in 1877, Philander Smith College is a small, privately supported, historically Black, four-year liberal arts institution related to the Board of Higher Education and Ministry of the United Methodist Church. The College offers four degrees: the Bachelor of Arts, the Bachelor of Science, the Bachelor of Business Administration, and the Bachelor of Social Work. The College's mission is to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better. Philander Smith College, the only United Negro College Fund member institution in Arkansas, strives to provide a quality education for all regardless of race, religion, gender, national origin, or ethnic background. Our aim at Philander Smith College is to strengthen and maintain enthusiasm for academic rigor and excellence, inspire and educate the next generation of leaders, and share a desire to do things that will positively impact our community, state, nation world. Those who depend on PSC for quality talent to help drive our local and state economic engine should know that we will continue to prepare our students to become the leaders of tomorrow. They will be the resolute innovators in their fields who are prepared for the 21st-century global economy. We are committed to continuing to make a difference in every single life in our sphere of influence. We are improving and expanding our offerings and resources that our students and faculty need to be the very best they can be by employing creative strategies that attract talented students and increase our enrollment. We are committed to fulfilling our mission not only to serve those on campus but also those in the broader community as well. As an urban institution of higher education, we play a significant role in solving many of the problems plaguing the Greater Little Rock Metro area and humankind in general. The Philander Smith experience extends far beyond the classroom. Joining a student organization not only contributes to your social skills and personality development, but can also offer your experience in organizational and management skills, teamwork, networking, and strategic planning. These skills will put you ahead in life and your career. With over 30 student organizations on campus, PSC offers something for every level of interest and background. The Center for Student Services assists Philander Smith College in addressing students' needs through a variety of student services such as Career/Volunteer Services Disability Support Services First-Year Experience Peer Mentoring New Student Orientation Living/Learning Initiatives and Transition Programs. Information and learning experiences will be provided for students through a series of activities that include workshops, careers, and graduate school fairs, volunteer/community service projects, assessment, and internships. This activity will offer programming that provides leadership development and personal growth experiences for students. Philander Smith College is a private, residential, co-educational, four-year undergraduate liberal arts college affiliated with the United Methodist Church and a founding member of the United Negro College Fund (UNCF). Philander is classified as a baccalaureate (liberal arts) College by the Carnegie Foundation for teaching. Updated in 2007, the College's mission is to graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better intentionally. The College is nestled near the progressive epicenter of downtown Little Rock which encompasses the thriving cultural and business River Market District and the William J. Clinton Presidential Center. Little Rock is the state capital of Arkansas and is located at the foothills of the beautiful Ozark Mountains and on the Arkansas River's south bank. The city is served by airlines, trains, bus lines, and both interstate and state highways. Philander Smith College is accredited by the North Central Association of Colleges and Schools, National Council for the Accreditation of Teacher Education, Association for Collegiate and Business Schools and Programs, and the Council on Social Work Education. Currently, it offers four degrees: the Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, and the Bachelor of Social Work. In the past, the College's mission has been to grant access to higher education to individuals who are, or who have the potential to be, academically talented, regardless of social, economic, or educational background. Although many of our students have stellar academic backgrounds, Philander Smith College also can nurture students who have been overlooked by other colleges. Many of our students come from low-income families, and it is not uncommon that they are the first in their family to attend College. Some may also enter the College as average high school students but emerge later with the capacity and motivation to pursue graduate and professional degrees and excel in their fields. View full university
  12. Located on 320 acres in the heart of New York State's Finger Lakes Region, Hobart and William Smith are independent liberal arts colleges distinctive for providing highly individualized educations. Guided by a curriculum grounded in exploration and rigor, the Colleges prepare students to think critically. In partnership with the Geneva and global communities and through robust programs in career development, study-abroad, service, leadership, and athletics, the Colleges foster an environment that values global citizenship, teamwork, ethics, inclusive excellence, and cultural competence. Under the mentorship of faculty, Hobart and William Smith students gain the necessary clarity to be competitive when seeking employment. They win prestigious fellowships like the Rhodes, Gates Cambridge, Udall, Fulbright, and Goldwater. They gain admittance to the best graduate programs in the country. They go on to lead lives of consequence. The Colleges enjoy a rich heritage based on a two-college system rooted in interdisciplinary teaching and research. Originally founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), HWS now operates under a coordinate college system. All students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, giving students additional leadership opportunities. The Colleges are defined by a longstanding focus on educating and thinking across academic disciplines and the close work of research and creativity that connects faculty and students.' Explore, Collaborate, Act,' the animating principle that unifies the HWS curriculum, embodies the transformational purpose of our education: to develop each student's capacity for analytical, expressive, empathetic, critical, and practical reasoning and communication, which can be carried forward into life, work and the world. Students live and learn on campus in a vibrant environment that celebrates difference, values collaboration, and builds community. The advancement of this community rests in a shared series of signature experiences that encourage the formation of connections between faculty and students, transcending the traditional borders of the classroom and residence hall. These experiences include the First-Year Seminar, study abroad, service-learning, the guaranteed internship, and the capstone project. At HWS, there exists a widespread and compelling commitment to learning through service, educating students who are civically engaged, and graduates who are active citizens. Geneva's size, location, diversity, and opportunities make it big enough for students to examine the real-world applications of various fields of study yet small enough to propose solutions and put them in action. Under the guidance of faculty and community partners, students create meaningful change and learn how to scale that change to advance the common good in other communities around the nation and the world. Students are pushed beyond the familiar and the narratives of experience to understand and embrace multiple identities and experiences. The result is a culture of respect on campus, one grounded in all people's inherent dignity and that students carry with them when they graduate. The families of our students play an essential role in the HWS community. The Office of Parent Relations supports special family programming for events, including new student Orientation in August, Homecoming and Family Weekend in September, and Commencement in May. To provide safety, security, essential services, and other personalized assistance to the Hobart and William Smith Community in a manner that exceeds expectations. We are dedicated to the vision of service and putting people first. Students, parents, faculty, staff, visitors, and the Geneva community members are our priority. We will always make ourselves available to serve their needs, go above and beyond, and exceed expectations. We value the differences in people as individuals and the richness that diversity brings to our institution. At all times, we will display an attitude of respect for and protect the dignity, worth, and rights of all we serve. We will maintain a work environment grounded in respect, support, acceptance, and personal accountability. We will actively strive to respond to all situations and all persons in a fair, unbiased, open-minded, and objective manner. We shall maintain an atmosphere of openness and transparency as our responsibility and commitment to the campus community. We value the trust placed in our organization and its members by our campus community. We will earn that trust by being responsible for our actions, willing to acknowledge our mistakes, and recognizing them as opportunities to learn, grow, and improve. We will demonstrate integrity by maintaining a sound moral compass and engaging in ethical practices in our interactions with all persons. We take pride in being members of the Hobart and William Smith community and the Office of Campus Safety. We demonstrate this pride by exhibiting a unified and professional presence in our community. We understand that working cooperatively and collaboratively with all campus community segments enhances our efficiency and ability to deliver the highest quality campus safety services. Founded as two separate colleges (Hobart for men in 1822 and William Smith for women in 1908), Hobart and William Smith students share the same campus, faculty, administration, and curriculum. Each College maintains its traditions, deans, student government, and athletic department, providing students with a new, 21st century construct to interrogate gender and difference. Through a sophisticated career development program and under the mentorship of faculty, students gain the necessary clarity to be competitive when seeking employment, win prestigious fellowships, and gain admittance to the country's best graduate programs. Originally founded as two separate colleges – Hobart College in 1822 and William Smith College in 1908 – Hobart and William Smith Colleges enjoy a rich and unique history that spans nearly 200 years on Seneca Lake. Below is a timeline of the Colleges' significant milestones and events from its foundation until the present day. View full university
  13. Since its founding in 1871, Smith College has provided women of high ability and promise an education of uncompromising quality. A world-class faculty of scholars are fully engaged in your intellectual development, and an open curriculum encourages you to explore many fields of knowledge. Mentors for scholarship, leadership, and service help you observe different achievement models so you can set your course with conviction and confidence. Smith College educates women of promise for lives of distinction and purpose. A college of and for the world, Smith links the power of the liberal arts to excellence in research and scholarship, thereby developing engaged global citizens and leaders to address society’s challenges. Experience a living tradition of intellectual rigor and scope. Take a risk on an untested concept. Develop the acuity to frame an argument, and the eloquence to persuade others of its merit. Take an art class even though your major is engineering. Work with a faculty of scholars who respect their students enough to expect the highest academic achievement standards. At Smith, the world is your campus. You will explore international and intercultural issues, living and studying with women from all over the world. Each day, Smith students initiate and engage in spirited dialogues inside and outside the classroom, exchanging ideas and perspectives, and experiencing genuine learning across cultures. In collaboration with faculty advisers, you will design an academic program that empowers you to be ready to live, work, and lead across borders. The world is your classroom. Acquire the knowledge, understanding, and skills to be prepared for living in a globally interdependent and culturally diverse world. Since 1925, Smith College has been a pioneer in studying abroad, demonstrating that active engagement in the world enhances a liberal arts education. Spend a semester or academic year on one of Smith’s programs in Florence, Geneva, Hamburg, or Paris, or choose from Smith’s consortium and approved programs in Spain, Japan, India, and Mexico Middle East. Travel to locations worldwide with faculty-led programs during January interterm or work at an internship for the summer. Find the program that’s right for you. Smith’s vast array of innovative programs and centers, cross-disciplinary initiatives, and internship and service opportunities are designed to enrich the academic experience to help students further explore their passions in real-world pursuits. Develop the confidence that comes from being held to high standards of performance and achievement. Read Sylvia Plath’s poems in her handwritten drafts. Live in a house with a ghost. Study DNA sequencing with one of the world’s leading molecular biologists. Contemplate the cosmos. Speak Hebrew at lunch. Exceed your expectations of yourself. Reinvent yourself. Imagine yourself at Smith. Join a supportive and diverse community that respects individual choices and achievements. Deejay for a radio station. Run for the head of the student government. Choreograph and produce your dance performance. Join comedy troupe. Lead your crew team to a varsity victory. Study the traditions of dance and theatre in Brazil. Serve an internship with the United Nations in Geneva. Smith College is a distinguished liberal arts college committed to providing the highest-quality undergraduate education for women to develop their intellects and talents and participate effectively and fully in society. The college began more than 140 years ago in the mind and conscience of a New England woman. The sum of money used to buy the first land, erect the first buildings and begin the endowment was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith decided, after much deliberation and advice, that leaving her inheritance to found a women’s college was the best way for her to fulfill the moral obligation she expressed so eloquently in her will: “I at this moment make the following provisions for the establishment and maintenance of an Institution for the higher education of young women, with the design to furnish for my sex means and facilities for education equal to those which are afforded now in our Colleges to young men.” Smith has changed much since its founding in 1871. But throughout its history, there have been certain enduring constants: an uncompromising defense of academic and intellectual freedom, and attention to the relation between college education and the broader public issues of world order and human dignity, and a concern for the rights and privileges of women. Today the college continues to benefit from a dynamic relationship between innovation and tradition. And while Smith’s primary curriculum of the humanities, arts, and sciences still flourishes, the college continues to respond to the new intellectual needs of today’s women—offering majors or interdepartmental programs in engineering, the study of women and gender, neuroscience, film and media studies, Middle East studies, statistical and data sciences and other emerging fields. Were Sophia Smith to revisit Northampton, she would undoubtedly find her vision realized, as students at her college prepare themselves for exemplary lives of service and leadership. View full university
  14. Eleanor Smith is a special school for pupils with social, emotional, behavioral, and mental health needs. It caters for pupils on a split-site – Years R to Year 7 at the North Street site and Years 8 to 11 at Lawson Close. The school is in the London Borough of Newham, an ethnically diverse inner-city area. Pupils are taught in small classes with a high adult to pupil ratio. Typically pupils are taught for three days at Eleanor Smith with two days spent at a mainstream link school with the aim of the provision to return the pupil full time to mainstream education. Eleanor Smith School is a provision for mixed-gender pupils aged 5 to 16 years. Progression through the Code of Practice will have indicated that pupils have social, emotional, and Mental Health difficulties (SEMH) – and Special Educational Needs (SEN), which cannot be met fully in their local school. Eleanor Smith School aims to present pupils with a broad, balanced, and relevant education that promotes all aspects of their development. The school supports the pupils’ mainstream school’s responsibility of delivering the requirements of the National Curriculum where appropriate. We aim to build resilience in all our pupils as citizens of the 21st Century. We believe in the potential of all our pupils to make progress in their learning and social-emotional development. We inspire our pupils to make positive choices, have high expectations of themselves, and always strive to do their best. In realizing these aims we provide: A structured school environment where pupils are encouraged to manage their learning and behaviors successfully. A place where pupils feel safe and secure. A non-judgemental forum where parents/carers can reflect on and develop their parenting skills with quality guidance and support. A school that inspires pupils to attend and re-engage in their learning with enthusiasm and drive. A place of learning where pupils can belong and have a true sense of community. A wide range of interventions that help support and guide pupils through their journeys of personal development. An understanding and recognition of local, national, and international issues. A holistic approach in understanding the lives of all our pupils. Eleanor Smith School has the highest expectations of students. Many children who come to our school have missed out on their learning and there is no time to waste, so we try hard to ensure that the teaching and learning in our school are effective and the best they can be. We follow the National Curriculum and other national strategies. The normal curriculum of any school is also supplemented by activities that help the children with the things they find particularly difficult like managing their anger, playing games with other children, or coping better sitting in the classroom. All students are set targets that are regularly reviewed. Parents and schools are kept informed about the children’s progress both informally and formally. Our Purpose: To work in partnership with mainstream school’s parents and/ or carers and outside agencies. To support pupils with social, emotional, and behavioral difficulties in maintaining and benefiting from their mainstream placement. To return pupils to their mainstream school on a full-time basis. To provide a flexible service to enable pupils to take advantage of the opportunities which are available in their mainstream school and the local community. To enable pupils to overcome difficulties that have become barriers to learning by offering appropriate support. To assess the educational needs of each pupil, to plan and implement a supportive framework enabling the pupil to achieve and develop at their mainstream school. To work with the Borough’s Primary and Secondary schools in helping pupils manage their social, emotional, and behavioral difficulties to make progress and reach their potential. Secondary School Year 8 to Year 11 90a Lawson Close, London, E16 3LU Phone: +44 20 75113222 Email: officeks3@eleanorsmith.newham.sch.uk View full school
  15. At Priestley Smith School, we aim to support our students, all of whom have a visual impairment, to do their very best, to enjoy school, and to develop into caring, confident, independent, and resourceful young people. We seek to develop well-informed, respectful young citizens who celebrate the diversity in our world and help to shape the future, who are eager to share their thoughts and views but who also listen and respond appropriately to the opinions of others. We have high expectations for our students and have created an environment in which each individual is supported and challenged to achieve their full potential, both inside and outside the classroom. Our students have a very rich and varied curriculum that focuses heavily upon first-hand experiences and develops a love of learning. We want our students to leave us with the best possible academic qualifications but also with strong Independent Living Skills and the ability to move around the wider environment independently and safely so that they can succeed in the world. We expect our students to be ready to learn, to work hard, and to take pride in their achievements. We also believe that a strong partnership between students, parents, and staff will ensure the best possible outcomes and therefore work closely with children and their families to identify the next steps in their learning and ways to support them to achieve these. We are an all-age specialist center for pupils with severe sight loss. All of our teaching staff are experienced and qualified teachers of the Visually Impaired. Our support staff is also all trained to a very high standard. We are committed to providing an exciting, stimulating, and highly differentiated learning program for all of our students and to ensuring that each child is supported to reach his or her potential. We provide both a mainstream curriculum, personalized to meet each child’s visual and learning needs, and the additional specialist subjects of braille, mobility, perceptual development, and Independent Living Skills. Every student leaves the school with a range of accreditation and qualifications to help them make their way in the world. Priestley Smith School is located on the site of Perry Beeches mainstream schools in Great Barr, Birmingham. The campus includes Perry Beeches Nursery, Infant, Junior, and Secondary schools. Our buildings are purpose-built for visually impaired students and are very well resourced to meet their needs, providing the specialist equipment they require to access the curriculum. At Priestley Smith School we aim to provide: A safe, caring, and supportive learning environment which enables all students to achieve their maximum potential and encourages them to be as confident, resourceful, and independent as possible. High-quality first-hand learning experiences for all pupils, delivered by specialist teaching and support staff. Full access to a broad, balanced, and highly differentiated mainstream curriculum, modified to meet the visual, learning, and social needs of each child. Opportunities for both academic and social inclusion throughout all phases with campus and local schools. Small groups with a high teacher-pupil ratio Consistently high-quality resources and materials for all pupils, including specially adapted Information and Communication Technology. Individualized training in mobility and Independent Living Skills, delivered by specialist, on-site Rehabilitation staff. A range of additional extra-curricular activities to supplement class-based learning. An environment in which diversity is celebrated and in which all barriers to inclusion are challenged. A close working partnership with parents and carers, which enables them to be fully involved in their child’s learning. The school strongly supports the Birmingham Curriculum Statement, a copy of which is included below, which ensures that all students receive their full curriculum entitlement and are prepared well to live in a culturally rich and diverse society. We recognize parents’ rights to withdraw their children from Religious Education and Sex and Relationships Education but ask them strongly to consider the importance of their child being well informed about these aspects to be independent, tolerant citizens, well equipped for life in society today. Any parents requesting withdrawal of students from RE or Sex and Relationships Education will be asked to discuss their concerns with the school’s senior leadership team. The school recognizes its responsibility to create a curriculum that meets the needs of pupils with severe visual impairment and which also reflects their very diverse backgrounds. Additionally, it takes into account the fact that many of our pupils have complex needs which include learning difficulties, communication difficulties, physical difficulties, and social/emotional needs. It is therefore essential that the curriculum we offer while paying full regard to national guidelines is fit for purpose in meeting this range of need. Our curriculum is designed carefully to meet the needs of students with visual impairment and a range of additional needs and is bespoke to our school. View full school
  16. Each semester, more than 7,100 students begin their future at the University of Arkansas at Fort Smith. Our students arrive with great aspirations, and our professors shape those aspirations into reality. We specialize in equipping our graduates with the skills and training necessary to succeed socially, educationally, and professionally. We provide students with a wealth of opportunities for academic, cultural, and social activities in an atmosphere that focuses on preparing for real life. Students who choose UAFS come from a wide range of backgrounds – from across the country and the world – yet they all have one thing in common: they are proud members of the Lion Family. Our faculty puts your education first. You will see many of their faces on your first day of classes and your graduation day. Let us get to work on your future. We are sure you will be pleased with the results. View full university
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