Academic Excellence in Progressive Education
“A community fostering intellectual curiosity, innovative learning, and emotional intelligence in the pursuit of academic excellence.”
When you visit The Country School, you will see children engaged in their work. What that may look like varies from day to day, and class to class. In Fifth Grade, students may use the Bill of Rights as a resource for debating current issues and perspectives. In Middle School Science, you will see students creating their own labs to explore convection currents, and in Fourth Grade Language Arts, students will enhance their reading comprehension and build vocabulary skills through analyzing character traits in essays and journaling.
As first graders write about their families, the skills of handwriting and sounding out words are embedded within the structure of the lesson, and the excitement of writing about something they love enhances the learning process. Eighth graders debating politics and philosophy in character as Martin Luther, Leonardo Da VInci and Michelangelo, show their skills of research, public speaking, and organizing a persuasive argument. The confidence that our students learn, by taking risks and making mistakes in a safe and nurturing environment, is the cornerstone of student success at The Country School.
Everywhere you look, you will find students who are actively engaged in their own learning, collaborating with teachers and peers, and making connections to new ideas. We encourage our students to ask questions, and solve problems. We believe in hands-on, project-based learning. Our academic program is traditional while our teaching methods are innovative and progressive.
For many educators, the word “rigor” means inflexible, harsh, or stern. Actually, real rigor gets students excited about the process of learning. Real rigor is harder to teach because it asks teachers to individualize instruction, and design curriculum that teaches not to a test, but for a lifetime. Real rigor is what our children are engaging in here at TCS each day: meaningful, important work that will help them to be collaborative, creative, and empathetic critical thinkers.
Current research recognizes that overloading students with homework has no correlation to student achievement. At TCS, we lead by example, defining academic rigor by how engaged our students are and their understanding beyond the lesson or activity. Often, we are asked how we prepare our students for high school. When we talk with our graduates, their families, and the admissions officers at the high schools where our students matriculate, we know that the education our children receive at The Country School empowers them with the skills and habits they need to be successful.