Learning through independent thought
Our middle school is designed to foster independence. During this transitional time between elementary and high school, between childhood and adulthood, students are granted a level of independence while still being provided with structure. This flexibility, modeled in the rotating schedule and in the way that teachers approach their subjects, is meant to bridge the organizational differences between elementary and high school.
Students assume more responsibility for their own learning during middle school. Every morning, middle school students meet with an Advisory Teacher who provides them with individual academic counseling in an informal way. Together, they check grades and discuss triumphs and difficulties that they are experiencing, both academically and personally. While the Advisory Teacher provides this opportunity to sit, discuss, and make plans, it is the responsibility of the student to take action. Additionally, middle school students are able to experience more choice in their classes by being able to select which electives they are interested in taking. This ability to have a voice in their academic paths models the environments of high school, university, and the world beyond university.
Students assume more responsibility for their character development during middle school. During this period of growth—both physical and emotional—students encounter an array of challenges. Our middle school teachers are committed to working with students to assist them through these experiences, whether simply by listening to them and their concerns or involving parents and school administrators in creating action plans. Middle school students, like in their academic lives, are responsible for following through with these plans, but are provided with many layers of administrative support throughout the process.