Vision Statement
The Baccalaureate School for Global Education (BSGE) is a
public middle and secondary school dedicated to the achievement
of academic excellence and the development, in each student
of a positive self-image, love of learning, respect for others,
and reverence for life. We are committed to holistic
education, i.e. the nurturing of the intellectual, social,
physical, and creative development of each person. Our
goal is to foster a spirit of imaginative, independent thinking
as we deepen our consciousness of global citizenship and respect
for other cultures. We believe that our school community,
through our thoughts and actions, can make the world a better
place.
Mission Statement
It is the mission of BSGE that each of our students will become
an International Baccalaureate Diploma candidate.
Design Elements
Collaborative Leadership – We recognize that the knowledge
and abilities residing in the collective is greater than the
competence of any one individual. Leadership is distributed
across a team of accomplished faculty. Stakeholders in
the school community have a voice in the decisions that impact
them.
Evidence-based Practice – In the improvement of instructional
design and professional practice, a body of useful information
resides both in the educational research community and the “practical” knowledge
of teachers. Decisions are best made upon consideration
of theory, research, practical experience and knowledge of the
student community.
Focused Professional Development - Intensive professional development
focused on curriculum content and pedagogical content knowledge,
and supported with on-site follow-up and appropriate instructional
materials, leads to significant changes in practice and improvements
in student performance. A limited set of school-wide professional
development goals allows staff to share experience and expertise.
Instructional Coaching – Improved student learning is
primarily a function of improved instructional practice in classrooms. To
continuously develop professional competence, each teacher needs
access to routine, on-site support and feedback for improving
instructional practices. Instructional coaching can play
a role in the enhancement of teaching skills for novice and expert
teachers.
Group Practice (Moderation and Internal Accountability)- The
school community is best served when teachers engage in collective
efforts to improve teaching and learning. Group practices
include review of student work and teacher instructional design,
curriculum planning, grouping of students, and identifying learning
needs and appropriate interventions with students. Discipline
and grade teams take responsibility for the learning of particular
groups of students over multiple years.
High Expectations – All members of our school community
have the ability to continually learn to use their minds well,
to become more thoughtful, to deepen their content knowledge
through academic inquiry, and to demonstrate a greater appreciation
and compassion for the human condition. A safe and challenging
environment provides a setting for us to realize our full potential.
Personalization – School, as a social institution, provides
the opportunity for us to know each other well and establish
mentoring/advisory relationships between youth and adults. Small
class size, a deep and focuses curriculum, and on-going descriptive
and criterion-referenced assessments enable us to recognize the
unique strengths and needs of individuals in the community. |
