- The needs of ALL students must drive the educational system.
- Our schools are committed to excellence in education.
- Continuous learning is supported through creativity, flexibility, and adaptability to meet the challenges of a changing world.
- Everyone has worth and shall be treated with respect, courtesy, and dignity.
- Community members, families, students, and staff will:
- Assume appropriate personal responsibility
- Be accountable for their performance and actions
- Communicate and collaborate in decision making
Philosophy of Education
We believe that education is a life-long process which can and should have a positive influence on the intellectual, emotional, moral, physical and social development of the individual.
We further believe that formal education lays the foundation for other varieties of self-education and affords the best opportunity for the acquisition of diverse knowledge and skills when they are presented in a scholarly and humane atmosphere. Nevertheless, we must, make students aware of and encourage the appreciation and use of other avenues for education available throughout life and prepare them to take advantage of such alternatives for maximum flexibility and adaptability.
While we recognize that the mere act of acquiring certain knowledge and skills is often rewarding and meaningful in itself, we should encourage and provide for the application of various knowledge and skills to aid students in adjusting to the circumstances of life and the people about them now and in the future.
Believing strongly in the values, goals, and objectives of education at Central Columbia, we are committed to the encouragement of all students to take full advantage of the educational opportunities available.
I. We believe that the scope of a meaningful and balanced curriculum must include attention to the following:
A. Fundamental Skills - reading, computation, written and oral communication
B. Fundamental Processes - human relations, anticipatory processes, and interdisciplinary understanding
C. Cultural Adjustment Skills - economic, civic, legal, familial, vocational, and recreational
D. Arts and Humanities - appreciation, understanding, and development of skills and talents
E. Health - physical, mental, emotional
F. Family Membership - roles, relationships, and responsibilities.
G. Vocation Preparation - career awareness, exploration, knowledge and skill development
H. Citizen - democratic understanding and functioning; civic membership, rights and responsibilities, and political awareness and action
I. Values and Ethics - values clarification, moral reasoning, ethical awareness, exploration, knowledge and skill development
J. Citizenship - democratic understanding and functioning; civic membership, rights and responsibilities, and political awareness and action
K. Recreational Activity - creative use of leisure time, aesthetic appreciation, athletic involvement, and self-fulfillment through recreation
II. We believe that the educational process should provide the opportunity for and encourage a wide range of student experience and expression in the following domains.
A. Cognitive - essential theories, concepts, and information appropriate to each given level and subject area; critical and creative thought; problem recognition and solving; research and investigative methods; cultural and historic perspective.
B. Effective - self-awareness, identify formation, self-esteem, self-fulfillment and accomplishment.
C. Psycho-motor-graphic and performing arts, kinetics, athletic involvement, vocational and recreational activity. We further believe that, in order to insure that each student takes full advantage of the opportunities available in each of these domains, it is the responsibility of the school to provide the necessary academic, personal, and vocational counseling.
III. We believe that, while the mastery of learning skills and the acquisition of knowledge are vital elements of the educational process, a truly balanced education should provide for a wide range of co-curricular activities so that students may further develop and refine
A. Interests and aptitudes
B. Leadership capabilities
C. Physical, recreational, and social skills
D. Cultural perspective and enrichment
IV. We further believe that involvement in co-curricular activities can:
A. Enhance self-awareness and self-esteem.
B. Provide avenues for achievement and recognition not found in the regular classroom.
C. Create opportunities to test students' resolve and dedication of purpose.
D. Motivate students to take a more active interest in the total educational process.
E. Encourage school spirit and sense of belonging.
V. We believe that the relationship between students, teachers, administrators, and non-professional staff should include and promote
A. Mutual concern, respect, responsibility, and understanding
B. Recognition and acceptance of individual differences in personality, agility, and interest.
C. Adjustments to these individual differences at both the institutional and individual levels.
VI. Furthermore, we believe it our responsibility to:
A. Promote feelings, actions, and policies which reflect full sexual, racial and ethnic equality.
B. Discourage discrimination in all respects in regard to sex, race, creed, or national origin.
C. Allow for maximum flexibility in personal attitudes, roles, relationships, and life styles provided that they are reasonable, legal, non-disruptive, and consistent with the educational program rests upon the mutual cooperation and support of the citizens of the community, the board of education, the administration, the professional and non-professional staff, and the students themselves.