Educational Philosophy and Instruction
Our Educational Philosophy and Instruction
First and foremost, JCS believes knowledge comes from God and the purpose of education is to give students the opportunity to know and apply God’s law in their daily lives.
In order for JCS to be able to provide quality education to all students, our school follows both the Engage NY (New York City) Common Core standards and the Dominican curriculum standards. In this way, our students will be academically prepared for university, whether in the Dominican Republic or in the United States.
Clear School Mission – At JCS our staff instructs all classes with the goal of adhering to and completing the school mission.
High Expectations for Success – At JCS we maintain a climate of high expectations in which the staff believes and demonstrates that all students can attain mastery of the essential content and school skills.
Instructional Leadership – At JCS the principal acts as an instructional leader and effectively communicates and reiterates our school’s mission to the staff, parents, and students.
Frequent Monitoring of Student Progress – At JCS, student academic progress is measured frequently by a variety of assessment procedures. The results of the assessments are used to improve individual student performance and also to improve the instructional program.
Opportunity to Learn and Student Time on Task – At JCS, teachers plan instructional lessons and activities that are engaging, relevant, and challenging. Students work in various settings, including whole-group, small-group, and individual settings.
Safe and Orderly Environment – At JCS, there is a safe, orderly, and familial atmosphere which is free from the threat of physical harm. The school climate is conducive to teaching and learning.
Home – School Relations – At JCS, parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school to achieve that mission.
JCS has adopted student-based learning. Student-based learning places the student—rather than the teacher—at the center of the learning process. We have implemented this teaching method for the following reasons:
- Children’s Behavior: Children need to move and explore; denying them such opportunities often leads to misbehavior or boredom. As our students move about the room and become engaged in their own learning process at their own pace, they become more responsible, self-motivated, and self-disciplined academically, socially, and personally.
- Children’s Independence: The level of independence our students have in choosing their own learning process gives them a sense of empowerment and self-confidence. These are tools that drive our students to grow and develop to their maximum potential.
- Efficient Use of Time: Student-based learning allows teachers to give one-on-one attention while other students are working independently. The children are constantly engaged in exploring new skills and information, which gives teachers time to rotate around the room to evaluate and give feedback, to extend lessons for those who need a challenge, and to give additional explanations to struggling students.
- The Inclusion of Art, Music, and Physical Movement: Our teachers seek to include enrichments such as art, music, and physical movement to convey and apply essential information. Our students tend to really enjoy these activities and, therefore, are thoroughly engaged in the content and skills they are learning.
- Academic Learning: Student-based learning allows information to be constructed as the children explore and experiment with new ideas and materials. In this way, our students gain a better understanding of how things work because they have the opportunity to physically explore them, making them more likely to retain the information they learn and relate it to other concepts.