Educational Values
We believe that God has given the parents the responsibility to train their children. A school can either support parents in that role, or try to take that role away from them. Within the boundaries set by the Ministry of Education our school program supports parents in their God-given role by intentionally structuring the school to serve parents and students. Within the school, policies and systems are not set up for the convenience of administrators or support staff, but rather to facilitate the job of the teachers as they facilitate home learning.
Students that do not thrive in traditional learning environments are welcome in the school program. Teachers combine varied delivery options, creative learning strategies, and individual attention to create a personalized learning fit for each student.
To simplify the parents’ interaction with our teachers, all the students in a family are supervised by one teacher, except in instances where having the support of more teachers facilitates learning for the family.
Our teachers assist parents in selecting the resources and curriculum that support the goals and values of the family and match the learning style of the student and the family, while meeting the required learning outcomes. Selection is not made on the basis of which curriculum will be easiest for the teacher to supervise.
Families are encouraged to teach their children about life through daily family activities, community experiences, travelling and adventures. Teachers recognize the value of these experiences and how they fulfill the learning requirements.
We understand that both families and teachers come in a wide variety of styles. Incoming families complete an education profile and consult with a coordinator to help them choose a teacher that fits their style. If a family finds their learning style is not a fit with their teacher’s style, families can switch to a different teacher when one is available.
Pathways students have the freedom to engage in learning using a variety of traditional and non-traditional activities. Learning at home also allows flexibility in scheduling learning activities throughout the day and through the school year. Teachers also enjoy the benefits of flexible work hours.
Whenever possible, goals and policies are formulated through discussion leading to consensus.
To simplify the parents’ interaction with our teachers, all the students in a family are supervised by one teacher, except in instances where having the support of more teachers facilitates learning for the family.
Our Pathways teachers believe that successful collaboration and teamwork depends on free and open communication through all aspects of the school – from the students and parents to the teachers, staff, principal, and Board of Directors. Each person recognizes that their job affects many people within the school and freely shares any necessary or useful information with other team members.
Each person working with the school has a role to play. Students need to apply themselves to learning. Teachers and staff need to do their jobs with excellence and to keep learning in order to improve their skills. Administrators and the Board of Directors must stay abreast of developments in education and be aware of regulations and trends that affect the school. Within the school community effective methods of holding each person accountable are essential to the on-going success of the school.
The strength of our academic program comes from the willing and genuine collaboration of teachers and staff working together toward a common goal. Both students and teachers benefit from the combined experience and specialized knowledge of all the teachers. This sense of community is special and is guarded carefully so that it is not lost.