Handbook » Beliefs


  • Students should be provided with learning opportunities that will prepare them for employment in a global, technological society.
  • Students can rise to higher levels of performance when challenged through instructional excellence to meet specific levels of competency.
  • The teacher can cultivate the student’s desire to learn by acting as a guide and facilitator who applies a variety of teaching strategies, methods, and assessment techniques.
  • Every student has worth, dignity, and the ability to learn.
  • The student’s self-esteem can be enhanced through positive relationships with staff, other students, parents, employers, and community members.
  • Involvement in the decision-making process encourages student ownership of school policy.
  • Extracurricular activities are important in the development of leadership, interpersonal skills, teamwork, and self-discipline.
  • A balanced curriculum should include academics, vocational/technical, fine arts, physical education, and wellness.
  • Students should be exposed to a variety of learning strategies that require active rather than passive involvement on the part of the student.
  • The teacher makes a difference in the classroom.
  • Students learn best in a safe, orderly, attractive, and enjoyable environment.
  • Parents should be active participants in their student’s learning through conferences, calls, and public awareness.