We
believe that each child is a unique person with an individual growth
pattern of development. In the realm of curriculum and instruction we
must be responsive to individual differences in ability and interests to
help students maximize their potential. To ensure opportunities for
success levels of ability, readiness, and learning styles will be
recognized, accepted and integrated as teachers implement district
curriculum requirements for all students. We believe that specific areas
of emphasis should not only include needed basic skills, and the
ability to acquire knowledge, but challenge students to achieve at
higher levels, applying learned problem solving strategies.
We believe students should be encouraged to develop a mutual respect
for themselves and others, and to become citizens fully capable of
exercising their right to self-determination. We will promote social
growth, understanding, and acceptance of others in an effort to
celebrate our differences.
We believe the ability to receive and transmit ideas is fundamental to
growth in all curricular areas. This ability can be exhibited through
the following areas: listening, observing, speaking, reading and
writing. It is further felt, that a planned program of sequential
instruction is needed to direct and develop their abilities.
We further believe that the evaluation of these abilities cannot be
done separately, but must be considered in terms of the functioning and
interrelating of these abilities in terms of the “whole” curriculum.
We also believe that democratic concepts are the life blood of our
society. Thus, the whole school program must work to the end of fully
realizing and extending the purposes of democratic ways of living. To
do this , we must be sympathetically interested in youth and its
problems and guided by a genuine love for young people.
Our belief is that the purpose of the Turkeyfoot Valley Area Schools is
not to produce historians, geographers or scientists. The goal is
rather to produce well-adjusted citizens with the techniques for
selecting and solving problems and for incorporating their results into
constructive democratic living.
Finally, it is the school’s responsibility to provide meaningful
background of experiences that will help the child become a successful
member of his present social group, thus leading to competent living in a
world society.