Education Philosophy
Evergreen is grounded in EL Education’s standards for student achievement, and we share the belief that engaging students in work that is challenging, adventurous, and meaningful results in authentic and deep learning and achievement.
Learning Expeditions
Learning expeditions are the primary way of organizing curriculum here at Evergreen. Grounded in topics derived from content standards, expeditions use learning targets to identify project outcomes and goals. Teachers plan rigorous learning expeditions with compelling themes and guiding questions. Guiding questions frame expeditions, supporting the conceptual so what of study topics.
Students construct projects or products based on core skills and content, ideally contributing to real-world audiences, and culminating in a presentation of learning at the end of a learning expedition. Instructors weave multiple subjects into expeditions, including language arts, math, science, social studies, environmental education, the arts, movement, and technology. Students are actively involved in learning, and they are encouraged to take ownership of the learning process and the production of high-quality work.
Crew
Founded in research that demonstrates social and emotional development as highly beneficial to academic success, crews focus on life skills and character development through innovative activities and lessons. Crews provide a peer community as well as a supportive relationship with an adult advisor.
Core Beliefs
Learning is active:
Students are scientists, urban planners, historians, and activists investigating real community problems and collaborating with peers to develop creative, actionable solutions.
Learning is challenging:
Students at all levels are pushed and supported to do more than they think they can. Excellence is expected in the quality of their work and thinking.
Learning is public:
Through formal structures of presentation, exhibition, critique, and data analysis, students and teachers build a shared vision of pathways to achievement.
Learning is meaningful:
Students apply their skills and knowledge to real-world issues and make positive change in their communities. They see the relevance of their learning and are motivated by understanding that learning has purpose.
Learning is collaborative:
School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior. Trust, respect, responsibility, and joy in learning permeate the school culture.
Habits of Scholars
Habits of Scholars provides consistency in the language and practice of character development. Evergreen students graduate with strength of character grounded in a deep sense of community.
Habits of Self
Self-regulation: I can make choices that are helpful to me.
Integrity: I can do what is right.
Curiosity and Courage: I can wonder and have the courage to take risks.
Habits of Relationship
Compassion and Gratitude: I can desire to help others and can show appreciation.
Collaboration: I can work well with others.
Respect: I can show regard for others.
Habits of Performance
Responsibility: I can be accountable for my choices.
Craftsmanship: I can produce high-quality work.
Perseverance: I can work through a challenge.
