Our Commitment to Student Success: Our goal as a staff is to create an environment where students, parents, and community members work in concert with each other to develop a culture that maintains academic excellence and a cooperative atmosphere. We believe the programs offered at the 7th Grade Center are designed toward high academic standards. We encourage students to take an active role in creating a school community that values each individual and promotes the success of everyone.
Middle School Philosophy
The following represents a list of the key philosophical beliefs that will guide the programs and practices of the Spring-Ford Middle School:
1. We recognize that we are to aid in the transition of children from elementary school to high school and from childhood to adulthood.
2. Children experience growth intellectually, socially, emotionally, physically, and creatively. It is our role to aid our students in growing positively in each area. Through formal programs and informal interactions, we should strive to help our students grow and cope with the changes they will be encountering. Ideally, our role is to foster intellectual growth. This should remain a high priority. Realistically, we recognize that intellectual growth does not occur in a vacuum. We attempt to be alert to aiding students in dealing with different aspects of their total growth.
3. We recognize that children of middle school age are approaching adolescence and this stage of early or pre-adolescence can be a puzzling time due to unique needs and concerns. Physically, our children will experience more change in the two years of middle school than at any other point in their school lives. Helping children understand and adjust to these changes is a challenge we cannot ignore. The physical changes experienced by pre-adolescents often are related to changes and problems with respect to social and emotional development.
4. Children progress at individual rates in all phases of their development. Being sensitive to their differences is an important part of our work.
5. Just as intellectual development does not occur in a vacuum without influence by social and emotional development, it must be understood that the total school effort does not and cannot exist in a vacuum, isolated from the events and impact of parents and family. Working in cooperation with parents to help our children is an essential part of our work.
6. Middle school children need support, encouragement, and structure. They need adults to set limits and to provide understanding and guidance in an effort to develop acceptable patterns of conduct.
7. Children should experience success and enjoyment in school so they develop positive self-concepts and positive attitudes toward learning and school. We should build into our school, both formally and informally, opportunities for our students to experience success and enjoyment. The end result of these efforts will lead to healthier self-concepts and better attitudes toward school and learning. However, in achieving these ends, we must critically examine our academic and social expectations of students. Establishing realistic expectations or high standards is important. Success may be harder to reach if standards are high, but the success will be more rewarding for those who make it. However, there are obvious differences in the capabilities of students. Often through no fault of their own, students are unable to meet the uniform standards we set. It is in such cases that we must be wise enough to readjust our expectations. Expectations that are unrealistically high for some students provide the foundation for failure before these students even get out of the starting blocks. We should strive for high standards, but temper our goals with sensitivity for those students who lack the necessary capabilities to meet success. As students fall short of our standards, we should work cooperatively as professionals to either e-examine our standards or develop strategies that move these students toward successful ends.