BCS educational philosophy

Birmingham Covington School (BCS) is a 3-8 districtwide school of choice for families residing in the Birmingham Public School District. It is designed to offer a clear choice in educational structure and philosophy to parents/guardians and children seeking a rigorous academic challenge. Research and experience have validated the effectiveness of interdisciplinary learning and teaching for elementary children and young adolescents. BCS emphasizes the connections among academic subject areas and fosters inquiry and collaboration for students who enroll. Within this context, students experience not only the basic skills in key academic disciplines but also focus their efforts on the integration and application of knowledge. For example, students explore themes of significance such as global interdependence from a variety of perspectives--literature, history, science, mathematics, and the arts--and blend these new understandings in the development of projects that integrate the disciplines.

BCS has a special emphasis on comprehensive science and technology instruction based on the Association for the Advancement of Science report, Project 2061, and enGauge: 21st Century Skills. Instructional strategies and student activities include discovering practical solutions to scientific problems and student-generated questions. Students are taught how to find solutions and to answer questions by applying 21st century skills: Digital-Age Literacy, Inventive Thinking, Effective Communication, and High Productivity. As students practice the principles of scientific inquiry, design, and application, they develop an increasingly complex understanding of the relationship among science, technology, history, communications, and the human experience.

Student groupings offer flexibility that matches developmental needs and promotes collaboration with supportive teams of teachers responsible for organizing, coordinating, and delivering appropriate instruction. As teachers plan a program that integrates knowledge and supports student engagement with subject matter, these teams of teachers encourage hands-on learning, student participation in defining and solving problems, and mentoring opportunities inside and beyond the school environment. Teachers emphasize the link between the classroom and the international community, encouraging students to use their expanding knowledge of global issues, literature, the arts, and the Spanish language to reflect upon their connections with others. The school’s philosophy thus embodies a rigorous academic curriculum that challenges children to learn in an interactive atmosphere of cooperation, curiosity, excellence, and concern for others.

Organization

BCS organizes students into multi-grade structures that permit flexible configurations for instruction. Students are assigned to a specific grade level as in other Birmingham schools. Teachers organize instruction into two-year academic cycles (grades 3-4, 5-6, and 7-8), and students remain with the same team of teachers for the duration of each two-year cycle. Separate grade level instruction occurs in mathematics using the Everyday Mathematics program in grades three through six, and the district adopted Pre- Algebra, Algebra and Geometry courses in grades seven and eight. Students work closely with teams of teachers who are responsible for structuring appropriate learning experiences that foster integration of knowledge across disciplines, conceptual understanding, and higher order thinking.

Teacher Teams

Teachers at BCS plan and deliver instruction as teams for each two-year academic cycle. Each cycle relies on teachers who work together for consistency in lesson-planning and delivery. Working with students over a period of two years provides continuity of instruction and familiarity with individual learning styles and needs. The teacher teams plan and coordinate instruction that supports both disciplinary and interdisciplinary thinking. A primary objective of the teaching staff is to design meaningful learning experiences for students that support depth of understanding and application of new knowledge.

Evaluation

Continuous individual student assessment is a critical component of the BCS experience. Teachers’ assessments, state-required MEAP tests, and district standardized achievement tests document student progress. Multiple classroom assessment practices include portfolios, performance-based assessments, and self-evaluations. Assessment methods are aligned with the district instructional framework, district goals, and state standards. In addition, the BCS program is evaluated annually through the school improvement process, external reviews, surveys, and assessment results.

Behavioral Expectations

BCS relies on a responsible decision-making model. When students have made poor choices about their schoolwork or their interactions with others, we assist them in reviewing the nature of their decisions, identifying more responsible alternatives, and reflecting on how they have grown in the process. This approach is less “efficient” than more punitive models of discipline, but it produces long-term growth in maturity and attitudes toward others. Students learn that there are consequences for their choices, and they become more responsible decision-makers.

Parent/Guardian Involvement

BCS recognizes that parent/guardian involvement in the education of their children is an essential element in student achievement. Our parent/guardian structure relies on a variety of committees that tap special areas of parent/guardian expertise and interest and include activities in resource development, technology, community connections, volunteer coordination, and school improvement. The school enjoys a significant level of parent/guardian participation that has been reflected in school events such as a Proud Dads’ Club, the BLAST and a silent auction.

Conclusion

Futurists agree that in order to compete effectively  in today’s  global environment, 21st Century students must think critically, problem solve, collaborate across networks, and demonstrate initiative, curiosity and imagination.  Birmingham Covington School has developed an adaptive learning model which aligns with the Birmingham Public Schools’ Strategic Plan to “inspire learners through educational excellence for a lifetime of global opportunities”.