Our philosophy is that teachers serve a much greater purpose than simply delivering information. Traditional secondary education models are often “transactional,” relying on transmission of knowledge from teacher to student and anticipating that students will assimilate and synthesize new knowledge on their own. In contrast, our teachers serve as facilitators of learning, rather than simply transmitters.

At Dr. Kiran C. Patel High School, a shared vision describes what the class, students, and teacher aim to achieve over the course of a quarter or semester. It serves as an internal compass, helping the students and the instructor organize their time, priorities, and expectations.

A transformational teacher becomes a coach by offering modeling and mastery experiences that promote learning and transform students’ attitudes, values, and beliefs. Like coaches, teachers train students to apply strategies and skills effectively. At Dr. Kiran C. Patel High School, community-based mentors, as well as teachers and counselors, serve in this type of coaching role.

Classroom discussions that work within students’ current level of understanding and present problems on par with students’ prior knowledge and current skill levels can become a tool for challenging intellect and encouraging transformation of attitudes, values and beliefs.

The daily “Power Hour” at Dr. Kiran C. Patel High School fosters teacher/student connections. Counselors and teachers work with students to identify a personal vision for the future, create a summary of current strengths and weaknesses, develop a learning plan to help them attain their learning goals, and define a set of exercises or activities designed to foster new ways of thinking and behaving.

Experiential lessons immerse students in a topic and extend beyond the classroom. Whether guided by classroom teachers or community volunteers, our project-based learning curriculum provides students an opportunity to experience concepts hands-on and to experience first-hand what it means to be active members of the community.

Preflection and reflection result in meaningful and sustainable transformation within our students. Preflection occurs when students are guided through a critique of their own assumptions about an idea or problem-solving approach before they begin an activity. In contrast, reflection takes place once the assignment or activity is completed.