Prodigy

Prodigy High School

Our school is designed with a singular goal in mind: give students real experience in the things that are fulfilling and will equip them for now as well as the rest of their lives. In order to empower students to succeed, our model is founded on powerful relationships that embody the ideals of integrity, virtue, strong faith, relentless perseverance, self-directed learning, and excellent communication and collaboration. These are skills that are learned best through direct experience.

Because the Prodigy learning experience provides optimal talent growth and skill development, students are “Ready for Life”, with the knowledge, capabilities, and commitment to make the most of every situation.  In the Prodigy High School, the students have their final years to practice real-life.  They continue preparation for their next life journey, whether it is career, college, service, creating, innovating, supporting, building, fixing, making a difference, and living a life of faith and love. The Prodigy image of the high school student is complex, dynamic, and truly wonderful. Students are: motivated, self-driven and self-disciplined, competent and able to freely & respectfully express opinions.  They desire a strong faith perspective and knowledge base. They like to play and enjoy life while also having significant accountability and a strong work ethic. They understand their own ethnic heritage while also respecting, honoring, and loving their fellow humans and creation.

Important building-blocks of the Prodigy High School include:

  • Individually appropriate learning for each student that includes a personalized curriculum and schedule catered to their “whole child” needs and requirements.
  • Self-directed, highly supported learning that enables students to have autonomy. Students are involved in planning, initiating, and evaluating their own learning efforts.  They are empowered to have a great deal of control of their learning with critical thinking and creativity in order to meet their social, emotional, and academic needs.
  • Students are actively involved in knowledge construction and frequently collaborate on project-management activities.
  • Community networking and involvement in authentic projects that make genuine impact.
  • Students develop resilience in their learning process… that it is okay to fail, but not okay to give up.
  • Students are supported through strong relationships with other students, school staff, and members of the community. At the end of their time at Prodigy, they are experienced in running projects and managing teams, have experience in a wide variety of technologies and arts, have a powerful network of connections within the community to provide them a launch pad for their future accomplishments – no matter where that path takes them.

Developing a community of learners focused on building relationships and skills that will make them confident, independent and responsible creators.

There are three pillars that hold up the core philosophy of the school:

  1. Every student is unique, that every learner has a value, and education relationships need formed with the “whole” student attending to their individual cognitive, social, emotional, physical and talent development.
  2. Students not only have the right to education but also share ownership of the educational process with parents, teachers and the community.
  3. Students are active participants in a learning environment that enables healthy risk taking in a culture where failures are viewed as stepping stones toward success.

To create a K-12 cultural current that completes growth, is empowered by people, collaboration, and technology, and has a multi-disciplinary focus on engineering, health, humanities and sciences.

  • Respect, care and nuturing others.
  • Honesty and integrity in all parts of life.
  • Support of a strong, healthy body & mind.
  • Passion for learning.
  • Growing while continually improving.
  • Being innovative and results-oriented.
  • Giving back to the local and global community via Stewdardship and Service.
  • Home life is a primary influence for a person’s development and way of thinking.
  • Define a personalized curriculum and schedule catered to the “whole student” needs & requirements.
  • Social constructivism where students will be actively involved in knowledge construction in a collaborative environment.
  • Develop strong relationships across the “Maker Campus” community.
  • Roll out student mentoring programs to facilitate knowledge sharing and personal knowledge growth.
  • A dedication to documentation to support the reflection and self-assessment process.
  • Project Leadership roles that will support success and failures, and how to learn from both outcomes.
  • Academic Forums that are heavily weighted toward problem solving and critical analysis.
  • Responsive & engaged Staff that are learners and make themselves.
  • Community integration based on the needs and requirements of the “Major Campus”

Recursive Assessment

21st Century Challenges