oVERVIEW

Our counselors guide our social emotional learning (SEL) curriculum and meet with teaching teams regularly. They are trusted community members on whom our students and parenting adults can rely in times of challenge.

Preschool to 4th grade students are supported through the development of strong teacher-student relationships, daily class meetings, and student problem-solving conferences. Kindergarten to 4th grade students are further supported by our educational therapist who provides individual and group counseling in support of emotional development and growth. In collaboration with classroom teachers and the division head, the educational therapist can assist families with outside referrals.

The counselor supports the personal and social development of 5th-8th grade students and provides guidance to families and school staff to assist students in their wellbeing and success. The counselor meets with individuals or groups of students as needed and may discuss outside therapy services with students and/or their parenting adults. The counselor has an established curriculum including topics such as peer pressure and conflict, internet safety, stress and anxiety, substance abuse and puberty, taught in designated Social Emotional Learning classes. The counselor also addresses and helps students to process issues that arise, such as peer conflict, online behaviors, and world events.

Our team of learning specialists knows each of our pupils as learners and helps guide our curriculum. They meet regularly with kindergarten to 8th grade pupils – in individual and small group pullout sessions, classroom assistance, and whole group lessons on pupil learning. Learning specialists meet weekly with head teachers and grade-level teams to address individual pupil needs, develop modifications and accommodations, and design differentiated curriculum and instruction to meet a variety of needs. 

Learning specialists communicate regularly with parenting adults to provide resources and support specific to the strengths and needs of the child. When needed, learning specialists may provide referrals for outside support such as psychoeducational testing, tutoring, speech and language therapists, and occupational therapists.

In 2nd-4th grade, pupils participate in a program called All Kinds of Minds. In developmentally appropriate lessons, pupils learn some of the basics of neuroscience, are introduced to the idea of multiple types of intelligence and neurodiversity, and learn about specific learning differences like dyslexia and dysgraphia, as well as types of neurodivergence like ADHD and autism. The goal of the program is to help students learn how to be an advocate and ally for themselves and others.

The 5th-8th grade learning specialist supports the transition from 5th to 6th grade. In middle school, pupils receive most academic support within their math, humanities, and science classes. The learning specialist works closely with the school counselor as part of the pupil support team. In 6th grade, pupils take a weekly class which focuses on study skills and social emotional learning (SEL). Other areas of focus in middle school include supporting executive functioning and self advocacy to help prepare for the transition to high school

See our Tuition page for details.

OUR PEDAGOGUE TO GREAT LEARNING

Parents-Teachers Interaction Management (P.T.I.M)

Parent benefits

The manner in which GCS communicate and interact with parents affects the extent and quality of parents’ home involvement with their children’s learning. For example, schools that communicate bad news about student performance more often than recognizing students’ excellence will discourage parent involvement by making parents feel they cannot effectively help their children.

Parents also benefit from being involved in their children’s education by getting ideas from GCS on how to help and support their children, and by learning more about the school’s academic program and how it works. Perhaps most important, parents benefit by becoming more confident about the values of their school involvement. Parents develop a greater appreciation for the important role they play in their children’s education.

When communicating with parents, consider your remarks in relation to the three categories that influence how parents participate. For example, are you communicating about:

• Classroom learning activities?
• The child’s accomplishments?
• How the parents can help at home with their child’s learning?

Student benefits

Substantial evidence exists showing that parent involvement benefits students, including raising their academic achievement. There are other advantages for children when parents become involved — namely, increased motivation for learning, improved behavior, more regular attendance, and a more positive attitude about homework and school in general.

Teacher benefits

Parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about students’ needs and home environment, which is information they can apply toward better meeting those needs. Parents who are involved tend to have a more positive view of teachers, which results in improved teacher morale.

Good two-way communication

Good two-way communication between families and schools is necessary for your students’ success. Not surprisingly, the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve academically.

Opportunities for two-way communication include:

• Parent conferences
• Parent-teacher organizations or school community councils
• Weekly or monthly folders of student work sent home for parent review and comment
• Phone calls
• E-mail or school website

Communication strategies

Personal contact, including conferences, home visits, telephone calls, and curriculum nights or open houses, seems to be the most effective form of communication and may be among the most familiar. However, the establishment of effective school-home communication has grown more complex as society has changed. The great diversity among families means that it is not possible to rely on a single method of communication that will reach all homes with a given message. It is essential that a variety of strategies, adapted to the needs of particular families and their schedules, be incorporated into an overall plan. Some strategies to consider include:

• Parent newsletters
• Annual open houses
• Curriculum nights
• Home visits (where applicable)
• Phone calls
• Annual school calendars
• Inserts in local newspapers
• Annual grandparents or “special persons” days
• Board of Education spokesperson or communications officer at PTA meetings
• Homework hotlines
• Annual field days
• Notices and handouts in local markets, clinics, churches, mosques, temples, or other gathering sites
• Website for the school
• Workshops for parents
• Communications that are focused on fathers as well as mothers

Effective communication strategies involve:

• Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year. Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations.
• Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved.
• Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.
• Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do.
• Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them.

Surprise a parent

Parents are not accustomed to hearing unsolicited positive comments from teachers about their children, especially in a phone call from the school. Imagine how you would feel, as a parent, if you were contacted by a teacher or the school principal and told that your son or daughter was doing well in school, or that your child had overcome a learning or behavior problem. When you make calls to share positive information with parents, be prepared for them to sound surprised-pleasantly surprised.

Research shows that school-home communication is greatly increased through personalized positive telephone contact between teachers and parents. Remember, when a phone call from school conveys good news, the atmosphere between home and school improves. When you have good news to share, why wait? Make the call and start a positive relationship with a parent.

Phone guidelines

Sometimes, as a new teacher, it’s difficult to make the first call to a parent or guardian. Preparing for the call will make it easier. Before making a call, write down the reasons for the call. One reason can be simply to introduce yourself to the parent or guardian. Here are several guidelines you can use as you prepare:

• Inform them of their child’s strengths or share an anecdote
• Introduce yourself
• Tell the parents what their child is studying
• Invite the parents to an open house and/or other school functions
• Comment on their child’s progress
• Inform them of their child’s achievements (e.g., “Student of the Week”)

Our health practitioner plays a vital role in supporting the well-being of our community. As a trusted wellness resource, the health practioner provides professional care with compassion, promotes healthy habits, and helps pupils navigate both physical and emotional challenges. Beyond addressing immediate medical needs, the health practitioner collaborates with faculty, families, and counselors to foster a safe, informed, and supportive environment where every pupil can thrive. The health practitioner is a key partner in our broader commitment to student wellness, resilience, and lifelong health.