MISSION STATEMENT As an educational ministry Beacon Hill Preparatory Academy works in cooperation with Christian families for the purpose of training for life children to be academically equipped and spiritually prepared for Christian service and leadership beyond their school years. STATEMENT OF PHILOSOPHY The primary reason for the formation of Beacon Hill Preparatory Academy is to teach young people in a Christian atmosphere, based on a biblical philosophy. We expect every student to study, memorize, and take to heart God's word as it is presented on his own respective age level. SCHOOL HISTORY Beacon Hill Preparatory Academy was founded by Pamela Strain, a former public school principal, and her daughter Silvella Strain along with other family members. The Strain/James family recognized a need to educate children using Classical Christian teaching and formed an organization known as Beacon Christian Educators. A Board of Directors governs BHPA. Our board sets policy for curriculum, staffing, admissions, and other policy related to the education of our students. Pamela Strain is President of the Board. The board consists of six members. |
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| About Our School |
Beacon Hill Preparatory Academy Offers Multi-age Classroom Called Pods.
Benefits of Multi-age Classrooms
* Allows for flexibility in the grouping of children according to need, ability, or
interest; not just by age
* Problems associated with a yearly transition from one grade to another can be
overcome. The teacher has a nucleus of second and or third students, trained
in the details of the class organization who keep it going while newcomers
absorb it.
* The student-teacher-parent relationship develops over a longer period of time,
allowing students to receive greater support for their success in school.
* A more natural learning situation is established. Students' program is not
geared to the work of a single year, but can be adjusted over two or three years.
* Benefits come to the older students from the quality of leadership and
responsibility they develop.
* Younger students are stimulated intellectually by older students.
* Children have a broader social experience with increased opportunities to lead
and to follow, to collaborate and to make stable peer relationships.
Pre-Kindergarten and Primary Pods
The curriculum, schedule, and environment for students in Pre-Kindergarten
through Grade 3 reflect two central themes for these early school years: the
intellectual discovery of learning to decode, understand, create, and manipulate
the symbols and operations used in language and number, and each student's
developing awareness of themselves and their community.
Beginning in Pre-Kindergarten, faculty embraces the school's philosophy and
strive to create an environment in which students are encouraged to play, explore,
observe, reflect, discuss, and respond. Throughout their Lower School journey,
which culminates in Grade 3, students are empowered in leadership roles using
their strengths as artists, athletes, authors, musicians, scholars, scientists, and
community activists. Lower School teachers balance an active and engaging
program with a rigorous academic curriculum, laying the foundation for the
challenges of Middle and High School. Students are immersed in an integrated
and interdisciplinary program which is designed to take advantage of the skills
and concepts that are common among all the disciplines, such as critical thinking,
idea mapping, and research. Religion from a Christian perspective is a part of the
lower school curriculum design. The program is designed, and continues to evolve,
through the efforts of a diverse, educated, and respected faculty. In an institution
that values the process of learning as well as the product, these educators take
pride in knowing each student's individual strengths and abilities. In addition to
its program, BHPA extensive field trip opportunities and technological resources
allows students to be challenged and supported to go beyond their inherent
strengths, to learn perseverance, and to develop self-confidence.
Intermediate and Upper Pods
The Middle School experience provides the crucial link between the foundations
of the Lower School program and the expectations for independence in High
School. These years encompass a period of rapid growth and change. In Middle
School, each student learns to develop independent skills, to build social,
community, and leadership skills, and to acquire a sense of confidence and
competence as the comes to know his or herself. Students encounter a rigorous
academic curriculum which includes religion from a Christian perspective, creative
opportunities in art, music, and dance, a developmentally appropriate program in
physical education and sports, in an atmosphere that encourages and respect the
importance of relationships.
In Middle School, faculty directly address what it means to be an active participant
in an Pod setting. Teachers speak directly to the positive qualities of all students
and encourage them to use those qualities to create a strong community. Both
individual and group achievements are cited and celebrated, affirming these
positive contributions. The curriculum is college preparatory and challenging,
emphasizing achievement in learning through teachers' and advisors' supportive
relationships with students. Learning is a community endeavor, and the culture of
talk and collaboration permeates the classroom. Each teacher, in response to the
age and interests of the students and provides a range of engaging learning
experiences and projects. There is an expectation that each student will bring their
unique background, skills, and approach to learning to the benefit of all. The
program is thoughtfully structured to develop studentship skills, moving from the
intense support of the transition curriculum in Intermediate Pod to near
independence in Upper Pod. Through this developmental process, each student
comes to know how they learns best. Students have the opportunity to work at
tasks that require shared leadership. By the end of Middle School, they have
acquired a sense of a group identity as well as a sense of pride in their individual
accomplishments.