Educational Philosophy

Educational Philosophy

Mission Statement

The Girls’ Middle School educates girls at a crucial time in life.  We create an inclusive environment where academic growth is nourished.  A GMS girl discovers her strengths and expresses her voice while respecting the contributions of others.  

Guiding Principles

  • We believe in the benefits of an all-girls educational environment.
  • We practice project-based, hands-on learning that connects to real world situations.
  • We build our curriculum around critical thinking and problem solving.
  • We provide educational opportunities through math, science and technology that prepare young women for their future.
  • We encourage our students to seek challenges.
  • We assess students via a narrative assessment.
  • We value teachers’ expertise and passion.
  • We address the social and emotional needs of middle school girls.
  • We prepare our young women to live in a diverse cultural environment. 

Student Learning Goals

The Girls’ Middle School Student Learning Goals (SLGs) are derived directly from our mission. The SLGs are the outcomes we expect for all students, and are pursued throughout the curriculum and the GMS program. They are as follows: 

Upon graduation from The Girls’ Middle School, students will be able to:
  1.  Pursue meaningful academic study;
  2. Think creatively and critically in defining problems and designing solutions;
  3. Seek connections between ideas, approaches, and people;
  4. Understand the value of multiple perspectives;
  5. Set and attain goals for emotional, intellectual, and physical well-being;
  6. Communicate effectively;
  7. Embrace a love of learning.

Non-Traditional Academic Courses

By offering and encouraging girls in courses such as computer science, entrepreneurial studies, and engineering, GMS girls expand their vision of the arenas in which they can participate and achieve.

Narrative Evaluation

We believe grades can limit students' motivation to learn. Teachers do not define student achievement by a letter grade. Instead, teachers give rich narrative feedback informing students where they have met or exceeded expectations and how they can continue to improve. Teachers also provide ongoing formal and informal feedback.