top of page


Learners in the classroom...

By this we mean that we are committed to strengthening our children as learners engaged in core academic instruction, who use the classroom and community as thoughtful learning spaces. The effects of strong academic performance are broad, leading to financial well-being, and physical health!  And, our world is waiting for our learners to come into their own, to be people who can effectively express their ideas, thoughts and prayers through speaking and writing, and who operate effectively in the sciences and in math.  

Overarching Goals:

  • Attain Grade-Level Proficiency.  Our first learner goal is to improve every child's academic strength over time so that they perform at grade-level for their grade.

  • Progress at Student's Best Pace.  Our second learner goal after a child attains grade-level is that they advance at their best pace.  Often, this translates to a child continuing to advance in his or her skills at a pace faster than national averages. 

  • Above Grade Level by Grade 8.  By Grade 8, our goal is that most of our students are academically performing above their grade-level.   


Key Strategies: 

  • Carefully Track Progress and Provide Feedback.  We carefully monitor each student's progress using the NWEA Map Test. This nationally recognized adaptive test provides an accurate snapshot of a student's current academic performance and growth levels in four areas: reading, language, math, and science.  We give the assessments in the Fall, Winter, and Spring of each academic year and closely attend to each student's progress and provide individualized support and feedback for growth.

  • Keep Class Sizes Small.  Each class has up to 15 students, which allows for individualized attention for each child.  

  • Teacher Development.  We ensure our teachers receive effective guidance and training that is aligned with the curricular and instructional needs based on student performance.

  • Collaborative Planning.  We carefully align the curriculum, instruction, and assessments based on performance.  

  • Learning by Experience. We provide varied experiential learning options like flying in a small plane and visiting many historical sites of interest in Hampton Roads.  (see Djonko-Moore, Leonard, & Holifield, 2017 for the value of experiential learning.)

  • A Warm Christian Learning Community that Empowers Our Children.  Most importantly, we do all this in a singularly warm and welcoming classroom environment that is positive and encourages students to say, "I matter."  Together, teachers and students make meaning as a significant part of effective learning (see Twiner, Littleton, Coffin, & Whitelock, 2014).   Visit us and see for yourself! 

What is special about Park Place School?   The community that exists here. Your child will be welcomed into a warm Christian environment, not just on day one, but every day.  


Djonko-Moore, C. M., Leonard, J., & Holifield, Q. (2017). Using culturally relevant experiential education to enhance urban children’s knowledge and engagement in science. Journal of Experiential Education, 41(2), 137-153. doi:10.1177/1053825917742164

Twiner, A., Littleton, K., Coffin, C., & Whitelock, D. (2014). Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue. Interational Journal of Educational Research, 63, 94-106. doi:10.1016/j.ijer.2013.02.009

bottom of page