Joyfully Human
We believe education is the cultivation of wisdom and virtue by nourishing the soul on truth, goodness, and beauty by means of the seven liberal arts. We believe students thrive when taught according to their individual readiness (whatever their age may be) and when taught to mastery. We believe grades distract students from true learning. And we believe children show more maturity and independence when learning in a setting with a wide array of ages. That is to say, we believe in the traditional—lost but not forgotten—village school.
The Theophany Academy contains an element of the home-school. The family is the model of a well-run academy: parents that model the life of virtue through discipleship and love rather than management and administration; children of various ages enacting the worship, work, and learning; an atmosphere and environment that is communal and based on love.
Beyond this, Theophany Academy believes that any education in the life of virtue, any participation in the life of the Church, and any vibrant and supportive paidudic
community requires the engagement, inclusion, and participation of the family. Theophany Academy therefore, is not to be construed in terms of students, teachers, administrators, but rather in terms of households. Every level of the membership has a role to play, responsibilities to fulfill, and commitments that they are accountable for.
What Makes Us Different
Age-Integrated Learning
The Theophany Academy integrates all students in one dynamic, adaptable classroom. Two teachers attend to the needs of the students, breaking them out into smaller groups according to each child's abilities and maturity. Groups change throughout the day, so your six-year-old may do a dictation exercise with those her age, then go outside for a nature study with all the children, and then play math games with a few kids of a variety of ages. In each subject and each task, your child is taught what they are ready for—not what their age might suggest they should be able to do.
Mastery-Based Assessment
True learning cannot be measured with a number. At Theophany Academy, the Tutors are constantly assessing the students’ mastery and readiness and frequently give instant feedback. There are also more formal assessments: recitations, demonstrations, writing assignments, projects, artwork, performances, special journals, etc. Instead of sending home a report card, student achievement is made known directly and authentically through three parent-teacher meetings and three school-wide assemblies both to demonstrate and to celebrate what each
student has learned.
Humane Schedule
For Theophany Academy, the liturgical year is the guiding force that determines the academic calendar. The school calendar enables the children and their families to participate in the life of the Church and the Great Tradition. In harmony with the pattern of fasting and feasting, families of Theophany Academy enjoy more frequent, shorter breaks year round conducive to a pattern of rigor and rest. This pattern is lived out in each school day with a priority on multiple outdoor recesses and an hour long lunch break. The school day ends at 2:30 to give students time and space for free play and time with their families every afternoon.
"It is of no small advantage that virtue become a habit with a youth, for the lessons of youth make a deep impression."
ST BASIL THE GREAT
Apprenticeship
Learning by Imitation Aimed at Mastery
The curriculum of the students is mastery of the liberal arts. This mastery comes through mimesis, or imitation. This is the way the Church has ever passed along its mind, and it is no different for education; indeed, each child is an apprentice in being prepared for a life of learning. The Christian classical world referred to the education of children as propaideia. The idea of Christian paideia is a rich and wonderful tradition. It is not merely the curricular materials, class schedule, or academic focus of a school—but the entire context of learning, the atmosphere, dogma, and practice that informs the character of a child.