1. Educational Philosophy
Edward A. Kliszus, Ph.D.
High expectations comprise a major element in our classrooms that determines so much of the
success of our students. The philosopher Goethe wisely noted that “if you treat an individual as he is,
he will remain as he is. But if you treat him as if he were what he ought to be and could be, he will
become what he ought to be and could be”. It must be our clear expectation to prepare our children
with the skills needed to achieve top scores on their SATs, attend top universities, and be presented
with multiple choices for careers and education beyond high school.
Many of our leaders today are not aware of what John F. Kennedy noted decades ago. He said,
“Our progress as a nation can be no swifter than our progress in education. The human mind is our
fundamental resource.” We therefore are charged to protect and promulgate values that both cherish
and nourish the mind, and celebrate the critical value of our noble profession and its role in shaping
America’s future. In the face of changing political winds, we must and shall endure, thrive, and
continue to prepare the minds to lead us tomorrow.
Our top priority is to provide students with a safe, healthy, nurturing and supportive
environment with maximum opportunities and choices in which to develop their talents, abilities,
interests, and emotional intelligence. Emotional intelligence is a skill necessary for students to deal
with the pressures and problems that can arise in a climate marked by high expectations and is related
to the variety of experiences and opportunities available to students and how they are taught. Students
should be encouraged to participate in a great variety of activities that are made readily available. Fine
and performing arts and athletics, for example, cultivate a high degree of socialization, sportsmanship,
and “give-and-take”. One learns that anything worthwhile is accomplished through sharing, work and
sacrifice. At the same time, this realization can occur in a pleasurable and gratifying manner.
Teamwork benefits both the individual and greater good. Instruction, regardless of the discipline, can

2. be designed and delivered to provide the intrinsic pleasure and satisfaction in the learning process that
is fundamental to real learning.
Concomitant to these overarching goals is to provide instruction and experiences that bear a
meaningful relationship to the present and future needs and interests of the children for whom we
share responsibility. Some of the practical considerations include providing the following:
1. Comprehensive guidance services, programs and facilities for each student.
2. Exceptionally qualified professional staff to provide appropriate educational
services in a collegial and professional atmosphere with a positive morale.
3. Resources necessary for comprehensive programming, including state-of-the art
technology to support instructional methodologies.
4. Opportunities for staff, students and community to communicate and share ideas
concerning the operation of the school.
5. Communication to students the belief that they can develop to their full potential.
6. The means for children to acquire excellent research and study skills.
7. Helping students acquire the skills and attitude necessary for a lifetime of continuous
learning and adaption to change.
8. Provide programs for parents that will help them support their children's learning.
Our school should be a place of joy. What better place to cultivate the free self and nurture
children to think and learn skills that will empower them to achieve success, happiness and fulfillment.
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