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Academics

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Educating the whole student

Happy Figures

That’s what we’re here to do, and at Paideia that means enriching hearts and minds.

The greatest testament to the value of a Paideia education? It’s the eager faces we see daily, the almost limitless desire of our students to learn and share their knowledge with classmates, teachers and their communities. 

Experience counts

Teach er and Student with Co-Teacher in background

The press account of the school’s opening on May 15, 1971 said: “The Paideia School will operate on the theory that children are naturally curious and will learn at their own pace. It will be a nongraded, team-teaching situation and will treat learning as a joyous pursuit.” Much has changed in the ensuing decades, but the premise was spot-on.

Half Day

Ages 3-5

Elementary

Grades K-6

Junior High

Grades 7-8

High School

Grades 9-12

A Leading Progressive Education

Paideia is the leading progressive school in the Southeast for students ages three to 12th grade with Half Day, Elementary, Junior High and High School programs. More than 50 years later, there’s ample evidence — generations of superb graduates — of the good that has come from how we shaped an academically rigorous, collaborative environment for students.

The Nuts and Bolts of our Approach

Faculty.

The “how” of what we do starts with dedicated, innovative teachers — our most important resource. The faculty prize the freedoms they experience here, allowing them to implement curricula appropriately demanding and interesting to students. Our faculty put a premium on continuing to grow, and they value team-teaching, which gives students an even more solid base of support and teachers “think partners” with whom to strategize. 

Shaping classes.

Multiage classrooms are another mainstay at Paideia. They enable students to proceed at their own pace and learn leadership — as well as social skills and empathy — from older students. Putting students close in age together reduces competition, eliminates labels based on learning ability and mirrors real life, where we interact with people of different ages and capacities. 

The long and short of it.

We vary the length of study through short- and long-term classes in Junior High and High School. In short-term, an idea pioneered here, students can go deeper on subjects of interest, influence what courses are offered and — in some cases — co-teach with faculty. Providing our students choice in what is studied, which begins as early as Elementary, strengthens independence and increases engagement.

The intangibles matter equally

Teacher welcoming a student back from Summer break

Informality.

We ask even our youngest children to address their teachers by their first names. Student-teacher bonds here feel — and are — more natural as a result. Overwhelming evidence indicates that academic development arises from warm, reciprocal connections. 

Our Faculty

Relaxed classroom

Creativity.

In the service of learning, we are willing to improvise. If a child is happy stretched across a beanbag chair to read, rather than sitting upright, so be it. A mock swordfight might be the way to underline key vocabulary. In other words, our classrooms occasionally might look disordered to an outsider, but to the students and teachers, extraordinary connections are being made. 

Student Experience

Parent helping bridge building central subjsct

The power of parents.

We could not do this alone. We believe in the power of community in raising a child.

Educating your child is a solemn trust. We will pursue it with full-on joy. And your student will too.

Parent Involvement