Programs – An Overview

Challenging Students in Mind, Body, and Spirit

Find a new way to solve a math problem. Learn the Mandarin word for “cat.” Compose your own song. Write a story and publish it for your classmates. Assume the role of a figure in history. Conduct a science experiment to see for yourself what makes plants grow. Country Day students engage in activities such as these each day.

In classrooms from nursery through ninth grade, the focus is on experiential learning, as teachers give students the tools to make their own discoveries and foster active participation. Our students become accustomed, from an early age, to working directly with teachers or with small groups of other students.  They see themselves as partners in their education, not as the passive recipients of knowledge. They learn, most importantly, how to learn.

A rigorous curriculum stresses fundamental skills and a solid background in the sciences and humanities while challenging students to think critically. Beginning in nursery, we encourage students to ask questions, to pose hypotheses, and to test their reasoning. Allowing children to explore ideas and be creative in applying what they know is key to cultivating a love of learning. By engaging the natural curiosity of young people while asking them to push the limits of their knowledge, the traditional curriculum at Country Day provides a strong foundation for the years ahead.

The connection between students and teachers is the cornerstone of our GCDS community. As inheritors and sustainers of a tradition of excellence, our teachers serve as important mentors to students. The low student:teacher ratio of 6 to 1 and small classes at GCDS insure that teachers know their students as individuals and respond to each student’s abilities and needs. The individual instruction and guidance teachers provide help students gain confidence and encourage them to develop their particular talents and interests. 

 An outstanding faculty of gifted teachers is at the heart of Country Day. Professionals in their fields, GCDS faculty are dedicated to classroom teaching and coaching, and bring a wealth of experience to their work. Eighteen have earned the distinction of Master Teacher, representing over 25 years of service to the school. Seventy percent of the faculty hold advanced degrees. Through generous support for professional development, they continue to pursue their studies and remain current with cutting-edge instructional technology and the latest developments in education. Nearly two-thirds of faculty families live on campus, in housing provided by the school. This unique arrangement, unusual for a day school, creates a strong sense of community and allows Country Day to attract and retain distinguished teachers from all over the world.

Teaching Values

The development of character has been a major focus of our educational philosophy since the founding of Country Day over eighty years ago. Teaching the foundational values of honesty, respect, and consideration of others is central to our curriculum and school activities. Throughout the grades and in all aspects of our community life, we take the time to listen to each other, to consider viewpoints different from our own, and to recognize our common bonds and needs. The conscious emphasis on building character instills responsibility in students and helps them appreciate, from an early age, what it means to be a contributing member of a community.

The emphasis on character development can be seen in a variety of programs and traditions that reinforce our school values and help to create an inclusive and welcoming community. From the focus on world languages and learning about peoples and cultures around the globe to our tradition of having students begin and end the school day with the formal exchange of a handshake with their teachers, we are committed to promoting respect for all people and a climate of trust. The family-style meals at Country Day are another example of the daily teaching of values. Students in the Lower, Middle, and Upper Schools are assigned seats at circular tables and are served by students who take on this job and the clearing of the table on a rotating basis. Through family-style dining, students learn basic manners and conversation skills under the guidance of a teacher. In addition, they learn to take responsibility for the tenor of community life.

Other programs that support the teaching of values are Project Charlie to prevent drug and alcohol abuse and to address peer pressure, a program that begins in grade 3 and continues through the Middle School, and the IMC (Improve My Character) Program in grade 6, an anti-bullying curriculum. In the Upper School, the Honor Code is a constant reminder of our school values, requiring students to sign every paper, quiz, and test with a statement of honesty.