Vision
Statement: Continental Academy recognizes the
need among a broad spectrum of secondary education
students in the United States and those with
access to the institution residing abroad for
an alterative approach to high school education.
This alternative approach includes novel instructional
strategies and varying, distance-based delivery
models. Through these indices, Continental
Academy provides alternative students with
the curricula, tools and support to achieve
academic success in their own "classroom
of one." The institution possesses a wealth
of experience in meeting the needs of many
alternative students. It is our belief that
this experience and the expertise gleaned over
more than a dozen years in operation can be
leveraged to make Continental Academy a significant
leader in alternative education, an arena poised
to continue exponential growth over the next
decade.
Continental
Academy was established in response to the
belief that the traditional classroom-based
model for secondary education is unsuitable
for a significant, alienated and disenfranchised
portion of the population--the alternative
learners. This community of learners is best
served by educational philosophies other than
those of the conventional mainstream. We recognize
that students maintain various learning styles,
and that the alternative learner may have
obstacles which interfere with their learning
and therefore, require flexibility in their
academic program as well as a means of support.
We believe in utilizing alternative instructional
strategies as well as fashioning our program
in a way that caters to our students' needs.
Therefore, students who may have traditionally
struggled in the conventional classroom will
find a greater degree of success at Continental
Academy.
In order for alternative learners to experience
a sense of academic accomplishment, they must
learn in an environment that sufficiently supports
their intellectual growth. Our pedagogy, which
is based on the learning philosophies of Constructivism,
Cognitivism and the Sudbury Model, reflects the
belief that the learner finds his/her own meaning
through practice, and prior knowledge. Ideally,
learning is a process you do, not a process that
is done to you. Our program recognizes, validates
and successfully reconciles what struggling students
already know: there are many ways to learn without
the intervention of a teacher. The institution's
aim is to put a practical, academically-rewarding,
and affordable, high school education within
reach for students ill-served by more traditional
instructional methods, taking into account their
hardships, diverse learning styles and various
rates of progress.
Our distance based model is part of an emerging
trend that is becoming widely popular around
the globe. This style of learning and instruction
is recognized as an effective means of delivering
quality instruction that allows alternative students
to personalize their education so they may navigate
through the coursework at their own pace. All
the while, our alternative students have access
to ongoing academic support that will guide them
through the process. Additionally, we maintain
curricula premised on academic rigor ensuring
that students will be prepared for their future
endeavors.
The structure of Continental Academy's program
allows alternative students the flexibility
to pursue their academic goals regardless
of their outside responsibilities, time commitments,
or location, thus making Continental Academy
a practical option for students of all ages
to pursue their educational goals. Our program
offers a more fulfilling and personalized
experience that guarantees success, which
will furnish alternative students with a
wide array of opportunities in employment
and higher education. The foundation of Continental
Academy's educational philosophy is our conviction
that all alternative students can become successful
learners and that there are no preordained
limits to what alternative students can accomplish
at any age.
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