Marshall's academic program is both rigorous and balanced, with an outcome-based goal of preparing students to be successful in college, in a global world, and in life.
Academic Program Highlights
- Average class size of sixteen students
- Active, student-centered instruction and classroom environment
- All faculty teach in their area of expertise; most hold masters and other advanced degrees
- Daily advising for all students
- Thoughtful student assessment
- Accelerated math curriculum
- Accelerated science curriculum with field research components
- Visual arts, band, orchestra, and choir
- Rigorous foreign language instruction
- Physical education and participation emphasis
- International partnerships and global emphasis
- Service learning and character education program
Our faculty's Characteristics of Professional Excellence
As part of our professional growth model, our faculty conduct an in-depth review of one part of their professional practice each year, rotating in a three-year cycle between:
- pedagogy and teaching strategies,
- curriculum planning, documentation, and communication,
- and analysis of feedback from students and parents.
Using the best models from the independent school world, the feedback from the three areas above will help an individual teacher assess themselves against our standards of best practice, outlined below.
Marshall School Characteristics of Professional Excellence
- Knowledgeable about cutting-edge content and developmental theory.
- Practiced in setting high – but not uniform – academic standards/expectations for all students.
- Practiced in setting high – but not uniform – behavioral standards/expectations for all students.
- Skilled in eliciting deep/engaged/active learning for all students.
- Skilled in providing continuous reinforcement/feedback that leads to consistent high-level performance (ie. performance at or near each student’s capacity).
- Skilled in providing explicit test preparation for all graded events.
- Practiced in administering mission-consistent discipline in all instances.
- Practiced in establishing meaningful emotional/psychological engagement with students.
- Practiced in giving active support for, and establishing active engagement with, colleagues.
- Practiced in making positive contributions to a professional, mission-focused sense of community with all constituent groups.
- Skilled in the modeling and teaching of mission-appropriate characteristics that grant significant levels of responsibility and adult-like roles to all students.
- Practiced in establishing proactive communication with, and service to, each students’ parents.
(Adopted from standards developed by ISM: Independent School Management)