Welcome from the Superintendent
Sequoia Schools was founded in 1996 with the intent of working together WITH families in the education of their children in an environment where every child is known by all of the staff in a very positive environment with high academic expectations for all students.
At Sequoia Schools we know that young people often do not feel accepted and may fall through the cracks in a large school typical of those found in our communities today. Our first core value is, “We know every child and we exist to meet their needs”. This commitment to each and every child regardless of their background sets Sequoia apart in the educational community. This core value is reflected in our family of schools which includes the most diverse representation of students of any charter school in the country.
Sequoia Schools has adopted four CORE Values that ensure we always place the needs of the child first, act in a kind and courteous manner to all, lead our schools by agreement, and continuously strive for excellence. These were established in 2011.
Sequoia Schools Core Values
- We Know Every Child and We Exist to Meet Their Needs.
- We Respect and We Are Kind and Courteous to All People, at All Times and in All Communications.
- We Lead by Agreement.
- We Continually Strive for Excellence.
As mentioned previously, high expectations are critical in a great school, and it starts with having high expectations of all teaching staff, principals, assistant superintendents and the superintendent. At Sequoia the use of the term high expectations means much more than simply expecting high AIMS scores, rather, it is about creating a professional learning community in our schools that sets high standards for professional performance. The essence of professionalism is autonomy, the freedom to make decisions based on one’s knowledge and experience. Sequoia supports its teachers and gives them the freedom and accompanying responsibility to act in relation to the goals of their profession, not in response to rewards and punishments. Our professionals hold themselves accountable for making a difference for each child. To assist them in this effort every student is assessed four times during the school year in reading comprehension, writing and math. These academic assessments are controlled tests from that provide independent verification of learning of core academic standards.
As a former teacher, principal and superintendent in New Hampshire I support our schools’ development of a curriculum that prepares our students to become productive citizens of our republic. All of our schools provide a strong liberal arts education to our students. Leadership, citizenship, and manners are taught as a part of this inter-disciplinary approach.
In order to ensure appropriate instructional strategies are based upon academic data, we provide all teachers common planning time, common intervention time and significant scheduled time for professional development and professional learning communities at each school.
Leadership counts: The primary responsibility of the principal at a Sequoia School is to support the teacher. This includes helping the teacher to become a more effective teacher. The principal is expected to allocate a substantial part of their time to visiting classrooms on a daily basis. We supervise and evaluate our principal on their qualities as a “teacher of teachers”. As superintendent my job is to ensure that our principals have the training, skills, and professional development to be educational leaders at your child’s school. It is a job that I take full responsibility for as we strive to make Sequoia the premier charter school group in the country.
I encourage you to visit our school’s websites to learn more about each school’s unique approach and to schedule a visit prior to registering your child.
Curtis J. Cardine