HS viewbook

Paideia is an unusual name for a school. It is often
mispronounced, and it may take you a few tries to remember
how to spell it. Our founders chose the name back in 1970, but
the word has its origin in ancient Greece and describes a way
of educating a young person by an entire community’s pursuit
of a series of educational goals. We believe the founders chose
wisely and that the school has lived up to its name.

As a student here, you will be
encouraged to pursue each
goal enthusiastically. Chase it.
Chasing doesn’t always mean you
completely get there, but rather
that you make continual progress.
It means questioning as well as
answering.
The school’s name also suggests
that you don’t have to pursue
a goal on your own. Often the
pursuit is with other students,
teachers, and family. We help each
other learn, discover our talents
and skills, and better understand
our world and ourselves. We
understand that learning will
continue throughout your life, so
we will educate you broadly and
deeply and provide you with the
skills to continue to learn long
after you’ve left Paideia.

Paideia High School Culture
Long before formal schools existed, people
argued about what makes a good education.
There are many definitions and they are
not, of course, all consistent; it also follows
that a good education for one person might
not be equally valuable to another. We
do not pretend that Paideia has resolved
this debate, but we do emphasize what
we believe are important characteristics
of education at our school. One involves
challenge: the challenge of demanding
academics, rich opportunities in the arts
and athletics, and learning to be an engaged
member of a community. Another is the
development of self-knowledge, interests,
identity, and perspective as well as the
ability to speak up. This is best done in an
environment that is personal and has lots
of things going on. A third characteristic of
education at Paideia is that it is much more
individualized than at most high schools.
The academic program of a school is
a mixture of requirements, offerings,
expectations, and choices. At Paideia the
program can at first look imposing because
there is so much to do, but all students
have advisors who help them navigate
and make full use of the curriculum. While
there are academic requirements set by
the school, as well as courses of study
strongly recommended by colleges, hardly
anyone proceeds through the high school
in the same way. Students bring to school
varying backgrounds, abilities, and interests.
The school does whatever possible to
match those interests and abilities with the
appropriate course of study. At Paideia
students are greeted and known as
individuals.
A Culture of Diversity
Paideia prides itself on its diversity of
ethnic groups, interests, and opinions. We
live in a diverse society, multicultural and
varied in opinion and lifestyle. We want a
school population that reflects that larger
society. Not everyone comes from the
same neighborhood or cultural background,
has the same ideas, or has the same goals.
Paideia is a liberal environment in the
classical sense that liberal means openminded
and respectful of other points of
view. We believe in equality, and we work
hard to practice it. The environment of the
school discourages peer pressure, pecking
orders, and the herd instinct.
A Culture of Learning
Visitors to the school are often surprised to
discover that students call their teachers by
their first names. Calling a teacher “Eddy”
or “Sarah” does not mean that he or she
is a best friend or that a student has the
same responsibilities or authority in the
school that the teacher does. Being on a
first name basis with teachers is symbolic
of the school’s desire for well-developed,
comfortable relationships between
teachers and students. These relationships
encourage learning, taking intellectual risks,
and not being afraid to ask for help. Serious
learning is hard work, but it need not be
impersonal. Teaching and learning should
be cooperative, not adversarial.

A Culture of Trust
More important than how students and
teachers address each other is how they
treat each other. Teachers expect students
to do well and try hard. We want students
to become responsible for themselves,
personally and educationally. There’s no
better way to do that than to trust them
with choices and freedom that almost all
can handle if given the chance.
An example of the culture of trust is
students’ choosing to leave their belongings
in unlocked lockers and common spaces.
Another example is that students do not
need permission to eat lunch anywhere
on campus. There are no hall passes to
the restroom nor systems of demerits
and detention. People make mistakes, of
course, but most are easily remedied in
straightforward conversation.
The school does not differ from most other
strong high schools in certain areas of
curriculum as much as it does in how it feels
to be here. The unusual degree of respect
and trust is much like the trust and freedom
typically enjoyed by students and faculty in
colleges and universities.

Teachers at Paideia
The strongest programs at Paideia do not come
from a national standardized curriculum or
the dictates of an administrative committee or
the board of trustees, but spring instead from
the entrepreneurial energy and passions of
teachers. Teachers draw on their knowledge
and experiences as well as their own creativity.
There is no one profile of teacher at Paideia.
Some began their careers here, others came
from public schools; a few taught previously
in college, and some left other professions to
become teachers. Paideia does not expect
Teaching is an art

all teachers to teach in the same way. Some smile
and hug a lot; others are more reserved. All, and
this is where the differences merge, are excited by
learning and love to teach.
Paideia teachers are flexible in approach but
dedicated to getting the best out of every student.
Teachers provide a demanding intellectual
environment, demanding not in the sense of being
strict, competitive, or exhausting, but by stretching
and challenging students to do things they were
previously unable to do. Teachers want students
to participate actively in their classes by asking
questions, sharing ideas, and listening to others.
Because not all learning comes easily, the faculty is
willing to offer extra help to make it possible for a
student to succeed.

“I chalk up a great deal of my adult
accomplishments to Catharine’s
tutelage. During my two-year stint as
a columnist for my college newspaper,
occasionally I would be asked
where I learned to write. Last time
that question was posed to me, I
responded with the truest, humblest
answer I could muster, that being, “I’m
not a writer, I just have an extremely
positive, healthy relationship with
English.” Witnessing Catharine’s joyous
relationship with the language gave me
the confidence to take the leap of faith,
one I continue to take on a daily basis.”
Paideia high school alum and
professional writer
Academic Workload and Support
Most prospective students want to know variety of evaluations so that students can
about the typical academic workload.
demonstrate knowledge and competence
Because people go about their work in
in differing ways. Tests usually ask for
different ways, the average amount of
analysis and interpretation of information,
homework time varies. Some students are not simply the repetition of facts. Teachers
more efficient and well organized; others expect their students to engage with the
take longer. Academic schedules vary.
material and be able to use it. Intellectual
development, like physical development,
There are hard courses and medium courses requires activity. There is a minimum of rote
but very few easy courses. While not many learning or providing perfunctory answers
generalizations apply to the workload at to the questions at the end of a chapter.
Paideia, it is safe to say that compared to
most of their peers in other schools, Paideia
students are expected to do more, and they With a support system of classroom
do.
teachers, advisors, counselors, learning
specialists, and administrators, students
Of greater significance than the amount of who expend the necessary effort find that
schoolwork is the kind of work assigned. it is not difficult to succeed. Part of the very
It is here that Paideia differs from most definition of success involves the ability to
other high schools, public or private.
work hard. Figuring out what it means to
At Paideia, students focus on writing,
work hard, and then practicing it and getting
and some assignments are spread over
better at working hard are worthy goals for
several weeks. Courses often include a students of any age.

Long and Short Terms
The school year is divided into four terms.
Terms I and II are called “long terms” and
are structured like most high schools’ fall
and spring semesters; Term I lasts 17 weeks,
Term II 14 weeks. Terms A and B are “short
terms” and last four weeks. Term A is in
January and Term B is in May and early
June.
During the long terms there are six class
periods and most students take five
academic classes. We have a modified block
schedule where classes meet three times a
week for 50 minutes and once a week for
100 minutes. Many students use the sixth
time slot for music, drama, art, journalism,
or yearbook; others elect a study hall. There
is something, or more than some things,
for everybody. Juniors and seniors have
a greater choice of electives during long
terms than freshmen and sophomores, and
they are often in classes together.
Short terms, depending on the course, draw
students from all four years of high school.
These courses might be in art, drama,
science electives, physical education,
interdisciplinary academic courses, or
community service internships. Students
and faculty love short terms because longer
class times provide greater opportunity for
a debate, a movie, a guest speaker, or a field
trip. Having two short terms during the year
also changes the biorhythms of the school—
less stress, more opportunity for studentdirected
learning, and chances to pursue a
particular subject in greater depth.
Short-term courses allow students to
investigate academic areas and pursue
interests that most high school students
don’t get to explore during the long-term
semesters. A student in Paideia’s longterm
orchestra program, for example,
might choose to take a course in musical
composition or take a course devoted
to one author or historical event during
short term. Short-term courses can be
the beginning of a student’s enduring
enthusiasm for a subject or craft. Some
students propose and co-teach a short-term
class with a faculty member.
The short terms are an effective method
for the adults in the Paideia community to
share their varied interests and expertise
with students. A history teacher, long
involved in the Native American rights
movement, teaches Native American
Studies. A math teacher with a penchant for
politics teaches a course on the American
presidential election process. A science
teacher from Scandinavia teaches about the
games of the Vikings. An English teacher
delves deeper into one person’s American
experience by focusing on one novel, Ralph
Ellison’s Invisible Man.

“We aren’t trying to impose our knowledge or beliefs on our
students; we are helping them realize parts of themselves
that were always there but just needed a little nudge. And
what a cool responsibility: to help people bring out in
themselves what will make them into their best selves.”
Paideia Science Teacher and Alum
STEAM and
Urban Agriculture
In addition to our traditional science classes, high school
students can take MAKE: Mechanics to learn about building
things with their hands, tools, and 3D printers. We offer robotics
as a long-term class and an after-school club. Other clubs
include Rocketry, Makers Club, Urban Agriculture, and a girlsonly
coding club. Our many short-term STEAM classes vary
from year to year. Recent offerings have included Video Game
Design, Science Olympiad, Virtual Reality, and Web Design.
Many of our STEAM projects draw on Paideia’s unique urban
agriculture program which features mini-farms and gardens that
not only give students hands-on experiences with agricultural
and environmental practices, but also provide hundreds of
pounds of food annually to local food banks.

» Activities
The high school at Paideia is relatively small with about 440 students, just over a hundred in each graduating class. The school is large enough to
support a full range of classes and activities and also an impressive diversity of students. It is small enough so that most people get to do what
they want to do—sing in the chorus, play a sport, and sample a large part of what is available. There are different groups, often centering on
extracurricular interests, and because most students participate in several activities, all of these groups are inclusive, encouraging participation
and discouraging cliques.
» Sports
Athletics are an important part of life at Paideia. Our athletic program emphasizes participation, competitiveness, commitment, and quality
instruction. Whether you play on Varsity, Junior Varsity, or PiLeague intramurals, there is a place for you if you choose to participate. Varsity
sports include baseball, basketball, cross-country, golf, soccer, softball, swimming, tennis, track, volleyball, and Ultimate. More than half of
Paideia students participate in interscholastic sports. Coaches emphasize physical and mental development, hard work, and perseverance. Our
athletes are routinely recognized for outstanding team spirit and sportsmanship. We don’t always win, but we win more than our share, even
some state championships. Many Paideia graduates continue to play in college.
» Music
Instruction in music is as important and high quality as the academic program. Almost half of the high school either sings in one of the choruses
or plays in the orchestra or jazz ensemble. Paideia students are introduced to sophisticated pieces of music, far more advanced than the typical
high school repertoire. They perform in large ensembles, small quartets, and a cappella groups, and they work with professional coaches who
are part of the instructional staff.
Paideia musicians perform off campus both in Atlanta and in some of the notable music halls in the United States. Each January, high school
students stage a full-scale Broadway musical. Recent musicals include In the Heights, Pippin, and Fiddler on the Roof. Our music curriculum is
designed to help serious students develop their skills, which they often pursue in college and beyond. Music classes are also full of students who
simply want the chance to sing or play an instrument during high school.

» Theater and Film
Paideia offers a comprehensive theater program for students who seek the spotlight, just want to join the cast, or prefer a role behind the
scenes. Students can study drama during long and short terms, and multiple theater performances are staged every year in our two theaters.
Productions range from one-act plays to full-scale dramas, comedies, and musicals. Some plays are complex works of modern drama, and some
are traditional theater favorites. Students perform on stage and also learn the skills needed behind the scenes such as stage lighting, set and
costume design, and playwriting. Students write, direct, and act in films and take courses related to film production during long and short terms.
» Visual Arts
A visit to our campus reveals student art everywhere. Art is an integral part of the intellectual, creative, and emotional expression the school
encourages. Paideia students are highly successful in city, state, and regional juried competitions. Some of our graduates attend the most
renowned art schools in the country. In the spirit of encouraging students to try something new, every high school student can take art, whether
the student is just getting started or is advanced.
» Organizations and Clubs
There are enough extracurricular activities at Paideia for a high school four times its size, too many for one person to do. Students run most
of the clubs or special interest groups. Teachers mentor students on forming and running an organization, which is one of the ways to develop
leadership and active participation. Some of the names and themes of student organizations vary from year to year based on student interest,
but the mainstays include: Volunteer Paideia, yearbook, Green Team, Science Olympiad, Amnesty International, debate, The Forum (newspaper),
math team, Academic Bowl, drama club, Model U.N., foreign language clubs, robotics, and Mock Trial.
Much of the social life on campus is run by the elected Steering Committee, Paideia’s student council. Steering Committee organizes dances,
movie nights, the Thanksgiving feast, and fan vans for away games. It sometimes acts as a conduit of student opinion to the faculty.
Every Monday the entire high school meets in the theater for Monday Morning Meeting. Students run the meetings, and in addition to the club
and team announcements for the week, there are often skits, music, poetry, or promotions for upcoming events. Monday Morning Meetings can
be boisterous and funny, purely informational, or a venue for serious discussion.

Leadership,
Service Learning,
Internships
Paideia offers numerous ways to learn to become a more
effective leader. For example, Peer Leadership is a chance
for seniors to work with ninth graders on issues of academic
and social adjustment to high school life. The friendships
that develop between peer leaders and ninth graders are
an important part of the bonds that tie the school together.
A similar program called Mentorship has juniors and seniors
working with Paideia junior high students.
STUDENTS HAVE:
» volunteered on political campaigns
» installed a community garden for senior
citizens
» packed and delivered meals to people
who are homebound
» removed non-native species in the area
» taught science to elementary students
» facilitated environmental projects within the
school and in the community
Paideia’s high school internship program is part of a schoolwide
initiative designed to strengthen the communitystewardship
ethic and deepen learning through volunteerism
and civic involvement. Students have the opportunity to
investigate pressing issues of social justice through service.
Each student is asked to do sustained work with a nonprofit
that addresses an issue in the community. The service
requirement consists of two different internships, with a 30
hour minimum for each.

College Admissions
Paideia students receive a tremendous
amount of support as they plan for college.
College counseling at Paideia, like the
school itself, is personal and individualized.
While the purpose of learning in high school
is not admission to college, awareness of
the realities (and myths) surrounding college
admissions is important. For a variety of
reasons, Paideia seniors do very well in
this process. By attending an intellectually
demanding school with challenging classes,
most seniors can demonstrate to colleges
that they are capable and serious students.
The good reputation of the school casts a
favorable light on everyone.
Most Paideia students do well on the SAT,
ACT, and other standardized exams. In a
typical year many are named National Merit
or National Achievement semi-finalists and
outstanding participants.
Paideia students also do well in college
admissions because in an environment
rich in activities, issues, and opportunities
for expression, most become involved
and interested and, therefore, more
interesting people. College representatives
frequently tell us that applicants from
Paideia are unusually able to discuss their
thoughts, goals, and activities. This ability
to express oneself well is always valuable,
and it is clearly advantageous in the college
admission process.

All schools are more complicated and complex
than any brochure can summarize. They
have histories, aspirations, opportunities
and challenges, plus a cast of characters.
Different schools also have different cultures,
which often make a tremendous difference
in what it feels like for a student to be there.
Is the place encouraging or adversarial? Are
students known personally or seen instead as a
stereotype? Is there laughter or do most people
grumble through the day? Culture is a powerful
characteristic of most organizations, schools
included.
If these pages succeed in raising more questions in your mind,
and you want to find out more, here’s what to do next:
FIRST, continue to read. Many of your questions may be
answered on the school’s web site,
www.paideiaschool.org
SECOND, arrange for a visit. Sit in on classes and talk to
students and teachers. Come to a basketball game or a
concert. You’ll probably have more answers, but also another
level of questions. Seek out answers to them.
THIRD, think about what you’ve learned and whether you
would enjoy and do well at a school like Paideia.
We welcome your interest.
What is more, a good school evolves and its
agenda grows every year. Over the years the
high school at Paideia has grown in size and
depth, in the diversity of students, and in the
breadth of faculty talent. The currency of
schooling ought to be growth because individual
student growth is best done in places that
themselves are growing. We think much at
Paideia exemplifies this dynamism.

The Paideia School serves families with children
ages three through eighteen. The school actively seeks racial, cultural,
and economic diversity in its student body. Paideia is nonsectarian.
The meaning of the ancient Greek word paideia (pie-day-uh) has
changed throughout the centuries so that it has no literal translation.
Rather, it reflects the conscious pursuit of a series of educational goals
by a community. It conveys the concept of a child’s total education:
intellectual, artistic and social.
Paideia is different from most other schools and cannot be accurately
categorized by a single philosophy or approach. We encourage you to
find out more about Paideia by attending a prospective parent meeting,
by talking to students and parents involved at the school, by touring, by
reading our website, and by asking questions.
We welcome your interest.
Photo Credits:
Danny Lee Photography,
Kemi Griffin, and the Paideia yearbook staff
Paideia does not discriminate on the basis of race, religion, ethnic
group, gender, or sexual orientation.
PAIDEIASCHOOL.ORG
© 2018. The Paideia School. All rights reserved.