Philosophy and Research
Distinguishing Characteristics
These are key areas that set Orchard House apart from other educational institutions:
School Community and Culture
Orchard House has an unusually diverse student body. In addition to the typical markers of diversity: race, religion, economic, ethnicity and family structure, the school seeks diversity in ability and achievement, learning styles, social and study skills. When the Admissions Committee processes an incoming class, it deliberately takes girls that represent variances in the following areas: academic, introversion and extroversion, social skills, learning styles, study skills and leadership skills. We are not looking to take just the top 10% by ability or academically. This is both a philosophical value and a practical one because we are a research institution. In a single class of twenty, it is typical that the girls come from ten to twelve schools and zip codes as well as represent all of the above markers of difference. It is a core value of the school that the people who comprise it learn to value and respect differences. The culture of the school fosters respect and understanding.
Social Skills
Brain and human dynamic research (Deak, Davies) supports that all children, and girls in particular, learn best in an emotionally safe environment. Rather than dismiss or devalue differences, Orchard House girls learn to process differences directly and respectfully. At a skill level, positive social and group skills are taught through the Leadership program, the general curriculum, cross grade peer relationships, base groups, Morning Meetings, homerooms and sports teams.
Learning Environment and Risk Taking
By having a healthy learning environment with curricular demands that are the same for all, Orchard House girls naturally take greater risks academically, athletically, socially, and creatively. For example, all girls take drama. Even the shyest girls learn to speak in front of an audience. In many schools, a shy girl would opt out of drama; at Orchard House, it is not an option. Many girls who have never played team sports before play them at Orchard House because the teams are open to all. Many of those same girls who had never played sports prior to Orchard House continue and play throughout their high school careers. The school through its community of openness fosters risk and excellence.
Research and Methodology
Orchard House is a research based school. Not only does the school use research to develop all aspects of its program, it also collects research to monitor internally what we are doing and to share that information with families and other educators. Working from brain research, gender specific research, and developmental, social, psychological and curricular research, Orchard House is designed for what works best for girls. This research applies from the admissions process to day to day experiences through graduation. We know that girls grow best and develop confidence through experiences that foster competence, that for girls connections to the real world and to the people around them are critical to personal engagement and success. We know which types of questions foster personal growth and the development of thinking and learning, and we use those strategies deliberately. The school has previously worked with a senior Wellesley College researcher to develop a survey to track more accurately the impact of an Orchard House education on our alumnae. We want our girls to develop a strong, authentic sense of self and the confidence, tools, people skills, problems solving ability and critical thinking to go out into the larger world and make a difference.
Leadership Program
The heart of an Orchard House education is its Leadership Program. Leadership is a four year, research based program designed by Nancy Davies to foster the strong, healthy development of each girl, to teach her real world tools for success, and to develop in her a global connection to the world. Some classes are taught specifically on Friday afternoons during the Leadership block and others are part of the day to day curriculum. Leadership covers everything from service learning to financial literacy to career education to the use of tools to ethics and decision making to health to specific art projects (Dream Quilts) to graduation speeches when each eighth grade girl gives her own speech.
Outreach
By mission Orchard House is committed to sharing information with families and educators about issues and research pertinent to middle school girls. As part of the Orchard House Speaker Series both Dr. JoAnn Deak, author of Girls Will Be Girls, and Peggy Orenstein, author of Schoolgirls have given public talks. More than 300 families and educators attended the events. In addition, Orchard House serves as a resource to other educators and schools. Most recently, the school hosted local education students, offered workshops and gave public talks about middle school education and the Leadership program. At a national and state level, Orchard House is a resource for a variety of different types of schools. Some of the schools we have helped are: public school systems setting up single-sex classes and schools; emerging independent schools; existing schools that want to develop Leadership programs; local detention programs for juveniles seeking a more effective approach.
Orchard House is doing transformational educational research. Orchard House is often linked at the national level with other cutting edge schools.
