Competencies

In addition to specific academic domains, students and teachers will focus on growth in a number of competency areas which cut across specific domains of learning and life. Each course in which a student is enrolled will identify one or two of these competencies that will become a central focus of the work of the course. As students progress through the Upper School they will have more of a hand in choosing specific competencies on which to focus. These competencies are really ways of thinking which make use of a variety of academic, social, and emotional skills. Every student, depending upon their preferred ways of working and their skills, will be at different levels of development in each of these areas. These are the competencies which differentiate one mind from another. This is natural. In fact, adults engage in each of these ways of thinking with different levels of sophistication. It is important for students at Tremont to both work in all of these areas but also identify areas of particular strength and particular weakness. This reflection and self-understanding will inform the types of learning and work environments which will be most successful for them throughout their lives.

  • To explore broadly and adventurously* in pursuit of possibility
  • To use and embrace mistakes as a part of learning
  • To wonder about, identify, and investigate problems
  • To build explanations and understanding
  • To plan and be strategic
  • To take intellectual care and do precise work
  • To ask for and evaluate reasons
  • To make connections across domains and contexts
  • To think about the needs of self, others, and the group
  • To connect socially to fulfill individual and group purpose
  • To engage in interpersonal problem solving
  • To communicate mindfully about yourself and your work – self advocacy
  • To appreciate the truth in others, and their work
  • To think about your own thinking to co-design your best learning environment

Both students and teachers will assess progress on these competencies. At the conclusion of each course, students reflect on their growth in the competency identified for that course. They assemble work for their portfolio which demonstrates growth in this competency. Students are required to work on all of the competencies over the course of their four years in the Tremont Upper School. They will also specifically identify competencies that represent areas of strength and challenge. From this, they will build an individual profile of their learning and work style in a post graduate plan.

 


 

*Many of competencies above are derived from the work of Shari Tishman at Project Zero on Thinking Dispositions in the article “Thinking Dispositions: A New Look at What it Means to be a Good Thinker.”