Student Support

Leading with Purpose: Meet the Director of Student Affairs at BASIS Independent Bothell

June 25, 2025 by chriszefferys Leave a Comment

Ms. Andrea Sheffield joins the founding staff of BASIS Independent Bothell as the Director of Student Affairs after more than a decade with BASIS Curriculum Schools in Arizona. She graduated from Arizona State University with a Bachelor’s in Family and Human Development and a Master’s in Psychology in Education. At BASIS Curriculum Schools, she taught public speaking, led clubs, advised the National Honor Society chapter, and served as a Dean, Director of Student Affairs, Director of Academic Programs, and Assistant Head of School.

Ms. Sheffield the Director of Student Affairs (DSA) for BASIS Independent Bothell

“I have served a BASIS Curriculum School in almost every leadership capacity,” shared Ms. Sheffield. “I founded our Firebird Library; taught the American Sign Language club; advised our National Honor Society; ran a Raqs Sharqi Term Project; and designed a curriculum for a grade 7 public speaking class and taught that for a year.”

Working directly with students is what Ms. Sheffield loves best. She is excited to return to the Director of Student Affairs role and join the Orca community.

We had an opportunity to connect with Ms. Sheffield and introduce her to our BASIS Independent Bothell community.

Ms. Sheffield, it is terrific to have you on the founding administrative team. Tell us about yourself!

I am a military brat and the second oldest of four children. My sister and I are administrators, and my brothers are both artists. In my spare time I love to read, craft, scrapbook, and dance. I have been dancing for almost 20 years, and I was in a professional dance troupe in Phoenix, AZ. I am also learning to cook! I now have four dinners I can reliably make (and, surprise to me, they are good!) and I am building a recipe book so that I can continue adding to my skills.

You have worked in schools before, what has been your favorite day in your school career?

It is hard to pick one favorite day out of 15 years. I think I love graduations the most. Going from grade 5 to grade 6, going from grade 8 into high school, and going from high school to college, each step feels so big. The students work hard every single day, and they can’t always imagine a future where they make it, so when it happens, it is magical. They realize that even when it is hard, they are so capable of getting where they want to be.

From your lens in Student Affairs, how are students able to thrive in a challenging academic program?

The biggest piece to understand is that learning should be approached like any other discipline—whether it be a sport or fine art. Learning is a skill and you have to practice at it. The BASIS Curriculum can only be successfully navigated if you embrace the belief that you can always learn more and improve—by adopting a growth mindset. Student support is about a toolset, through student-teacher office hours, parent support, and more. To succeed, students need to be ready for the full cumulative knowledge aspect of the curriculum; being smart is something you build and if you put in the work, and use the tools available, students get better at navigating their learning experience. In our program, students will learn how to take notes, build organizational skills and work habits, key tools that support their success and help them discover their potential. Our students are capable, and with the right support and effort, they can thrive. Learning is a fun thing that anyone can do, and you just need to put your mind to it!

What are the three things that are important to you with student support?

Primarily, it is working with students and parents to build trust and community. The core themes are fairness, consistency, and an open partnership. First, when students know that you will treat them fairly, they are more likely to engage positively and persevere through challenges. Second, having consistency creates reliable boundaries and builds relationships. Third, having an open and collaborative partnership to ensure students and teachers are comfortable to meet with me, ask questions, have conversations, and just take a break as needed.

Tell us, what is the primary focus of a Director of Student Affairs (DSA)?

I like to say the DSA is the calmest person in the room. They have the big umbrella and big picture of the social, emotional and academic well-being of all students. As DSA I work with my team and school leadership on how we define the toolset and strategies for students and teachers to support students, with the goal of helping students build strong connections and relationships. Additionally, my role is to help teachers work with our spiraling curriculum and partner with parents to help them get through the big picture. Through these activities, this is how we build culture. It is also important to maintain a healthy balanced approach to academics and social life, and my team I work with students to help them manage both effectively.

How are students supported throughout the school year?

Putting routines into place is essential to creating a culture of support. What has worked is Academic Enrichment or ‘AE’ as we call it. This is intended to be quiet study time. Student hours are another way we support students. Each teacher offers two hours a week for student-teacher office hours. Through the school year, my team and I will begin to identify students who may need more support either through organization or behavior, that may impact their success academically. It is important to me to get them through the process, which includes developing academic support plans as needed. The Student Affairs team will identify methods for students to be successful and have a partnership with parents, too.

What excites you about this new school and role?

I am looking forward to working alongside a passionate team of faculty, administrators, and families who are committed to bringing our program to life for students who are eager to participate in this new campus community. The team is energetic and looking forward to building a wonderful school. What also excites me is that our program offers a great curriculum. It teaches students something about themselves and prepares them to take on challenges as they get older. In their academic experience, they will learn failure and how to get past that failure, and how to represent themselves and stand out, and lead. I am excited to know the new students, learn names, and their parents. It is a new beginning with many opportunities!

What are you most excited about, moving to the Seattle metropolitan area?

Listening to the rain, growing plants in the Pacific Northwest climate instead of the desert from which I traveled, and exploring all the unique coffee shops.

BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.

Comprehensive Exams: Supporting Students on Campus

June 20, 2025 by michaeldiambri Leave a Comment

BASIS Independent Schools administer Comprehensive Examinations in January and June across our network for grades 6–8 as an assessment measure for students. The goal is to assess students competency and skills at each level of middle school, focusing on our spiraling curriculum in their core academic courses. Although these exams are a useful benchmark in making sure students are excelling, having such a strong emphasis on testing can create stress for our high-achieving students. As we aim to cultivate a culture of support, our community at BASIS Independent Bellevue has invested in championing student wellness and success during “Comps” season.

Held the second week of June, this year our Mountaineers rallied to support students taking Comps in a number of ways. While learning how to navigate exams is essential for our students’ future academic success, it is also important that they feel supported by a community that responds to academic challenges with guidance and care, rather than leaving students to manage the pressure on their own.

Support Across Campus

School leaders, families, teachers, and other students of all ages have found ways to support those students who tackled these exams.

“We are excited to be offering a variety of De-Stress events for our students who are working hard to prepare for their Comprehensive Exams. We recognize the importance of slowing down to taking meaningful breaks from their studying, while also gaining tools for holistic success. From mindful relaxation, to calm coloring, and even test-taking tips, our middle school students will have an opportunity to pause during their school day to unwind. We are so proud of all of their hard work!” – Ms. Olivia, School Counselor

Support strategies focusing on getting our students into a calm and clear headspace has been key this year. For example, our School Counselor Ms. Olivia has made sure to do her part to make our students feel prepared to face the stresses of this examination period. One way she has been doing this is by going into each class to talk about study strategies and stress management. These sessions were designed as part of our Social and Emotional Learning initiatives to equip students with practical tools for approaching their Comprehensive Exams while also emphasizing wellness. Similarly, Head of School, Dr. Thies, also hosted a break for students during a recent Academic Enrichment session that allowed them to practice mindfulness through coloring. This kind of programming helps foster a healthier academic environment, reduces test-related anxiety, and encourages students to develop lifelong habits around time management, self-care, self-awareness, and resilience—skills that benefit them well beyond their examinations in our learning community.

Our Student Affairs Office has made sure to offer support as well. As the central point of contact for managing student success and grades on our campus, the Student Affairs Office has made sure that they are doing their part to make sure students have had the chance to prepare for exams. For example, our Director of Student Affairs has helped put on a number of workshops to make sure students have a clear understanding of what they are getting into with these exams. Moreover, they have made sure to connect students with office hours and teachers to help coach them for exams.

Led by our Dean of Students, our grade 9 students in National Junior Honors Society have also volunteered to offer tutoring services ahead of time in various study sessions. Students in NJHS have also been partnering with teachers across various levels to provide resources that will help students overview useful materials as they study for the test. Their involvement not only reinforces key academic concepts but also models leadership, service, and collaboration which are core values we hope to instill in all our students.

As many of our students in NJHS have gone through Comp Exams at BASIS Independent Bellevue themselves, they know how important this time of the year can be, how stress comes into play, and how well our students are prepared to get to the other side of this testing season. Thus, several of our students have aimed to add some pep and cheer to what is often seen by students as a more laborious time on our campus. Notably, this year, several NJHS students banded together to make an encouraging banner to remind our students of the mindset and positivity they need to bring to tackle the challenge of a big test. Pictured above, students were able to get many of the faculty and staff to sign the banner which greeted the students as they came in to take their tests.

Even our younger students, who have yet to face comprehensive exams, made efforts to support their peers. For example, grade 2 LET Mx. Sievers’ students came up with an encouraging activity by creating bookmarks for our students to remind them of their success and their resilience to get to the other side of long weeks like Comps. The bookmarks were delivered to students along with a sweet treat ahead of the exams serving as small, adorable tokens of solidarity.

Offering encouragement and reminding our students of how capable and valued a key part of this season was. Our school distributed hundreds of handwritten notes of encouragement to middle school students. During our State of the School Address, and in the week leading up to Comprehensive Exams, parents were also invited to write personal messages of support, which students received during the testing period. While academic reminders help boost confidence, knowing they are surrounded by care and encouragement adds a meaningful layer of emotional support that can make a real difference during times of increased pressure.

Another Year of Taking on Comps!

Comprehensive Exams are designed to challenge our students and help them grow academically, but also in their ability to manage time, persevere, and lean into support when it is needed. As a school, we are intentional about guiding students through this process with care, structure, and encouragement. Whether through classroom visits focused on stress management, handwritten notes of support, or acts of kindness from younger peers, we aim to remind our students that they are not alone. Support for comps shows how BASIS Independent Bellevue aims to build a culture where academic rigor is matched by compassion.

Mountaineer Futures: Launching College Counseling at BASIS Independent Bellevue

May 27, 2025 by michaeldiambri Leave a Comment

The college application process seems to change every year, affected by global events like COVID-19 as well as more local factors like the national economy. Universities and colleges themselves have been shifting away from (or back towards) accepting standardized testing scores, utilizing different application platforms, and refining what they’re looking for in an ideal student. Some have raised the income ceiling for what would qualify a family for fully subsidized tuition; others have seen such an increase in their applications that their acceptance rates have dropped to single digit numbers. At BASIS Independent Bellevue, we understand that the research and decision-making that goes into choosing the next step in a student’s educational career can feel overwhelming, which is why we offer a robust College Counseling program with various levels of support for both students and parents.

Ms. Angkham seen here leading a college counseling information session for grade 9 families.

This school year, we welcomed Ms. Che Angkham to establish the College Counseling program at BASIS Independent Bellevue, coinciding with our inaugural high school class. Though this is her first year at the Bellevue Campus, this is her 7th year with BASIS Independent Schools and her 17th year overall as an educator. She joins us from our network’s largest high school—the Silicon Valley campus in San Jose, California–where in addition to College Counselor, she had held the roles of English Subject Expert Teacher, Dean of Students, and Associate Head of School. Prior to joining BASIS Independent Schools, she taught elementary and middle school at other independent schools and worked as a private consultant. Her experience has given her unique insight into a student’s journey, all the way from grade 1 through grade 12—from learning phonics to walking in their high school graduation. This breadth of knowledge has served her well in building a College Counseling program from the ground up.

What makes College Counseling at BASIS Independent Schools so effective is its holistic, collaborative approach. Ms. Angkham works closely with the School Counselor, Dean of Students, Director of Student Affairs, and Subject Expert Teachers as part of a network of support, covering not just academic achievements but also social-emotional learning, executive functioning, and life skills. Furthermore, the team of College Counselors across all the BASIS Independent Schools regularly collaborate with one another as well as meet monthly with counselors across the Spring Network. Every College Counselor also belongs to the National Association for College Admission Counseling (NACAC), which provides industry-standard training and up-to-date resources.

This year, our grade 8 families got a jumpstart into College Counseling with their course selection in the spring. Students and families met with Ms. Angkham to learn more about our high school curriculum and receive individualized planning on their high school trajectory. Those families can enter this summer with the assurance that they have made informed decisions for their teen’s first year of high school.

Once grade 9 begins, students and families attend a “College Counseling 101” workshop at the start of the year in which Ms. Angkham gives them an overview of what to expect with advising and counseling throughout high school. Parents also receive some tips on how to best support students, while students find out what skills and achievements they should focus on as they move through each year of high school. Ms. Angkham also shares industry norms in college admissions and dispels some commonly held myths regarding the process.

Throughout the year, Grade 9 students have multiple touchpoints and sessions with Ms. Angkham, including the following:

Seattle College Fair in the fall

Trimester check-ins to review academic progress

Additional academic support for students whose grades fell below a certain level

Preliminary major and college research

Aptitudes and interests assessment

Activities and achievements tracking

Reflection and goal-setting

Essay writing practice

Course selection advising

Parents, along with students, are invited to workshops that review best practices on how to choose an impactful summer experience; financial planning for college; and tips for success on the end-of-year AP tests, finals, and beyond.

Grade 9 students were accompanied by Ms. Angkham and several of our staff to a College Fair this year. Seen here at Pike Place Market, they used the off-campus opportunity to check out some of the classic sites in Seattle.

Looking ahead to grades 10 and 11, students and families will continue with similar support, but of course scaled to that specific year in high school. Additionally, we will offer standardized testing practice and visits with college admissions representatives so that students can make individualized connections and find out more about a school’s application process, beyond what can be found online. Grade 11 students can begin their college applications in earnest, including receiving counseling and essay feedback throughout the summer leading up to senior year.

Grade 12 is where students and families become deeply immersed in College Counseling with open access to the counselor through family meetings and drop-in office hours. Additionally, seniors will have a daily college counseling class with Ms. Angkham during trimesters 1 and 2 in which they will continue with visits from college admissions representatives, learn how to best approach different essays, broaden their knowledge of colleges in general, figure out what financial aid is available to them, and build a balanced college list based on their strengths and interests. Students will also receive robust one-on-one application review and essay feedback.

After the culmination of the application season, the College Counseling class will pivot to Life Skills where students will learn material that will benefit them in college and beyond, such as university resources and how to be a good roommate.

During trimester 3 of senior year, students may continue meeting with Ms. Angkham as needed. While they wait for college acceptances to continue rolling in, they will focus on their Senior Research Projects in earnest. This project may have actually started as early as grade 11, depending on whether a student is continuing a passion project or whether they are introducing a brand-new proposal their senior year. Students will spend the trimester doing hands-on original research, writing blogs to update us on their progress along the way, and completing their papers. Those students completing their Senior Projects through the AP Research course will also defend their papers to the College Board. Each senior will then present their findings at an end-of-year conference in which all students, staff, and family members will be invited to be amazed, proud, and humbled by the ingenuity of our soon-to-be graduates.

As a growing high school with only grade 9 students this year, we have a lot to look forward to. We have been delighted to share in the successes of our sister high schools: BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley. Students at all campuses received acceptance to their schools of choice. Our industry standard of ensuring students apply to schools based on fit means that BASIS Independent graduates are not only excited to enroll in college; they are also well-positioned to have a satisfying college experience and success in their future classes. They will graduate college with the education and maturity to become the next generation of leaders. Read all about our students’ acceptances in this blog.

We have amazing students here at BASIS Independent Bellevue. We look forward to seeing them learn and grow over the years, and we cannot wait for our first graduating class to celebrate their achievements in 2028!

Redefining College Prep at BASIS Independent Manhattan

December 16, 2024 by christopherrosenbal Leave a Comment

Early applications are in, the first decisions are coming out, regular deadlines are approaching, and the long college checklist doesn’t seem to be getting any shorter. Thankfully, our seniors are balancing any anxiety with confidence gained from BASIS Independent Manhattan’s college prep programs and supportive environment.

With personalized guidance from our dedicated faculty, expert resources, and custom events, the Class of 2025 is not only applying to the finest educational institutions but also cultivating resilience and independence – qualities that will serve them well in their future academic journeys.

Here’s a glimpse into the incredible work our students have been doing.

Personalized Preparation

While traditional high school students might begin preparing for college in grade 11 or 12, our students begin their college preparation in grade 9. This early start allows our College Counselor, Mr. Tejada, to take the time to get to know each student’s interests and strengths.

He says, “I ask students about their career interests, potential major, passions, and hobbies and work with them on ways they can demonstrate them in meaningful ways.”

For Mr. Tejada, it’s not just enough that our students are prepared to apply to college. They must understand the connection between their strengths and the varying opportunities that each university has to offer.

To help students uncover this connection, Mr. Tejada works with seniors in a daily 45-minute College Counseling class to learn practical skills, such as navigating the application process, resume building, and essay writing, while also having them explore future degrees that might be a good fit.

A Standout Program

At many other schools in NYC, college counseling is part of a general guidance counseling program where the onus is on the student to ask for support and meet application deadlines. At BASIS Independent Manhattan there is a balance of independence and accountability. The College Counselor works one-on-one with juniors and seniors on a weekly basis, challenging them to complete goals and following up on their weekly progress.

Another factor that has empowered the older students at BASIS Independent Manhattan is our commitment to small class sizes and expert educators. This model has made it possible for our teachers to really impart a deep understanding and mastery of content in the sciences, mathematics, literature, history, world languages, and AP Courses. Personalized teaching makes for proficient learning and is one of the contributors to our legacy of outstanding test scores.

Bringing Experts to You

BASIS Independent Manhattan is committed to sharing what we know with parents, recognizing the significant role they play in their children’s educational journey. Our insightful “College Admissions 101” classes are a series of monthly workshops for high school parents/guardians hosted by Mr. Tejada. Each of these exclusive virtual sessions features knowledgeable panelists who provide valuable insights into various steps or specific topics within the college application process. Topics covered include:

The benefits of pre-college programs

Testing with the SAT & ACT and using those tests in the college application process

A guide to University of California Admissions

Financial aid

The benefits of public honors colleges and programs

And so on. Below is a simplified list highlighting some of the more impactful elements of our college preparation program.

Grades 9 & 10	Grade 11	Grade 12
College Counseling Newsletter	College Counseling Newsletter	College Counseling Newsletter
Encouraged to attend college rep visits	Required to attend college rep visits	Encouraged to attend college rep visits
Open access to counselor	Open access to counselor	Open access to counselor
Monthly Virtual Workshops for Parents/Guardians	Monthly Virtual Workshops for Parents/Guardians	Monthly Virtual Workshops for Parents/Guardians
Student “Boot Camp” Workshops (Spring)	Weekly one-on-one scheduled meetings with counselor (Spring)	Weekly one-on-one scheduled meetings with counselor
		Daily College Counseling Class for two trimesters in length
		Life-Skills Mentoring

Cornell University Acceptance — Congratulations on your Early Decision at Cornell!

Impressive Results

Already, there is good news to celebrate. Four of our seniors received Early Decision acceptances, and we are thrilled to announce they will be attending:

Columbia University
Cornell University
Lehigh University
Babson College

One could attribute success in the college application process to our advanced curriculum, your child’s innate talents, or a myriad of other factors. However, the effectiveness of the approach at BASIS Independent Manhattan truly stands out, showcasing the remarkable results we achieve together.

Setbacks are inevitable, but our students are well-equipped to overcome them with the right mindset. Our robust college counseling program plays a crucial role in this process. With personalized support, dedicated resources, and daily classes, our students confidently navigate obstacles and are empowered to make informed decisions about their future.

Interested in learning more? Schedule a tour of our Upper School campus to witness firsthand what sets our programs apart!

Empowering Parent-Teacher Partnerships: Tips for a Successful School Year

September 25, 2024 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that strong parent-teacher partnerships are essential to student success. Our dedicated teachers are passionate about providing a nurturing and supportive learning environment and are committed to open communication and collaboration with parents.

In this blog post, our teachers offer experiential advice on how to start the school year off right. Building lasting relationships is possible with these top three tips for parents of students at any age:

Attend events
Reach out
Meet in person

Tips for Parents: Start Strong with Effective Communication from Day One

Attend back-to-school events to establish initial connections with teachers.

At the start of the year, we emphasize relationship-building within our Wildcat community! In addition to Meet the Teacher nights, we also have welcome-back carnivals at both the Upper and Lower Schools for socializing in a relaxed atmosphere.

Attending parent events has been a game-changer for me. It’s great to get to know parents and build a personal connection. This has really strengthened my relationships with families and helped me better support their children.
Mr. Smith Visual Arts SET, Upper School

Proactively reach out to teachers with questions or concerns, especially at the beginning of the year. You can share your child’s strengths, interests, and any challenges they may be facing, but be prepared to work in partnership with the teacher. Math Subject Expert Teacher, Ms. Perez remembers when a parent reached out to share that their upper school student struggles with math even though they put in a lot of effort. Establishing that connection early opened up so many options for support.

This insight helped me better prepare for supporting the student, ensuring I worked with the parent to address difficulties before they became overwhelming. It also allowed me to be more understanding and patient with the challenges the student faced.
Ms. Perez Math SET, Upper School

Every admissions season we field hundreds of questions about the admissions process, our program, the transition, student life, electives, extracurriculars, and so much more!

While we are happy to speak to every one of our families, we notice the same questions being asked consistently.

Keep reading below to learn more about the top ten questions asked every admissions season.

#1 – How many students will be admitted in each grade?

Our most commonly asked question! Seat capacity changes from year to year depending on the reenrollment of our current families and our graduating class. We also have the ability to shift how many sections of classes we offer based on the total enrollment of the school. As this is an ever-changing number, we aren’t able to determine seat capacity until around February, after the reenrollment deadline of our current families, which is why we make the majority of our admissions offers (Regular Admissions) in March. So, though we cannot provide you specifics of exactly how many seats are available “this year” and in “this grade”, we encourage you to apply as we will have available seats in all grades every year.

If you are interested in a BASIS Independent Silicon Valley education, apply!

#2 – What is the difference between Early Admissions and Regular Admissions?

We offer two application cycles during our core season. Early Admissions will require families to complete their application, receive an admissions decision, and accept their seat earlier. Regular Admissions will have all the same requirements but at a later date.

For current families with siblings or families whose first choice is BISV, we encourage them to apply in Early Admissions. For families who are looking at other schools or are unable to commit early, we encourage them to apply in Regular Admissions.

#3 – How do you help students transition into the program?

From their very first day, all new students are placed on an academic support plan. At the start of the new school year, your student meets with his or her dean once a week to ensure a smooth transition. Sometimes this is an individual meeting, and sometimes it is all new students together. Teachers provide office hours throughout the school week for students and parents and are available to talk through concerns or questions. Depending on the grade we offer a student-led Peer Tutoring program, which operates after school and is there to help expand their networks and become comfortable asking for help. We also offer Summer School along with JumpStart Packets before the start of the school year.

We enroll new students every year. For students to achieve the results that they do in our program, they must have the necessary support along their academic journey, from both the school and at home. While we encourage families to join our program sooner rather than later, students can still join in later grades and be incredibly successful.

#4 – Can a student successfully transition from a public school to your program?

Every year, we have students join us from multiple public schools. Any motivated student can excel in our program. We have a strong support network to ensure a student has the toolkit to succeed. In the beginning, there is always some adjustment for students from both public and private schools. Workloads may be higher than the averages in the beginning as students adjust to the structure and practices of our day-to-day program and classroom experience. However, we see time and again, that students adjust and learn how to utilize their resources to thrive in their school life.

School administration, faculty, and staff are always present to participate in supporting and guiding students, as well as helping develop good work and study habits, along with time management skills.

#5 – How much homework should students expect in middle school and high school?

This depends on the student, their core classes, electives, after-school activities, and even what time of year it is, especially in high school. Grade 5 students will typically see 45 minutes to an hour of homework every night, but that depends on the day and the student. Grade 6 students will have one to one and a half hours of homework. Grade 7 students will have one to two hours of homework. Grade 8 students, as they prepare for our high school program, could have two to three hours of homework each night, but that once again depends on the student and their schedule. Our Student Affairs Team assists in monitoring homework but since each student, their work ethic, and their schedules can vary, it is hard to say an exact time for each grade.

#6 – With such high academics, do students even have time for clubs and sports?

Absolutely! Over 80% of our student body participates in at least one extracurricular activity at our school every year. But our answer to this is, “it always depends on the student.” We have Upper School students taking two to three AP courses and they participate in one to two clubs or more, but we also have Lower School students that take their required coursework and only have time to participate in one club.

Students are given the tools to learn and practice organization, time management, and work and study habits. But no two students are alike. It is more important to us that our students learn to take on only what they can handle, challenge themselves when appropriate, and learn when and if they need to turn their focus elsewhere. Many students may play a sport or participate in a club on campus but also engage in an activity outside of school such as ballet or martial arts. Our students learn to manage their time while exploring and enjoying their extracurricular interests and passions.

#7 – What is your teacher hiring process?

We believe academic degrees or experience in the disciplines taught, and passion for that subject are the most important tools for inspiring deep content understanding in students. Our selective hiring process screens for candidates who are committed to sharing their expertise and helping students become the best versions of themselves. All final candidates are invited to conduct a Teacher Demo, where Heads of School assemble classes of our students, and candidates are given the opportunity to teach a lesson, challenge students, show their subject expertise, as well as show their ability to communicate high-level subject matter to young students. Our students take these sessions seriously; they know their feedback weighs heavily in our hiring decisions. Some new faculty members have been teaching for years in college preparatory or university settings. Others are leaving a research lab or corporate job to leap into a new career and share their experience and applied knowledge with BASIS Independent students.

#8 – What is your student-to-teacher ratio in the classroom?

TK and Kindergarten will have around 20 students to two teachers per classroom. Grades 1 – 4 will have around 25 students per class with a Learning Expert Teacher (LET) that stays with them throughout the day and an individual Subject Expert Teacher (SET) that joins their class for each subject. Grade 5 and above will also have around 25 students but have an individual Subject Expert Teacher for each subject.

#9 – How do you teach soft skills such as confidence, self-control, and self-awareness?

Obviously, these skills are taught in conjunction with the home and parents. On the school side, students are a part of a learning community, one that gives the opportunity for young adults to better themselves, take risks, have achievements, have failures, learn lessons, etc. Through the natural course of a school day, students are partaking in that community and are not only learning these life skills, and respecting themselves, but also others.

Whether it be their behavior in the hallways, participating in class discussions, or connecting with friends during lunchtime or after school, they are learning these lessons through their relationships with their teachers and fellow students. It’s a daily journey and one that sometimes requires students to be reminded of the community they are a part of, the respect they require, and the respect we require them to show other people. This is where their relationships with their teachers, fellow students, and Dean of Students really come into play.

#10 – How does the school work with families in helping push their students to achieve more?

It’s all about striking the right balance, which is different for every student, even students in the same household. At home, we hope parents and students are having a constant dialogue on how they are doing, handling stress, what new passions and interests they want to pursue, how they want to challenge themselves, and even what they need to cut back on. Having “too much on your plate” is a good life lesson in balancing personal life, social life, responsibilities, school, work, etc. but also being able to acknowledge when you need to take a step back and reevaluate what you can and cannot do, is just as worthy.

We don’t believe changing course means failure, you’ve just learned a different lesson than you thought you would. At school, we help students feel supported and encouraged to pursue something, whether it be starting a club, taking two electives, or planning a Senior Project. If they succeed, we are celebrating with them. But far more is probably learned in those times when a student realizes they pushed themselves too hard, stretched themselves too thin, and did not accomplish what they initially intended to. Even in those times, in partnership with their home, we are there to help them learn those important lessons as well.