Volunteer

Mission Statement

Western Christian School equips students for a life of faith and learning by providing a Christ‐ centered educational experience highlighted by four key distinctives: academic excellence, nurturing community, enrichment opportunities, peace building & service.

Academic Excellence

• Teach the Bible as the inspired word of God
• Offer college/university preparatory, technological, practical arts, and fine arts courses
• Prepare for a lifetime of learning by challenging students to develop analytical and critical thinking skills
• Commit to help each student reach individual academic goals
• Promote the value and contributions of all peoples and cultures in the classroom

Nurturing Community

• Provide a holistic education focusing on the spiritual, intellectual, social, and physical development and wellness of each student
• Encourage, mentor, and disciple students to develop a personal relationship with Christ, recognizing the presence of the Spirit in daily life exemplified through gratitude, service, and stewardship
• Encourage active participation within the school, church, and global community by helping students and families to form relationships of accountability and respect within our diverse community

Enrichment Opportunities

• Provide opportunities for students to develop gifts and interests in athletics, art, drama, and music
• Offer off‐campus educational and exploratory experiences
• Encourage development of life‐long relationships among students and faculty/staff through worship, weekly small groups, and community activities
• Establish connections to broader church institutions and agencies

Peace Building & Service

• Model and teach the way of Christ in dealing with life issues, conflicts, and reconciliation
• Provide opportunities for students to lead, serve, and share their faith journey within the school, church, and global community
• Assist students in identifying and developing personal spiritual gifts and abilities
• Promote an awareness and understanding of God’s creation by focusing on the care and

Philosophy of Education

Western Christian School is a partner with families and churches in teaching young people to become faithful disciples of Jesus Christ within a community of faith and learning. We believe that a biblical understanding of discipleship means using Christ as a model for what we do and how we live, including the willingness to embrace the teachings about loving our enemies, how we use our wealth, and sacrificing social status or position to serve others with humility.  We believe that living according to the values of the kingdom of God will transform persons and their relationships with others, but will often place Christians in tension with the social systems within which they live. We believe the church is the mutually supporting community that enables believers to live faithfully and redemptively as followers of Christ.

Faith-based and Christ-centered, the liberal arts curriculum at WCS focuses on core content areas with added emphasis on biblical studies. Because Jesus teaches his followers to love others, our curriculum promotes a diverse world-view that gives value and dignity to people of all cultures, promoting human rights, justice, and equality for all. It is a goal that students’ education includes learning methods of constructive mediation, reconciliation, and transformation of conflicts. Healthy ecological principles are to be taught as students increase their awareness of environmental issues. The curriculum includes opportunities for students to develop leadership skills to serve their church and community.

Learning is a continuous, life-long process, resulting in changes in the behavior, attitudes, and abilities of all involved.  WCS recognizes the need for students to learn how to learn: To set high personal standards, seek feedback, remain on task, persevere to attain goals, examine and analyze their own work, and build on strengths. Students are also taught how to apply prior knowledge, a variety of learning strategies, and time management skills to their learning. Ideally, a student’s basic physical needs for rest and good health should be met to maximize their learning potential. The classroom environment should be clean, orderly, and comfortable, and a place where all members treat themselves and each other with the highest regard. Students’ multiple intelligences and learning styles are important to the teacher and are best discovered through respectful relationships, dialogue, varied activities, and effective assessments.

The teacher’s role is to facilitate learning, not just dispense information. Effective teachers have high expectations that build a student’s self-worth while also encouraging, mentoring, and nurturing the soul of the student. The teachers and students set goals, yet recognize that the opportunities to learn are as important as the outcome.

Learning is more than the mere representation of facts—it is relevant and hands- on, includes application whenever possible, and always integrates faith in Jesus Christ. Seeking continuous growth, teachers study and use the best known teaching and assessment practices. Teachers look for ways to build connections between their students and the content for which they are passionate. Teachers understand the need for trust, support, care, communication, interaction, clear explanation, and encouragement. The inspiration and energy required for the role of a teacher comes from knowing one’s true self as created in the image of God.  Such knowledge enables teachers to model the way of Christ as students discover their own gifts and discern God’s purpose in their life.

Classroom management principles are based on honor, respect, and care for all members of the classroom. Teachers establish clear guidelines for conduct to create a safe environment, free from emotional, physical, and spiritual danger. Teachers provide clear boundaries for roles and relationships, and when conflict occurs, restoring those relationships is of key importance. Flexible and reflective, teachers allow justice, mercy, and humility to lead as they interact with students.

“He has shown you…what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.”

Micah 6:8 (NIV)

While academic growth is important, Western Christian School values the whole person and seeks to promote growth in all areas. This comprehensive growth is made possible through a view of learning that integrates faith in Jesus Christ; a curriculum designed to increase spiritual, social, and environmental awareness; teaching practices that are sensitive to the students’ individual needs; and classroom management principles based on respect. The goal of Western Christian School is to provide a transformational and holistic education that inspires lifelong learning. Creating an environment of faith, social awareness, sensitivity to individual needs, and mutual respect, Western Christian School empowers students, developing future leaders and informed citizens that positively impact their churches, communities, and the world.

Adult to Student Contact/Interaction Policy Agreement

The professional policy guideline for all adult to student contact at Western Christian School is based specifically on this overriding principle: “If my behavior was known to my colleagues, would they very likely agree I acted in a way that was consistent with my duties as an educator and a caring professional.” This being said, all adult staff members and volunteers must refrain from all physical contact and verbal interaction that is sexual, coercive, or abusive in nature.  Staff members and volunteers should provide a positive and healthy example of human interaction as it relates to caring adult professionals relating to students.

Specific examples of unsafe\unhealthy Adult to Child conduct:

• An adult seen physically forcing a child to move or cooperate, unless it is for the child’s safety or another person’s safety.
• An adult who insists on a frontal hug from a student.
• An adult who hugs a child from behind.
• An adult who looks to a child for emotional support either verbal or physical.
• An adult who does not respect a student’s obvious verbal or nonverbal cues in regard to personal space.
• An adult who kisses a child on the head, cheek or lips.
• An adult who has any intimate physical contact when they are alone with a child.
• An adult who demeans or shames a child for not participating in physical contact such as a hug, handshake, high five, back rub, etc.
• An adult who shares a sexual joke or sexualized comment with a child.
• An adult who uses a child’s physical attributes as a point of criticism or joking.

In compliance with Oregon Law, it is the responsibility of every adult to promptly report any inappropriate, (those actions a reasonable person would consider outside the intended instructional dimension), adult to child contact they might witness to any available administrator on the school grounds.  In those cases where an adult might be reporting on an administrator, a board member should be contacted. Employees who violate our Adult to Student Policy are subject to immediate dismissal, and referred to the proper state or local authorities.