Statement of Faith

• We believe the Bible to be the inspired, the only infallible, authoritative Word of God. (2 Tim. 3:16, 2 Peter 1:20-21)
• We believe there is one God, eternally existent in three persons: Father, Son and Holy Spirit. (Revelation 22:13, Isaiah 40:28, John 1:1, 2 Corinthians 13:14, Matthew 28:19)
• We believe in the Deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father, and in His personal return in power and glory. (Colossians 2:9, Matthew 1:23, 2 Corinthians 5:21, 1 Peter 2:4, Hebrews 9:24, Hebrews 9:28)
• We believe that man is sinful by nature and that salvation is found only in Jesus Christ. (Ecclesiastes 7:20, Romans 3:23, Romans 6:23, Ephesians 1:7, John 14:6, Romans 5:10-11)
• We believe in the bodily resurrection of both the saved and the lost; those who are saved unto life, and those who are lost unto damnation.  (Philippians 3:20-21, John 5:28-29, I Thessalonians 4:13-18, Revelation 20:11-15)
• We believe in the regenerative and continuing ministry of the Holy Spirit by whose indwelling the Christian is able to live a Godly life. (Titus 3:5-6, Romans 8:9, John 14:26)

(Approved by Heritage Christian Schools' Board on February 20, 2023)
 

(WE VALUE AND ASPIRE TO BE…)

Christ-Centered

Our goal is for students to know and love God deeply, to integrate biblical principles in all areas of learning, and to recognize that true joy and fulfillment come from living for God's glory. All decisions are made with the intention of honoring God, uplifting Christ, and guiding students toward truth through a biblical lens.

Biblical Foundation:
"Whether you eat or drink, or whatever you do, do all to the glory of God." (1 Corinthians 10:31)

Research Support:

Discusses the role of faith-based instruction in developing a biblical worldview.

Relationally Strong

We aim for students to develop healthy, thriving relationships with Christ, their parents, peers, and our staff. Recognizing the crucial role that relationships play in both educational and life success, our staff is dedicated to instructing, mentoring, and investing in students' growth holistically.

Biblical Foundation:
"Therefore encourage one another and build one another up, just as you are doing." (1 Thessalonians 5:11)
 

Research Support:
Wentzel, K. R. (2019). Social relationships and motivation in educational contexts. Educational Psychologist, 54(3), 178-197.
Highlights the importance of relational dynamics, particularly how positive teacher-student interactions foster motivation and emotional well-being.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: A developmental perspective. Handbook of Research on Student Engagement, 365-386.Explores how supportive teacher-student relationships enhance engagement and learning outcomes.
 

Crosnoe, R., & Johnson, M. K. (2016). Interpersonal relationships and academic progress in adolescence. Annual Review of Sociology, 42(1), 39-58. Examines how peer and teacher relationships impact academic success during critical developmental periods.

Excellent

We are dedicated to cultivating a challenging and supportive academic environment where students are held to high standards. By engaging students and setting ambitious academic goals, we equip them for success, satisfaction, and preparedness for future endeavors.
 

Biblical Foundation:
"And whatever you do, work heartily, as for the Lord and not for men." (Colossians 3:23)
 

Research Support:
Marzano, R. J., & Heflebower, T. (2012). Teaching strategies that enhance rigor and engagement in K–12 education. Educational Leadership, 70(2), 8-14.
Discusses evidence-based practices for challenging students academically while maintaining a supportive environment.
 

Hattie, J. (2018). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Offers a comprehensive review of factors contributing to academic excellence, including effective teaching practices.
 

Slavin, R. E. (2020). Instructional strategies for enhancing student achievement. Educational Psychologist, 55(3), 151-164.
Focuses on high-impact instructional strategies that promote academic rigor and student success.

Student-Focused

All instructional and administrative decisions are made with the best interest of student learning and growth at the forefront. Our staff is called to serve and support students in ways that promote their personal and academic development.
 

Biblical Foundation:
"Train up a child in the way he should go; even when he is old he will not depart from it." (Proverbs 22:6)
 

Research Support:
Tomlinson, C. A. (2017). Differentiated instruction as a pathway for meeting diverse student needs. Theory Into Practice, 44(3), 185-193.
Examines instructional strategies that prioritize individual student learning and growth.
 

Robinson, V. M. J. (2011). Student-centered leadership. Jossey-Bass Education Series.
Highlights the importance of leadership decisions that focus on enhancing student learning outcomes.
 

Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
Emphasizes student-focused practices for instructional leadership and school improvement.

Partnering with Parents

Acknowledging parents’ God-given role, we collaborate with them to foster their children’s holistic development. Together, we strive to instill Christian values to guide students to live meaningful, impactful lives.
 

Biblical Foundation:
"Hear, my son, your father's instruction, and forsake not your mother's teaching." (Proverbs 1:8)
 

Research Support:
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Journal of Education for Students Placed at Risk, 23(1), 1-14.
Investigates models of collaboration between schools and families to enhance student outcomes.
 

Hoover-Dempsey, K. V., & Sandler, H. M. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130.
Explores factors influencing parental involvement and its impact on student success.
 

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763.
Provides evidence of the effectiveness of parental involvement in middle school education.

Unified within Diversity

We embrace diversity in Christian thought, ethnicity, socio-economic backgrounds, and regional representation. Our community values varied perspectives that enrich our learning environment and reflect the broader body of Christ.
 

Biblical Foundation:
"There is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus." (Galatians 3:28)
 

Research Support:

Banks, J. A. (2020). Multicultural education: Goals, issues, and practices in Christian schools. Journal of Education and Christian Belief, 24(2), 112-128.
Explores how diversity within Christian communities can foster unity and a deeper understanding of faith.
 

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Examines how inclusive teaching strategies foster understanding and collaboration in diverse classrooms.
 

Ladson-Billings, G. (2021). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
Highlights successful teaching practices in diverse educational settings, focusing on unity through cultural understanding.
 

Lareau, A. (2011). Unequal Childhoods: Class, Race, and Family Life. University of California Press.
Investigates the impact of socio-economic background on educational experiences, emphasizing the importance of supporting students from diverse socio-economic statuses.
 

Reardon, S. F., & Bischoff, K. (2011). Income inequality and income segregation. American Journal of Sociology, 116(4), 1092-1153.
Explores how socio-economic inequality influences student outcomes and social mobility, advocating for a more inclusive educational approach that accommodates diverse backgrounds.

 EXPECTED STUDENT OUTCOMES
(Patriot Way)

RELATIONAL: Effectively serving and leading in the workplace, home, church and community. (Matthew 5:16)

HONORABLE: Sincerely demonstrating integrity and discernment. (Proverbs 10:9)

GODLY: Relentlessly pursuing Christ-likeness in all facets of life. (Philippians 3:13-14)

PREPARED: Personally, spiritually and academically prepared for vocational pursuits. (Colossians 4:6)