A distinguishing feature of Catholic classical education is the approach to time.  The guiding structure of the daily schedule is not how many minutes are spent on each class but on restful rhythms and routines that are foundational to a classroom culture of learning, with an eye to year-long pacing and progress.  

The guiding structure of the academic year is not four quarters or two semesters but three terms that follow the seasons and feasts of the liturgical calendar. Typically, the first term runs through the end of Ordinary time; the second term begins with Advent and carries into Lent; the third term begins mid-March and includes the Easter season. This traditional trimester schedule has the practical benefit of decreasing the number of cycles of grading, reporting, and meeting with parents, especially right before Christmas, and increasing the time for teaching and learning (and realistic assessment of actual content knowledge and mastery of skills) that is happening in the classroom.

We provide pacing guides, sample schedules, and weekly planning sheets.

The hallmark of a Catholic classical classroom is one where the students are a band of brothers on a quest for truth, with the teacher as their guide.  The teacher sets the tone by learning about the character and interests of each student, making sure the students know they are loved. The teacher coaches good habits by conveying clear expectations (respect, restraint, and responsibility) and looking for and praising students’ efforts at self-control. 

We provide guidance on the 7 R’s of a well-run classroom.

The manner of assessment, tests, and grading shapes the culture of a classroom.  It changes the way you teach, the way you see students, the student’s attitude toward their own work, the classroom dynamics, relationships with administration, relationships with parents, and the understanding of what it means to be educated.

In a Catholic classical classroom, the teacher is assessing all the time, in the moment.  Every stroke of the pen or oral answer is an opportunity for teachers to coach students toward real learning, mastery, self-correction, and excellence. 

Teachers track their students’ learning of skills and content on scales of mastery (“mastery,” “steady progress,” and “needs improvement”) as well as their effort.  Ideally, number grades on report cards are reserved for Grade 7 and beyond. Teachers present report cards and handwritten notes to parents in the context of an ongoing conversation. 

We provide progress logs and report cards.

Parents, who are their children’s primary educators, and teachers, whom parents have entrusted with teaching their children, are partners in the essential task of educating for salvation.  To honor this partnership, teachers should maintain good communication, share with parents the feast that they are providing for the students, and give specific guidance on how parents can support learning at home.

We provide guidance on communication with parents and parent - teacher conferences.