QUAKER SELF-STUDY 2006-2007

William Penn Charter School devoted the 2006-07 year to a Quaker Self-Study. The timing of the self-study was intentional. We knew that a new head of school would be appointed and that, eventually, there would be a new strategic planning process. Initiating a Quaker Self-Study was an opportunity to create a strong, Friendly platform for a new head of school and for a new strategic plan. As the Quaker Self-Study Committee worked during the year, we found that the study initiated a valuable dialogue and learning opportunities within the committee and throughout the school community. The broad constituent participation and interest in the Quaker self-study process made clear that there is a strong desire to recognize and make visible the principles and practices that define and differentiate our school.

We realized that, given the external forces of a highly competitive education environment and a societal emphasis on materialism, it is important for the school to explore, and continually evaluate, the Quaker values and practices that guide Penn Charter. If we are mindful and supportive of our Quaker foundation, we will be able to successfully help our students emerge as strong and competent leaders with spiritual and moral principles.

Themes Emerging from the Quaker Self-Study
Faculty, staff, students, parents, alumni and Overseers all participated in the Quaker Self-Study. Each of these constituencies was asked to reflect, discuss or write responses to a series of queries, or essential questions, derived from the school’s Statement of Philosophy. The questions asked what the school does to reinforce the Statement of Philosophy, where there is opportunity for improvement, and how to achieve improvement.

By March 2007, five themes, with framing questions, emerged from the feedback from the constituencies. They were:

1) Stewardship
a) Given the real concern to many students and faculty, how can we act more fully on the testimony of stewardship?

2) Competition
a) In what ways is competition a positive and a negative force in the daily life of the school?
b) How do we model, think about and take action on issues of competition?

3) Diversity
a) How can we as a school use the opportunities that the diversities of Penn Charter present for learning and building relationships?

4) Quakerism and Our Curriculum
a) How can we educate our constituents, particularly those new to the community, about the school’s philosophy and Quaker roots?
b) In what ways can we ensure a sense of understanding and community across the K-12 curriculum?

5) Quaker Education and the Community
a) How can we make Quaker principles even more visible and explicit for all constituencies in the community?

(This information above was taken from the document "Quaker Self-Study Final Report, November 20, 2007.)