It was the fall of 1991, when Manhattan New School (MNS) started as an optional school by a group of teachers from the Teachers College Writing Project at Columbia University. School was later rewarded with promoted designation of Public School 290 during the spring of 1994…
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School's professional teachers are hired from Bank Street College of Education, Columbia University Teachers College, New York University and Fordham University. Manhattan New School resides in the heart of Manhattan in the former PS190, which was built in 1903 (About School, Manhattan New School).
According to Karen Ruzzo, school's principal, "We pride ourselves at being a highly literate community, and we also understand our responsibility to prepare students to cope with the multiple demands of an ever-changing society. As a result, children learn within real-world contexts. Along with reading and writing, instructions in mathematics, science, social studies, technology, music and art engage young learners in meaningful explorations that develop critical thinking skills" (Karen Ruzzo, Mission Statement). School's vision is to grow in the near future as a role model organization for the greater national cause, while providing the students with the opportunity to investigate a range of big ideas, to ask and answer important questions, and to develop the self-management strategies that enable them to negotiate their daily life. This shows that the school's vision is broadly based and its process creates a commitment to lifelong learning.
The Manhattan New School's goals include, committing to ensure that all students benefit from a shared educational experience, and continuing to develop strategies to ensure school-wide collaboration, continuity and accountability. Although all goals direct school towards its future vision, the later set certainly is very vital for its long-term vision's success.
The school's objectives for its strategies to attain its long-term vision are to establish continuity of instruction both on and across grade levels, and aligning best instructional practices in all curriculum areas with positive performance outcomes for all students.
Recognition of programs and vision
Empirical and interdisciplinary education, and opportunities for student leadership development
Recognized educational activities with active community outreach
Significant and ongoing faculty and alumni involvement at intermediate level
Extraordinary emphasis on personal attention
Friendly, supportive, and comfortable in-house environment
Integration of technology into the curriculum
Classes primarily taught by professionals
incorporation of ecological sustainability due to diversified culture
Attractive campus building and facilities while having state of the art architecture
Lower than optimal enrollment of out-of-state and international students
Insufficient diversity among students and teachers
Low ratio of spending per student
Average class size increasing everyday
Limited school capacity
Not enough programs for extra curricular activities
Too many language courses
Government's importance for schools playing a larger role in community development
Higher market share due to increasing population and awareness
Capacity to respond for future growth
Capacity to help improve intermediate education
Increased demand for professional and diversified education
Increasing flow of funding
Greater expertise in the use of technology in teaching
Access to all parts of New York City
Lack of sufficient funding
Replica of academic programs by
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(“Manhattan New School Essay Example | Topics and Well Written Essays - 1750 words”, n.d.)
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(Manhattan New School Essay Example | Topics and Well Written Essays - 1750 Words)
“Manhattan New School Essay Example | Topics and Well Written Essays - 1750 Words”, n.d. https://studentshare.org/miscellaneous/1517868-manhattan-new-school.
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