A JK THROUGH 12 INDEPENDENT SCHOOL IN CHARLOTTE, NC

1941

Mission & Values

Our Mission

Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve.

Our Key Values and Commitments

Educational Excellence

We develop a love for learning by discovering and celebrating each student's abilities and talents through engagement with exceptional teachers in distinctive academic, artistic, athletic, and extracurricular experiences.

Character

We instill and expect integrity, honesty, moral courage, personal accountability, and compassion for others.

Community

We respect each individual, embrace diversity, and value the relationships uniting us as a school and connecting us with our local and global communities.

Service

We empower our students to address social, environmental, and global issues and to realize the obligation and value in giving of themselves for the public good.

Affirmation of Community

Our Affirmation of Community guides us daily in sharing our similarities and celebrating our differences. In 2007, a special School Culture and Climate Committee comprised of trustees, faculty, staff, and parents, challenged us to strive for the ideal learning community in order to best prepare our students for the future.

We are one of the few schools in the country that has developed such a specific, yet aspirational roadmap for living as an authentic, inclusive community. Embracing difference is an active process. It's a journey which engages us in personal and institutional self-assessment and reflection. That, in turn, leads to openness, growth, and change.

BRIAN WISE, DIRECTOR OF DIVERSITY PLANNING

Affirmation of Community

Charlotte Country Day School is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality.

  • Building and sustaining a community diverse in membership.
  • Acceptance and respect for differences in age, gender, race, ethnicity, religion, culture, sexual orientation, ability, physical attributes, and socioeconomic circumstances.
  • Curriculum which equips students to think critically, to act respectfully, and to show sensitivity to the needs and feelings of others.
  • Curriculum which educates for the future and which prepares students for participation in local and global communities.
  • Faculty and staff who know and affirm each individual child, who actively seek to understand and appreciate perspectives different from their own, and who model for their students the valuing of diversity.
  • Accountability for behaviors which convey disrespect; courage and trust to acknowledge and grow from missteps and misunderstandings in our personal interactions within our diverse community.
  • Inclusive school events which seek to create shared experiences, fellowship, and understanding.
  • School culture and climate which allow each member to feel valued and affirmed, and thereby promote belonging and foster community ownership.
  • Awareness that living in community and embracing diversity are an active process, a continual journey which engages us in personal and institutional self-assessment, reflections, and openness to growth and change.
Community

Our Affirmation of Community in Action

Below are a few examples of how our students experience our Affirmation of Community:

  • Curriculum: Teachers and administrators continually assess and revise curriculum to ensure what and how we teach is equipping students to think critically and sensitively to the needs of others.
    • Middle School: Seventh-grade teachers reshaped their curriculum to bring in numerous speakers from around the world to personally connect students with the countries they study. Guest speakers representing more than 30 countries include Country Day teachers, Upper School students, and parents, along with community members from organizations like the JCC, CPCC, the Rotary Club, and the World Affairs Council.
    • Upper School: Senior English electives give students the option to dive deep into courses such as The Harlem Renaissance, which explores the literature, arts, and history from this important historical time period; Literature and Gender, and investigation of the ways that men and women in the Western World represent gender; and African American Writers, where students explore the concepts of identity and perspective as they read works from authors of color.
  • Around the World: This popular Lower School after-school program enables students to share their cultural insights and knowledge about their country of origin. Student presenters represented Somalia, South Africa, France, the United Arab Emirates, the United Kingdom, Colombia, and Mongolia.
  • Walk for Hope: Each Middle School grade collects money from individual sponsors to walk and jog laps around the track in support of various community causes. Money collected in past years has gone to worthy causes such as hurricane relief efforts, breast cancer research, the Humane Society, and more.
  • Diversity Awareness Forum (DAF): DAF is the umbrella community for multiple Upper School clubs and organizations that promote general respect for people's differences. Student leaders host small-group conversations with the entire Upper School student body to create open-minded dialogue about empathy and inclusion for all people, ideas, and culture.

Our students come from different faith, socioeconomic, ethnic, and cultural backgrounds, and they all bring their own passions, talents, and personalities. In order for ALL of our students to feel valued, they need to feel understood and supported. We must model for our children the power of living as in authentic, inclusive community.

Mark Reed, Head of School