Preparing Boys for Life.

Leaders in Educating Boys

The Haverford School strives to be a world leader in educating boys. A primary goal is to develop our students’ core values, character, and leadership skills through the intentional application of our Honor Code and Principles of Community. Haverford’s Walk of Virtues colonnade, which recognizes and celebrates 24 timeless virtues, is a permanent symbol of the School’s commitment to core values and character development.

The enhancement of current programs and the prospect of continued professional research are required in maintaining Haverford’s position as a leader in educating boys. Our curriculum must continue to employ best practices for boys, with a focus on developing intellectual curiosity and strong character. Our faculty must continue to be masters at understanding the essentials of teaching boys and be capable of delivering these best practices to their students.

The Haverford School Strategic Vision Leaders in Educating Boys

Strategies

  • Advance from an intuitive to intentional teaching approach that reflects research-based best practices in educating boys, and provides developmental continuity through all divisions
  • Embrace an institutional commitment to creating an environment that optimizes learning for boys
  • Train and support a faculty and administration that understands and implements proven research that addresses the complexities of the unknown future
  • Integrate the Honor Code and Principles of Community into the curriculum
  • Explore the unique challenges that young men will face in the world and develop curricula that focuses on building decision-making, innovation, and leadership skills
  • Educate our students to thrive in a complex world that will require an ability to respect and successfully interact with all people, regardless of gender, culture, and background

Progress

  • Conducted youth participatory action research on educating boys through the International Boys’ Schools Coalition and Center for the Study of Boys’ and Girls’ Lives and implemented the findings
  • Optimized teaching strategies effective in educating boys, including incorporating hands-on kinesthetic learning, feedback and measurement of learners’ abilities, and relational teaching
  • Regularly surveyed families on program effectiveness and supplemented classroom learning with best practices for parents on educating and raising boys
  • Reinforced the School’s core virtues through service projects, classroom projects, and School-wide lectures featuring acclaimed speakers

The Path Forward

  • Identify, collect, curate, and publish valid and impactful research on educating boys
  • Create an instructional philosophy team to identify and build recommended curriculum, pedagogy, and instructional practices for teaching boys
  • Continue to provide flexible learning spaces that optimize learning for boys, including maker spaces for hands-on, collaborative learning
  • Implement Jr. K-12 technology curriculum that encourages boys to be active, engaged, and self-directed learners; provides authentic, safe real-world audiences for collaboration; helps boys build confidence through practice and content mastery; and supports boys in self-expression

At Haverford there is total commitment to motivating boys, teaching boys, reaching boys, and helping them achieve their full potential. Today, The Haverford School is above all a caring environment that is deeply thoughtful about developing the whole boy: emotionally, intellectually, and physically. Branton H. Henderson III ’74, P’12 ’14 ’18