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6 OES MAGAZINE WINTER 2012 6


WHAT ARE THE ESSENTIAL COMPETENCIES? I EXPLORE


w I seek meaning both within and beyond myself w I develop my understanding of the sacred w I investigate the world of ideas w I master the disciplines and skills of learning w I seek answers to the questions that impel me w I think critically w I test my personal strengths and challenges


X O I CREATE


w I design and apply solutions w I think divergently w I nurture my imagination w I respond constructively to setbacks w I construct meaning from my experience w I adapt to a changing world


I COMMIT


w I act with courage and compassion w I care for myself and others w I work for justice and peace w I build local and global communities w I respect the dignity of every person w I value and embrace diversity w I act sustainably


I CONNECT


w I collaborate with others w I communicate effectively using multiple methods w I recognize and respect perspectives beyond my own w I synthesize ideas from various disciplines and areas of life w I take responsibility for my actions in relation to others w I nurture my relationship with the natural world


HOW THE ESSENTIAL COMPETENCIES WERE CREATED In the Strategic Plan developed in 2010, the Administrative


Team identified the need to clearly articulate the essential compe- tencies that OES seeks to nurture in its students. A committee of faculty and administrators was formed to study the professional literature, research, and best practices, and come up with a list of competencies. The committee began work in October 2010 and through study and discussion drafted a list, which went through many revisions. One of the later drafts was posted in each division so their faculty colleagues could write suggestions and opinions, many of which were incorporated into the final draft. The committee presented the essential competencies as a mandala, or circle, because a person can begin in any quadrant


and competencies reinforce each other. They are affirmational in that they reflect what is already happening in the classrooms, and aspirational in that they can be used to improve instruction. The whole faculty, both as a group and individually, will be examin- ing ways to integrate the essential competencies into their work. It is expected that the essential competencies will be the


framework for unifying the curriculum and program to prepare students for their world. Teachers will nurture these skills throughout students’ OES experience; students will see them- selves gaining mastery of these abilities as they move through their education; and parents will see the competencies as a description of the outcome of an OES education.


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