Portrait of a Park Tudor Graduate

Students submit work that is their own and is an honest reflection of their effort and academic growth.

By their example, students encourage others to be responsible, respectful, resourceful, and intellectually engaged in this class.

Athletes remain committed to their team and its goals.

Students engage in different ways determined by the age of the student and the specific course, but at Park Tudor, we know that students learn best when they are engaged in the process. Teachers add choice and flexibility in their instruction to meet students where they are. They also ensure students know why they are engaging in the class, what the purpose is and how it will serve them in life.

Athletes learn the sport by seeking (in)direct instruction (e.g. coach’s instruction, film study, etc.).

Athletes ask questions when they are confused.

Athletes observe other successful athletes and learn from them.

Students exhibit a “Growth Mindset” (e.g. resilience, neuroplasticity, process over product, etc.).

Students use retrieval practice, spacing, and metacognition (i.e. awareness and understanding of one’s own thought processes) to help form and retain an understanding that allows them to think beyond what is most easily and commonly known about the topic.

Students connect what they learn and experience in other spaces to the content of specific courses.

Athletes build resilience by doing hard things that improve their athletic ability.

Athletes work to become an asset to their team.

Students understand the value of class time and remove technological distractions when necessary.

Students are aware that they share classroom space, which means they listen to and learn with all voices, identities, perspectives, religions, abilities, ethnicities, and backgrounds.

Students help maintain the cleanliness and orderliness of the classroom space and its materials.

Athletes respect their coaches, teammates, opponents, fans and officials in a manner that is consistent with PT’s ideal of “sportsmanship.”

Athletes communicate directly with my coach(es) when they are confused about a team policy or they are concerned about their playing time.

Students contribute to the classroom environment by being punctual, prepared, and positive.

Students utilize available resources (e.g. Canvas, notes, peers, research, student services, etc.) to organize themselves and problem-solve; they consult the teacher when they are genuinely stuck.

Athletes stay academically eligible and adhere to the standards set by the IHSAA.

Athletes keep their jerseys/equipment in good condition and return them at the end of the season.

Athletes manage their time effectively.

Athletes maintain a healthy diet and lifestyle that prepares my body for competition.