Hickory Day School can be described in numerous ways, as the little school on the hill, Hickory’s International Baccalaureate Primary Years Program, the school that loves the arts, the “green” school, or the school where everybody knows your name. Anyway you say it, Hickory Day School is a special school community where administrators, parents, and teachers are committed to encouraging and supporting students as they pursue a rigorous educational experience that prepares them to be successful global citizens.

Hickory Day School (HDS) is an independent, co-educational, non-sectarian school. It began in 1993, and in 2005 was authorized as an International Baccalaureate Primary Years Programme (IB-PYP) – a program that is implemented in only 12 schools in North Carolina.

“The Primary Years Programme focuses on the development of the whole child as a thinker and an inquirer,” said Janice Dollar, head of school. “We encourage children to ask questions and to solve problems. Our units of study are planned around a central idea focusing on significant inquiries. The inquiry begins with questions like these: What do we know? What do we want to learn? How will we know what we have learned? How best will we learn?

“As educators, we find that an inquiry-based style of teaching motivates students to explore real-life issues and to ask probing questions about their place in the world and their responsibilities as citizens of the world,” Mrs. Dollar added. “Although our curriculum is based on the N.C. Standards Course of Study, it integrates the broader perspectives of IB. The IB goal – and the HDS goal – is for our students to become lifelong learners who understand and appreciate their role as global citizens. When they leave our school, we want them to be wonderfully prepared for the IB Diploma Programme at Hickory High School or whatever secondary experience they choose. Ultimately, we believe our students’ educational experience will not only prepare them for an exciting and successful future, but will help them become knowledgeable and principled young people who will help create a better and more peaceful world through intercultural understanding and respect.”

The HDS student-teacher ratio averages 7:1, allowing every student to receive individual attention and guidance in educational and personal development. In core subjects – reading, writing, math and science – teachers have time to answer questions, explore interests, and evaluate progress on a daily basis. As students move through the elementary school years, teachers keep a portfolio of samples of their work to document their academic growth and serve as a vehicle for reflection on their progress.

Because of the HDS emphasis on a diverse and enriched educational experience, teachers in specialty co-curricular areas of study also regularly interact with students in every class. All students have art, music, and drama at least twice every week, and they have Spanish and wellness classes daily. These activities encourage students to discover and develop their talents and interests and to learn to express themselves in meaningful ways… all the while, making memories that will stay etched in their minds for a lifetime.

The HDS school community is a strong one with students, teachers, parents, and administrators all playing important roles in making the educational environment a unique blend of academic rigor and family-like warmth and support. The student population is diverse, including students whose families come from various regions of the United States, as well as from other countries around the world. As a school, HDS promotes positive affirmation and the value of not judging others, and discipline problems are practically non-existent. If students do have to make a little trip to the office, they are treated with respect as they come up with a plan for resolution of the problem that brought them there. They are asked to think of other choices they could have made and to consider how they could have handled the situation better. According to Mrs. Dollar, “They know we love them. We respect the children and know their potential and capabilities.” The great return is that these students thrive on learning.

On any given day, parent volunteers are on campus offering invaluable services that help make life on campus run smoothly. The corps of “lunch ladies and lads” serve a smile with every plate and get to interact with all the children. Parents are always on call to drive students to field studies, and on occasion, volunteers come to the classroom to share their particular skills, interests, or expertise with HDS students.

Other volunteers keep the buildings and grounds safe, clean, and attractive. Last spring they added raised beds where first-through-fourth graders planted broccoli and cabbages and made plans for a spring planting. Environmental responsibility is important at HDS, and “going green” is more than a slogan. Parent volunteers help winterize the building to save energy; students bring lunches in re-usable containers to decrease the trash we send to the landfill; and sustainability is a familiar topic in classes at every level.

The parents invite us to educate their children,” Mrs. Dollar said. “Their support is critical to the success of our efforts.”

To aid in developing well-rounded students, the International Baccalaureate Primary Years Program reflects perspectives that characterize quality schools around the world. The program utilizes extensive knowledge learned from many national systems in profiling the philosophical methods they advocate and the qualities they seek to instill in students.

Students who are part of an IB program at any level are encouraged to be the following: Inquirers, Thinkers, Communicators, Risk takers, Knowledgeable, Principled, Caring, Open-Minded, Well-balanced, and Reflective.

Student Tia Sparks spoke highly of the PYP program saying, “There is room for individual growth. We adjust it to our own preferences.” They have become pros at learning from each other. The teachers commented that they, in turn, learned from the students. The older and younger students enjoy interacting with each other and explore commonalities, as they mesh well together.

One student spoke of having transferred from a public school where she had been bullied. It had left her with no confidence. After transferring to Hickory Day School, she began to ask more questions and started to enjoy school. They relish exploring their imaginations and do so by projects such as creating their own inventions. One student created a car fun-pack equipped with all that is necessary for a long excursion.

HDS students are also developing a love for theater and the arts. One student found a new love of dancing and singing. Another student spoke of discovering his ability to sing well. Budding poets are also emerging, as they look for new ways to express their creativity. They have also sampled the merging world of science and literature. They have enjoyed creating graphic novels by incorporating their favorite books into their own storylines and plots. Students regularly use the technology lab equipped with a variety of computers for learning through digital media. Mrs. Dollar explained that “technology is not just a class. It’s a tool.”

Amy Chang, President of the Board of Trustees, said, “Hickory Day School is my partner for raising my children. The teachers are collaborative, cohesive and invested because they love our students. Janice (Dollar) is great at inspiring the staff. She is the cornerstone of this school.”

“Mrs. Dollar summed it up well by saying, “If the students know you believe in their success, they will succeed!”

John F. Kennedy once said, “Children are the world’s most valuable resource and its best hope for the future.” Hickory Day School is certainly on the right track for molding our best hope for the future.

Hickory Day School
2535 21st Avenue Northeast • Hickory, NC 28601
(828) 256-9492 • www.hickoryday.org