Unlocking Potential
A Look at Private vs. Public School Experiences
Families often seek to understand the differences between private and public education, especially in a diverse educational landscape like Los Angeles. As an educator with experience in public, private, traditional, religious, and progressive schools, I want to share some insights. However, it’s important to note that every school and district may have different resources and methods for implementing their educational philosophy.
Developmental Curriculum vs. Textbooks
At WHPS, we blend a progressive approach with traditional elements, creating a distinctive learning environment. While traditional schools rely heavily on textbook-based learning, where students read sections (maybe popcorn style) and then answer questions at the end, our approach leverages each student’s unique learning needs and interests.
We use a developmental curriculum that begins with formative assessments to understand each student's starting point. This allows us to tailor lessons to their individual needs and interests, giving students some level of choice in their learning, whether selecting reading materials, writing topics, or sub-topics in social studies that pique their interest. While our content isn’t radically different from other schools, our methodology, rooted in social science research and tailoring lessons to individual learning levels, sets us apart. Students' seemingly small choices and autonomy throughout the school day foster higher interest, motivation, and, ultimately, achievement.
Teaching Methodology & Pacing
When I taught in public schools, a strict curriculum map was given to me. Principals expected teachers to stay within a narrow range of lessons, often leaving high-achieving students unchallenged and struggling students without the needed support. At WHPS, our progressive methodology allows for a personalized pace while still incorporating traditional elements like tests and quizzes, including standardized testing. However, we delay standardized testing until third grade, allowing us to focus on the quality of education that students can transfer to various future scenarios. This balance ensures that all students, regardless of their level, are both challenged and supported.
Social-Emotional Learning (SEL) - What does that really mean?
A Student-Led Conference
Social-emotional learning continues well beyond preschool. The lower elementary years are critical for brain development, and we prioritize SEL daily. It’s not just an add-on; it’s integrated into the curriculum through reflection and goal-setting (a fifth-grade example). As our students prepare for Student-Led Conferences (SLCs), they self-assess, not just in academic areas but in their overall school life. These are skills many of us don’t develop until adulthood (and are still working on), yet our students cultivate them throughout the elementary years.
Staffing Model
A progressive program like ours is rooted in individualized attention, which is why our elementary classrooms have two fully qualified teachers, allowing students to work in small, targeted learning groups with their teachers and across the entire grade level. This co-teaching model provides personalized instruction and consistent support throughout the day. In contrast, when I taught in public schools, aides often managed supervision during recess and lunch (my breaks), leading to conflicts that I had to address when students returned to my care. Students cannot learn effectively if they are stressed, but as a single teacher, I constantly had to balance the class's needs with the time necessary to help children resolve conflicts, disagreements, or problems. At WHPS, teachers rotate breaks, ensuring that students are almost always supervised by someone who knows them well. Even when a teacher is absent, continuity is maintained, with one homeroom teacher staying with the class, supported by a substitute—a model that’s difficult to replicate in traditional schools with single-teacher classrooms.
Leadership
In public schools, leadership is often structured around the “rule of 500”—one Principal for up to 500 students, with a Vice Principal added for larger schools. At WHPS, our leadership team is much more robust, even though our total enrollment is around 500 students. We have a dedicated team that includes four Preschool Directors, our Principal, Dean of Students, Administrative Director, and a strong office support team. Plus, I support and assist all of our programs. This allows for much more personalized attention and a truly open-door policy with parents.
Extended Care & Consistency
Our extended care program is overseen by our own staff, ensuring continuity and familiarity for students. In contrast, many public schools outsource this service to external agencies, which can lead to waiting lists and less personalized care. Additionally, we don’t have weekly early-out days, which helps maintain consistency for students and working families. Our professional development and meetings are scheduled outside of key school hours, minimizing disruptions.
Access & Involvement
At WHPS, we believe in maintaining open lines of communication between parents and teachers. Unlike many public schools that operate as closed campuses, we encourage teachers to be available during drop-off and pick-up times for casual interactions. These moments, while brief, allow parents to connect with their child’s teachers regularly. Additionally, we hold Intake Conferences before the school year begins and Student-Led Conferences throughout the year, helping students articulate their strengths and growth goals. This level of access and involvement fosters a strong partnership between home and school.
Diversity, Equity, Inclusion & Belonging (DEIB)
At WHPS, one of our core goals is to help students—and ourselves—continuously develop cultural proficiency. This commitment is integrated into many facets of school life, including:
Celebrating Cultural Joy: In collaboration with our parent organizations, we strive to find joy in customs and events beyond the dominant culture, broadening our students' understanding and appreciation of diversity.
Field Trips & Experiential Learning: These experiences allow students to engage with different cultures and histories firsthand, deepening their understanding through direct interaction.
Learning Hard History: We approach complex historical topics with sensitivity and depth, ensuring that our students learn about all aspects of history, not just the easy parts.
Confronting Bias: We actively encourage students to recognize and challenge biases in themselves and others, fostering a more inclusive mindset.
Building Strong Classroom Community & Belonging: We believe that a strong sense of belonging is essential for every student, and we work to cultivate this environment daily.
Affinity Spaces: This year, we launched new affinity spaces to honor and uplift the diverse experiences of our students, families, and staff.
Private School Village & SOMOS: We belong to outside organizations that promote belonging for Black/brown families across Los Angeles independent schools and enrich our school community through professional development and fostering inclusive discipline and hiring practices.
