Statement of Instructional Quality

The primary purpose of CCS is to support parents in the enculturation of disciples.  This is accomplished by leveraging instructional quality within the context of discipleship.  Therefore the continual journey of building instructional quality is of the most essential importance.  For us, instructional quality is defined as the relationship between the teacher and the student in the presence of content.  Our belief of building instructional quality is focused on improving “instructional theory” and not “learning theory”.  Essentially we are a content driven institution and not a learner driven institution.  Practically, this is evident in the primary question that drives improvement:  “how do we improve instruction” and not “how do we improve learning”.


Teaching Presuppositions

Instructional theory (as opposed to the contemporary infatuation with “learner” focused) is of vital concern to the instructional team at CCS.  It is assumed that all teachers called to serve on the faculty of CCS have a vision of continued instructional maturation by exhibiting command over:

  • Content

  • Rhetorical techniques

  • Relational credibility in the classroom

Statement of the Liberal Arts

Our core curriculum is an immersion in the classical liberal arts and sciences.  A holistic education in the intellectual, political, spiritual, scientific, and literary heritage of the West.

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