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School for Ethics and Global Leadership, The
1528 18th St., NW,     
Washington, District of Columbia  20036  
   
Private/Independent School
Coed Day 11 11 100 students
 

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Employer Website: http://www.schoolforethics.org
 
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Employer Description
 

The School for Ethics and Global Leadership (SEGL) is a semester-long residential program for a diverse group of intellectually motivated high school juniors from across the United States. SEGL has campuses in Johannesburg, South Africa; London, United Kingdom; and Washington, DC., and each campus serves approximately 24 students each term. The program selects students who have shown outstanding character, promise for leadership, and scholastic ability and provides them with a unique curriculum that emphasizes ethical thinking, leadership development, and international affairs. More information is available at www.schoolforethics.org.


Mission Statement: To provide intellectually motivated high school juniors who represent the diversity of the United States with the best possible opportunity to shape themselves into ethical leaders who create positive change in our world.


 
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Diversity Mission Statement
 

Diversity & Belonging: 

Our mission establishes a community of remarkable diversity: we convene and mentor students who have different values, viewpoints, experiences, and identities. Each student is welcome and each student belongs at SEGL.

Our mission also establishes a community where these students have the best possible opportunity to shape themselves into ethical leaders. This requires proactive, ongoing, and intentional care from each community member.

Our teachers design curricula that challenges, inspires, and includes. They support each student, pursue professional development, and regularly evaluate their teaching practice.

Our students cultivate critical thinking and self-reflection. They participate in a robust exchange of ideas with respect, humility, grace, and curiosity. They question assumptions, ensure challenging conversations are also welcoming, and allow space for themselves and others to grow.

Our families support our values and our model. They trust in their children’s ability to grow at SEGL.

We believe that creating this kind of intentional community helps build a more just world.

Campus Discourse: 

SEGL embraces growth discourse: discourse that maximizes students’ intellectual, interpersonal, and ethical growth. Growth discourse is at the heart of our mission to provide students with “the best possible opportunity to shape themselves into ethical leaders who create positive change in our world.”

Growth discourse is hard. It requires vigilance, patience, good faith, curiosity, discomfort, persistence, and grace. It is also rewarding. It creates empathy, resilience, community, and change. In short, it is preparation for leadership.

The School shares the following advice with students as they pursue growth discourse:

Begin with belonging

Each student belongs equally at SEGL. Each student has full membership in our community. Statements that affirm this build the trust that is necessary for growth discourse. Statements that intentionally question this are not welcome. Statements that unintentionally question this require reflection and repair.

Value intent and impact

Discourse - even when it challenges personal values and/or interests - is welcome when pursued in good faith. Students should assume good faith - positive intent - when engaging in growth discourse. Discourse can also cause unintentional harm, regardless of intent. Students should take care to learn from their impact on others and adjust accordingly.

Avoid echo-chambers

Seeking support from those with similar beliefs and backgrounds can help students grow after a particularly challenging exchange. At the same time, simply venting behind closed doors can be toxic and limits growth. Use support systems to help re-engage, not disengage.

Follow the STAR

Our See - Think - Act - Reflect (“STAR”) critical thinking model provides students with important advice and key questions as they navigate campus discourse and their relationships with others. For example, the STAR model encourages students to “see” - to seek full understanding - before they “think” - reach a judgment about a statement and/or the person making it. This often means that discourse at SEGL is filled with questions rather than statements.