About Woodside International School

Woodside International School is unique for its college-style curriculum, small classes with individual attention for each student, respect for the individual, diversity in the student body and staff, its international focus, wide selection of foreign language classes, and safe learning environment.  The school is based on the philosophy of its founder and headmaster, John Edwards.

Woodside students are admitted more on their desire to learn and the degree of family support than on their grades, test scores, and records.  Some parents have experienced a great deal of relief as their children enjoy school for the first time and are motivated to succeed.    

Almost all Woodside students are accepted into colleges of their choice, including Stanford University, Brown, Caltech, UC Berkeley, UC Santa Cruz, UCLA,UC Davis, Amherst, USC, and Bay Area junior and art colleges.

Woodside provides a competitive college preparatory education to American and international students.  Woodside has educated young men and women from China, Japan, Korea, Vietnam, and Russia.  The exposure to international students is beneficial to American students, who need to learn how to live and work in an increasingly international environment. 

Woodside accepts students with educational and emotional challenges, limited English-speakers, high achievers as well as average students, and some with special requests, such as gifted musicians or athletes needing special schedules, those wishing to study independently, and students who have been home-schooled prior to enrolling in Woodside.

Woodside has a strong, diverse and enthusiastic faculty that care about what they teach and whether their students are learning.  Eleven of Woodside's 20 staff members have been at the school more than four years; seven have been with the school eight years or more.  They have the freedom to teach their courses as they wish, within generally accepted guidelines and the framework of the school’s philosophy.  Their enthusiasm is passed along to the students, who become more engaged in learning.

The school does not pressure teachers or students to teach and study to standardized tests.  Such tests are still given annually as one way to measure student progress, however they are not used to determine curriculum, nor to evaluate the school’s success.  In-class subject tests and final exams are given greater priority, as these help motivate students to take their work seriously and provide a better gauge of whether true learning is taking place.  Final exams are given a strong emphasis, with two weeks devoted to the reviewing process at the end of the year.

Respect for Students' Individuality

Students are free to express themselves whether through their dress or opinions.  The staff's focus is on students' study habits and respect for the learning process and less on following school rules that do not relate directly to education.  Students’ different learning styles are taken into consideration when assigning work and giving tests.  Students appreciate the respect for their individuality. 

Grades for achievement, effort, and study skills are provided every four weeks in order to keep students and families fully informed.  The school calls families every week to report on the progress of individual students, who benefit from closer monitoring.  Conferences are encouraged, and can be scheduled at short notice throughout the year.

Students who show talent and excel are accelerated promptly either within their class or by moving them into a more advanced class.  Such students may have the opportunity of graduating early or, if they are intent on entering a specific college, may decide to complete their high school requirements by taking local college classes.

Tutoring is offered daily and students are asked by their teachers to meet after school with a main subject teacher whenever they fall behind or have trouble with their work.  The school does everything possible to enable students to succeed and become independent learners.  The staff work to encourage the students’ self-confidence, because this is an important factor in determining their eventual success.

Today, many schools have adopted a block system of instruction, whereby fewer courses are taught in any one semester but for longer class periods.  It is not unusual for classes to have 35 or more students present.  In some schools the result is teachers spending a great deal of time trying to control their classes.  In such an environment, it is a daunting task for teachers to meet the educational needs of all their students.

Small Classes – Motivated Teachers – Individual Attention for Each Student

At Woodside, small classes allow teachers to spend time with each student.  The curriculum is unique in its breadth.  Woodside offers more courses in a given semester than the standard school schedule.  Students typically take 9 or 10 courses, of which 3 or 4 are minor classes.  Besides the major college prep classes, students study philosophy, current events, PE, and a fine arts class every semester throughout high school.  Although some classes are taken only once or twice a week, students are exposed to them for 4 years.  The result is a well-rounded education. 

The variety of coursework taught by qualified, enthusiastic teachers results in motivated and successful students.  Students find subjects that interest them and in which they can succeed, even if it’s a minor class like music, art, philosophy, creative writing, or current events.  This acts as a hook to help them engage in the whole Woodside program, which includes all of the major college prep classes.

Talented students are quickly recognized by their teachers and can develop a program best suited to their interests and ambition.  The relationship they form with their teachers strengthens their interest and encourages them further to pursue their goals.  This occurs within a healthy and diverse student body.

The learning takes place in an environment that consciously avoids the stress and pressures often found in college prep programs, where the school too often pushes for results to polish the school’s image.  These pressures usually come in the form of overly high expectations in test scores, grades, hours of homework, and sports results.  By contrast Woodside's environment and teaching methods help students enjoy learning, develop good personal and life skills, and graduate with greater self-confidence and an appreciation for education and the world around them.

Students routinely accepted at colleges they choose

With a well-rounded education, a healthy degree of self-confidence and experience with a college-style curriculum, Woodside students usually are accepted by their colleges of first choice.  College admissions officers recognize the advantages of Woodside students compared to those coming from larger, stressful schools.