GREAT OAK VISION STATEMENT
Within a dynamic, relevant and nurturing educational climate, The Great Oak community encourages all students to climb the "branches of excellence" to realize their potential.
S.P.I.R.I.T. Branches of Excellence
Students realize academic, vocational and personal growth is the goal of education through the use of a rigorous, relevant curriculum that provides high standards and expectations.
Students are active participants in their own education and show intellectual curiosity and enthusiasm for learning through a commitment to improving themselves, their school, their community and their world.
Students respect themselves, others and the environment through academic honesty, forthrightness and service to their community.
Students think introspectively about the way learning occurs and understand that the risk of failure leads to an opportunity for continued intellectual growth.
Students engage in a myriad of activities to develop and utilize their own unique abilities and talents in order to improve their school, their community and their world.
Students work collaboratively with other students, staff and community members in an effective, constructive and compassionate manner.
Great Oak High School, opened in 2004, lies at the base of Wolf Valley and is surrounded by foothills and suburban homes. Located in Riverside County in the Temecula Valley Unified School District, the consistent, rapid growth of the area demanded the third comprehensive high school in the district. Great Oak offers many programs to assist these students as well as a career-technology program designed to prepare students for direct entry to the workplace. The staff is comprised of a group of highly qualified, idealistic educators who are taking advantage of the opportunity to try some new methods of assessment and education.
Philosophically GOHS is built upon a set of "Core Beliefs" known as the Branches of Excellence, also referred to as the SPIRIT of Great Oak. Scholarship, Passion, Integrity, Reflection, Involvement, and Teamwork comprise these core values which are the basis for the ESLR’s.
GOHS staff and administration believe that students connected to their school are more successful. Our Goal is to involve at all of our students in a significant capacity through activities, athletics, clubs, or the performing arts. We have also embraced and enacted the tenets prescribed through the Renaissance program for student recognition and academic excellence to help promote student success and involvement. The Red Wave attends and supports school performances and competition on campus and the Wolfpack Student Body serves as a model for student leadership.
The physical plant of GOHS is designed to provide a variety of opportunities for our students. GOHS houses 128 classrooms for instruction. Each classroom contains a computer workstation and LCD projector for presentation purposes, but many are specialized to meet the requirements of the curriculum. The specialized classrooms include: 2 open use computer labs, 2 business computer labs, mobile computer labs for classroom use, 4 science labs; a library; a foods and nutrition kitchen; ROTC with office and wardrobe rooms; 3 art rooms (1 ceramics); TV Video production studio: gymnasium (includes dance room, aerobics room, wrestling room, and 2 weight rooms); and the performing arts complex (includes band room, choir room, and drama). The campus also includes athletic fields for baseball, softball, and soccer, outdoor basketball and volleyball courts, sand volleyball courts and a stadium with a synthetic turf football/soccer/lacrosse field and rubberized track. A swim complex was completed in 2005.
The most significant thing about GOHS is the staff. A highly qualified, enthusiastic and energetic staff is the true leader of the PACK. They have worked collaboratively to unpack and identify "power standards" as the district has rolled out the Common Core and the Next Generation Science Standards. Benchmark assessments have been developed to provide data that informs teachers of strengths or gaps in instruction. A number of departments have critically looked at grading and homework practices and have led the charge for a standards-based grading system that focuses on academic performance rather than effort and citizenship. Intervention practice works to close the achievement gap with a particular focus on math as well as to support any student at risk across the campus in all curricular areas.