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Partnership Formats

Partnership Formats

This section is not for everybody. Students and student families are apt to get bogged down and confused by the detail. However, traditional local schools and alternative schools (cottage schools, co-ops and learning centers) need to know, in some detail, how the King’s Way system can dramatically improve their efficiency and effectiveness. Interested schools are invited to call for the password to gain access to this section.

Option #1: Brick & Mortar Schools
Option #2: Click & Mortar Schools

Resource Accelerator Model For School Partners

Answer these questions after watching the short video:

https://www.youtube.com/watch?v=_VTUgmVEyZs

TWO STEPS TO DETERMINE ELIGIBILITY OF YOUR SCHOOL
FOR BENEFITS OF ONLINE PARTNERSHIP
1) Complete Intake Survey: Thinking of your parents, staff, and board as a community, please rate each of the following on a 10-point scale:

Techno-phobic

1 2 3 4 5 6 7 8 9 10

Techno-savvy

Resist new ideas

1 2 3 4 5 6 7 8 9 10

Open to new ideas

Happy with status quo

1 2 3 4 5 6 7 8 9 10

Strive for improvement

Small class size only

1 2 3 4 5 6 7 8 9 10

Larger class size acceptable

Self-contained

1 2 3 4 5 6 7 8 9 10

Willing to outsource

Lecture-oriented

1 2 3 4 5 6 7 8 9 10

Dialectic-oriented

Teach subjects

1 2 3 4 5 6 7 8 9 10

Teach Tools of Learning

Low parental support

1 2 3 4 5 6 7 8 9 10

Make disciples

Prefer Solo teaching

1 2 3 4 5 6 7 8 9 10

Prefer team teaching

Ideally several key personnel will complete the survey independently so that your scores may be averaged. If your aggregate average is 7.0 or above you are probably a good match for the online partnership. There is a strong likelihood that you would be able to realize the potential for increased enrollment, reduced tuition, and higher teacher salaries that are likely to accrue from participation in the program.
2) Set up Intake Interview: The second step is a personal interview with King’s Way leadership for a preliminary assessment of eligibility: 971-219-1733..
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