“Our joint commitment to apply the
mutually agreed upon principles presupposes dedication to common
rules of life, continuous communication, and the consolidation of a
genuinely honest working relationship amongst ourselves.
In the classroom, a ‘common culture’ such as this transforms
itself into shared creativeness.”
was founded in 1980 as an elementary school headed by Markos Kynigos.
From its inception, the School has followed its own unique
approach towards education, all the while in keeping with the
guiding principles, traditions and goals of the Hellenic-American
Markos Kynigos strongly encouraged the creative input of students in the
learning process as well as their involvement in a variety of
In so doing, he ensured them every opportunity to develop
their own initiatives and to become cultured individuals.
In 1995, the Elementary School adopted the practice of descriptive
evaluations, designed by the Pedagogical Institute, for students
across all grade levels.
The consistent application of this evaluation process in the
Elementary School (and later in the Middle and High Schools)
constituted an innovation in the Greek educational system.
Beginning that same year, the Elementary School, by way of
its participation in an experimental program titled “Computers as a
tool for exploring the expression of ideas and for communication for
everyone in school,” provided an entertaining and constructive
environment in which it introduced the use of modern technology to
its students while simultaneously strengthening their problem
solving skills. A few
years later, this same program was implemented in the Middle School.
In 1999 when Psychico
College’s Middle and High
Schools opened their doors, Markos Kynigos attempted to apply his
pedagogical concepts to the new upper levels.
He helped teachers realize the need for a common pedagogical
approach; not implying that all teachers think and act in the same
way, but rather the need for them to agree on the same pedagogical
principles to be consistently espoused and practiced in everyday
activities. These very
pedagogical principles were, and continue to be, formulated by the
teachers themselves through constant dialogue and the frequent
exchange of ideas.
was enriched in 2000 by the introduction of the International
Baccalaureate Diploma Program.
The I.B. Program was embraced by the School as a progressive
private institution with open and boundless horizons, seizing the
opportunity to profit from the IBO’s international educational
concepts and approaches.
Students in the I.B. Program follow the spirit and the philosophy of
College by regularly participating in
all School activities, events and traditions along with their peers
in the General High School (Greek Ministry program).
With the onset of the 2003-2004 academic year,
College reached completion with the General High School now offering majors in all
three concentrations (science, theoretic and technological tracks).
As a result of the new dynamics, teachers across the board - from
elementary through high school - reevaluated and modified the
pedagogical line of the School in order to adapt it to its new
needs. The goals on
which the School steered itself until then were discussed at length
and subsequently reformulated and supplemented.
It was agreed that the core objective of the School is the mastery of
a diversity of intellectual skills and the upbringing of our
students, the fostering of individual aptitudes/talents and the
acquisition of high academic standards – with the ultimate
aspiration being excellence.
Within the framework of the fundamental principles and the philosophy of
Psychico College, special emphasis is given to the
cultivation of creativeness, critical thinking skills and the
students’ aptitudes and talents, as well as to the development of
cultural awareness, a strong set of values and a solid academic
foundation on which to build.
It is our obligation to the provide students not only with
the subject matter required by the State, but to provide them with
the skills that will allow them to shift and evolve with society’s
ever-changing needs, with technological advances and with their own
Thus, they will be able to come into play even beyond the borders of
our nation and become tomorrow’s citizens of the world.
Our programs are designed to cultivate research and
self-motivation skills, collaborative learning, active participation
by all students, and awareness of the inter-disciplinary nature of
Our students’ academic education is supplemented by a variety of
socio-political and athletic activities in which they can
is the fact that the majority of our students have joined the
School’s Clubs which convene on a weekly basis.
These Clubs reflect the students’ interests and talents and
contribute to the development of their multi-faceted personalities.
Certain Clubs, such as the Model United Nations and
Forensics, have teams that regularly represent Psychico College with great distinction in both
national and international competitions.
Furthermore, field trips and excursions are also designed to
complement the students’ academic studies by sensitizing them to
historical, socio-political, and environmental issues.
In the realm of student assessment, in addition to the standard quarterly
grading and the descriptive evaluations, students in all three
School units are assessed through the system of portfolios
(individual compilations of graded projects, tests and student
Particular efforts have been made to establish a continuum in the
educational development of the students vis a vis the alignment
of all three School units insofar as didactic methodology,
disciplinary policies, and the organization of joint school events.
Our aim is the moulding of a “shared pedagogical philosophy.”
With the establishment of unified academic departments in the
Middle and High Schools and counterparts in the Elementary (with
coordinators in the three basics subjects:
Mathematics, Language Arts and Sciences), Psychico College
strives for the most efficient collaboration between its School
units and the assuredness of uniform academic and pedagogical
policies that will, by extension, result in the students’ smooth
transition from one grade level to the next and from one School unit
to the other.
The School’s Administrators have formulated a thorough yearly evaluation
tool for each educator.
Having first taken into account teachers’ suggestions which were
voiced during Faculty and Department Meetings, the Directions of
Psychico College and Athens College
jointly composed a “Teacher Evaluation Form.”
College is currently
undertaking a School self-evaluation, assessing the programs in all
its School units, for the purpose of reformulating and improving the
Great emphasis is given to the teaching of English through an enriched
syllabus in all School units and across all levels.
Special courses in the Middle and High Schools (such as
“Research Skills”, “Information Literacy” and “Academic Writing
Skills Seminar”) help students develop research, thinking and
Additionally, courses in other disciplines, such as Geography and
Psychology, are also taught in the English language.
Having acquired the appropriate terminology and learned the
general principles in English, students are better prepared to
pursue future and more advanced studies in these subjects.
The Computer literacy program, too, is continuously being upgraded as a
result of the increased use of new technologies in teaching.
Computers are utilized for research purposes in a wide range
of subjects and are used as a teaching tool across many disciplines.
The Computer program syllabus was designed and is implemented
in our School by a single, unified department of teachers that
supports all three School units.
Its goal is for all students to achieve a high standard of
computer literacy so that by the end of Middle School they will be
in the position, if they so desire, to earn a certificate from Cambridge University
with whom we are associated.
Our School places immense importance on the professional development of
its faculty, particularly as it regards teaching methodology,
professional updates, the use of new technology in the classroom,
class management and leadership skills.
It, therefore, encourages on-going learning through
participation in conferences and the organization of internal educational
seminars for its faculty.
Within this framework, it promotes collaboration with other
well-established institutions in Greece and
abroad. It is noteworthy
to mention Psychico College’s collaboration with Cambridge University and the Education Department
of the University
of Patras as
well as its on-going collaboration with
School of Education. With an
eye on keeping abreast of all international developments in
education, teachers at Psychico College departmentally studied the
feasibility of applying the widely acclaimed Finnish model of
education to our programs.
In fact, as a result of our High School students’
participation in the PISA Exams administered by the Organisation for
Economic Co-operation and Development (OECD), our teachers enriched
their teaching practices with new approaches aimed at empowering
students with the knowledge and skills required for problem-solving
in everyday situations.
Further evidence of the School’s commitment to professional
development is the practice of exchange class visits between the
faculty. Teachers sit in
on colleagues’ lessons (not necessarily from the same department) as
a means of enriching their own experiences with new ideas,
techniques and teaching methods.
It is our firm belief that life-long learning by all members of our
School community gives rise to conditions that enable the School to
transform itself into a learning community.