Educational Program

By nurturing a passion for learning, a sense of empathy and awareness, and a commitment to equity and integrity, we prepare our students to thrive in an increasingly complex and interconnected world.
Our goal is to provide a challenging, college preparatory program in a way that promotes deep and enduring learning, development of critical skills, knowledge, and patterns of thinking, and allows all learners to develop their passion, voice, and purpose.  We challenge the traditional status quo of education and outdated models of schooling that perpetuate inequity.  We can and must do better for our students and our future. 
Pilgrim Stats

Educational Leadership Team

List of 6 members.

  • Photo of Patricia Kong

    Patricia Kong 

    Head of School
  • Photo of Ryan Grady

    Ryan Grady 

    Director of Secondary School
  • Photo of Sheryl Cohen

    Sheryl Cohen 

    Early Education and Elementary Director
  • Photo of Nora Kiely

    Ms. Nora Kiely 

    Director of Student Services
  • Photo of Robin Lau

    Robin Lau 

    Director of Achievement and College Planning
  • Photo of Megan Holmstrom

    Megan Holmstrom 

    Director of Innovation
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Mastery-Based Learning at Pilgrim

At the core of our educational philosophy is our commitment to mastery-based learning. In our mastery-based learning system, everyone knows what students are expected to learn, has accurate information about their current understanding or skill level, and through feedback, understands how to improve.

At Pilgrim, the student is at the center of the learning, focusing on growth, continuous improvement, and mastery of essential skills.  Students engage in authentic and challenging learning experiences where they develop an understanding of themselves as learners and what they need to reach their goals.
Timely feedback on all assessments, and feedback opportunities built into the learning.

Consistent opportunities for self-assessment and reflection on the learning targets.

Frequent reporting and communication from teachers about student progress.

A clear understanding of learning targets and rubrics before the learning occurs.