Philip Simmons Middle School is helping all students develop the World Class Skills of the Profile of the South Carolina Graduate by providing a safe and caring learning environment and an exceptional middle school education, while fostering academic excellence. Our school’s vision is to create a future we dare to imagine and make a positive difference.
PSM is proud to be one of the district’s first STEAM (Science, Technology, Engineering, Arts, and Math) schools. Through our STEAM approach, Philip Simmons Middle School fosters an atmosphere of critical thinking, communication, collaboration, and creativity to achieve exceptional student outcomes. Our trans-disciplinary STEAM instructional approach is built around relevant, real-world problems with many solutions. Students construct knowledge while creating problem-solving objects/products. Design thinking is embraced and students learn through mistakes, viewing failure as an opportunity for growth and/or redesign. We cultivate a positive learning environment by demonstrating Iron Horse PRIDE—a framework for high expectations and rigor in all academic and social areas of our school and greater community.
During the 2021-2022 school year, teachers continued to work collaboratively in professional learning communities to implement instructional units and develop professionally with a focus on student achievement and engagement. Our organizational structure for learning and support provided a highly successful structure for faculty engagement and buy-in and will continue to be implemented. Through Professional Learning Communities, our teachers and administrators work together in four focus areas that we believe are critical to success: individual student planning, data analysis, curriculum alignment, and STEAM planning. Through engaging conversations and collaborative work, all teachers share a voice in a trans-disciplinary learning approach. Support for teacher and staff advancement is provided through district staff development times as well as embedded professional development during the school day. Through the ongoing support of our school community and dedicated work of our students and staff, Philip Simmons Middle demonstrated the ability to thrive.
Academic honors included having four Junior Scholars. Students in grade 8 earned high school credits in up to four subjects: Algebra I, Art I, Computer Science, English I, and Theatre I. Due to on-going Covid-19 issues, our school clubs and teams were unable to meet and compete in as many events as we have in past school years. Our students were, however, able to demonstrate their STEAM skills through participation in Bottle Rockets and Robotics clubs. An additional academic extension that further engaged and challenged students during the 2021-2022 school year was the Philip Simmons Middle School Student Government Association.
Fine Arts included visual arts, drama, and band for all grade levels. Five PSM students earned placements in All-County Band as a result of their hard work and commitment to their talent. Outside of their academic successes, PSM students demonstrated a commitment to community service. Student Government group provided community service through the canned food drive and Toys For Tots campaign.
As a school community, we are extremely proud of our strong partnerships with BP, Nucor Steel, Daniel Island Community Association, Cainhoy, Huger, Wando Men's Coalition, and other local businesses, churches, and community organizations. These partnerships allow us to provide our students with access to opportunities that have been and will continue to be engaging and productive. Students also participated in Fellowship of Christian Athletes.
As we prepare for our seventh year, we will continue to forge our future and the future of others by intensifying our focus on student achievement, building stronger community relationships, strengthening existing programs and activities that support success, and creating new opportunities for our students to shine through academics, leadership, and character development.
