In the early years of Tulsa Classical Academy, there was some confusion as to what a classical school is. We read the books, attended training, and leaned on Hillsdale for help. While we adopted the core practices of established schools, our approach initially felt like we were imitating a classical school.As we conclude the second week of our fourth year, that dynamic has fundamentally shifted. Having spent the majority of my time observing classrooms, I am pleased to report an exceptional start to the school year. Our faculty members consistently model moral and intellectual virtue, pairing a genuine love for their students with a dedication to the pursuit of truth.
Unlike contemporary public school models that heavily prioritize skills-based standards, digital tools, and political adjacent narratives, our Grammar School focuses on a content-rich curriculum. Our teachers emphasize explicit phonics, memorization, and core factual knowledge. Their lessons are anchored in classic literature that reveals enduring truths about the human condition. During recent observations, I saw this approach in action.
Mrs. Barrett’s literature discussion was masterfully paced to build natural momentum toward the story’s climax, keeping the students and me on the edge of our seats. The energy in the room rose as she escalated the plot to the story’s climax. It was wonderful.
I also observed Ms. Sabino’s 3rd grade class. They were working on choral responses in literacy. She was giving verbal cues, and the students were all responding in unison. I was impressed by her and the students. These are just a couple of examples of the great things I witnessed in the Grammar School.
When I observed the Upper School, I was equally impressed. Across every class, the teacher delivered high-quality content. Mr. Capriola, for example, is a truly gifted teacher whose enthusiasm and strong instructional practices create an engaging learning environment. His ability to break complex math concepts into clear, manageable parts makes difficult math easy for every student. Mr. Duff’s use of direct instruction works well for learning. He instructs the students when to stand, when to write, and when to recite. The students responded accordingly. It is efficient. Very little time is wasted at TCA. We make use of every minute the students are in the building.
I sat in on other classes that were reading Dostoevsky, Euclid, Tolkien, Homer, Aristotle, Hemingway, and Twain. Students were engaged in Socratic dialog. They were asking and answering deep questions about these books. The depth of these classes is impressive.
Reflecting on these observations, it is clear that Tulsa Classical Academy has moved well past the stage of imitation. We are a classical school. Our students are learning at high levels; they are familiar with the moral instruction in classical books and are learning to be good. Many wonderful things are happening at Tulsa Classical Academy.
Forming Souls for Virtue, Wisdom, and Wonder,
Dr. Kevin Jones
Assistant Head of School
Tulsa Classical Academy