Our Core Values

Supportive BOARDS;

  • Embrace an effective working model that listens, evaluates, administrates, and takes initiative when needed.
  • Members feel free and independent in their duties and authorities.
  • Add value to the education with their various skills, capacities, experiences, and occupational knowledge that correspond to needs.
  • Work together in order to form strong communities in harmony with students, teachers, and parents.
  • Set explicit goals in line with the mission and vision, bring different perspectives to the table, and are competent. They determine important investments, growth plans, and strategies. They contribute more of their time, do risk analyses, and stand out with their entrepreneurial qualities.
  • Do not intervene in schools’ operational affairs and leave this to the schools’ administrative units.
  • Ensure that school administrations work more productively by utilizing constant information sharing and feedback.
  • Inform school administrations of public opinion. Support school administrations in parent, school, and bureaucratic relations.
  • Give importance to employee development and education and support them.

Dedicated STAFF:

  • Commitment and sacrifice are their most prominent qualities. They are the center of education. They live with fondness and love for their work. In our tradition, just as schools are ascribed the attribute of holiness, the teaching staff working in them are also regarded as “holy individuals.”
  • Together, they take on the responsibility of the education of the student, the family, and, in a holistic view, all layers of society. Thus, the transformation of society into one of knowledge and wisdom is among their goals.
  • The school is a headquarters for them, but their areas of operation are not limited to the school. The homes of teachers, along with the homes of parents, are also places that are open to knowledge and wisdom.
  • They bear the responsibility of being trustworthy individuals, to whom the futures of children are entrusted. They are the role models who represent our beliefs, traditions, and experiences.
  • They are cautious and considerate of quick and faulty decisions, because their visions encompass the futures of their students in the years to come rather than the students’ current states.
  • They use the warm atmosphere of love and tolerance and the effective and infallible language of the conscience. Entering hearts through compassion and love, pleasant treatment, and the preference of persuasion are important principles for them.
  • They strive to discover the potentials of their students and provide whatever help is necessary for them to achieve their goals.
  • They take an approach that is appropriate for the level of logic and reality of the individuals they are addressing. Their forgiveness is due to their open-mindedness, not their capitulation of wrongdoings. They are not indifferent towards the deviances of their students, no matter what the reasons for them are, and feel deep sadness in their inner consciences.
  • Their penchants for their occupation make them enthusiastic and passionate people. They are role models with their clarity of thought, pureness of heart, sense of duty, lack of expectations, and their clean and simple lifestyles.
  • They are in close, sincere, and active cooperation with the parents and consider this to be an integral part of their work.


  • The principle of honesty is a lifestyle for them. They are in coherence with their relationships with themselves, others, institutions, and society and think, speak, and behave according to the knowledge they possess.
  • Their capacity for empathy is high. They take care to see things from the perspectives of others in their relationships and communications and are sensitive towards the feelings of people. They place importance on tolerance, rather than contradiction, in their relationships. They gravitate towards understanding the feelings of others rather than reacting to them.
  • Their moral courage is high. They choose to behave well, even if it is the harder path, they can say “No!” to wrongdoings. They live in accordance with their beliefs. When they feel the driving force of goodness and righteousness within themselves, they express it, even if it is not accepted by everyone.
  • They are amicable. They tend to solve problems through peace and tranquility. They are aware of radical views and the dangers they pose.
  • They place importance on their personal development. They are aware of the individual aspects that make them different from others and nourish the drive to develop those aspects. They strive for growth, to do the best work possible, and to produce new things.
  • They are physically, mentally, and emotionally composed and behave in a calculated manner. They can restrain their desires and appetences and are temperate in their speech, consumption, and exercise.
  • They are respectful towards familial relationships, cultural values, other sacred beliefs, and spiritual dynamics.
  • They are fair and honest in the aspects of abiding by the laws, work, and sports.
  • They are kind, compassionate, and amiable. They believe that it is more rewarding to be polite and thoughtful, rather than rude, in relationships. They approach individuals who are less powerful than themselves with more caution. They take care to make new friendships and maintain the friendships they already have.
  • They are at peace with themselves and place importance on; not alienating themselves in their own worlds, accepting everyone as peers, dialogue, and on being tolerant.

The desired SCHOOL CAMPUS:

  • The school is also a sanctuary and shares the sanctity of a sanctuary. In the future, if not today, it is an endearing receptacle of learning and knowledge, with the warmth of a home environment, that resolves, alleviates, and eases all social and spiritual needs of the teacher, the student, and society with its location, social facilities, architecture, and colors.
  • Schools hold a place at the center of societal living. Their buildings, facilities, and social spaces are establishments that are open and operational outside of school hours, on non-business days, and through the nights, 24/7, for all segments of society. Their glory is measured by the good people they develop and their service to society.
  • School Campuses also contain family homes for teachers and recreational areas for students within them, in order to lay the groundwork for educators to work more effectively.

Cooperating FAMILIES:

  • Families are volunteer guides who prepare children for life, the relationships of whom continue with the school after the graduations of their children.
  • They are aware that child education requires a societal sensitivity and endeavor to create an environment that encompasses all of life.
  • They are aware that the most prominent causes for the lack of success and behavioral defects seen in students are domestic problems and unrest. Therefore, they are cautious and considerate towards fostering intrafamilial communication and tranquility in order to support the positive behaviors that will be instilled in the child.
  • They contribute to the children’s academic successes and lack of disciplinary problems by way of communicating with the school. The trust in the school and the academic achievements of children, who see their families in cooperation with the school, increases. The relationship between the child and the teacher is as successful as the relationship between the family and the teacher is healthy.