Strathmore High School was opened in 1957.
In 1958 the school began to publish a newsletter soon to become known as the “Glamis Gazette”. We will hear more of this over the next few months.
At Strathmore we think it is important that students have the opportunity to learn in a physically attractive environment. Over the last decade we have received five architectural awards for the quality of buildings designed for the College. Students have access to a wide range of facilities designed to support teaching in specific curriculum areas. There is also an extensive array of spaces developed to complement our teaching program. Our facilities have been developed to reflect our commitment to providing a learning environment that fosters the success of our students.
When students enter Strathmore they are welcomed into one of our five college teams; Argyll, Burnet, Chisholm, Dunlop or Stirling. The coordinators of each team are responsible for its day to day management, organisation of activities and events, liaising with parents and fostering the personal growth of students.
Senior students continue in a team structure that recognises their growing independence and aims to support students as they face the increasing demands of VCE.
Our team structure is particularly valuable in allowing coordinators to know students as individuals. It allows us to provide both academic and social support to our students and is an important part, of effective communication between the college and families. Teams are also integral to the college’s approach to student welfare. We believe that knowing our students and their families well helps us to identify and resolve issues quickly and in the most appropriate way.
We complement our student team structure with a comprehensive student support service team who aim to provide additional support to students and parents.
There is a strong body of International research that has identified characteristics of high performing schools.Central to these findings is the role of teachers.At Strathmore we look to the best International practice to guide our work. Our aim is to establish a shared or common language describing good instruction. We recognise the centrality of evidence and the need for a research base to support the validity of proposed actions.
We value teachers and recognise the complexity of their work. Our focus is on learning and on building teacher capacity to enhance that learning. In our work we have emphasised the importance of using research based classroom strategies and encouraged the use of a common lesson format. We understand the benefits of a clearly articulated, well sequenced and appropriately assessed curriculum and the importance of feedback in the learning process.
We employ a team of Instructional Coaches to support teachers in reflecting upon their classroom practices and we facilitate teacher collaboration and collegiality through the use of professional learning communities.
师生比：1:11国际学生比例：1:8本科生数：7,274人 男女比：34:66在校学生数：1,050研究生数：11,072人
1、斯克兰顿大学（美国斯克兰顿大学，The University of Scranton）连续被《美国新闻与世界报道》为北部十佳研究生学位大学，而其所在区域是这项调查最大也是最具竞争力的区域。
2、毕业生就业率高达95%，毕业生们在毕业六个月内就找到了工作或成功深造。
3、在过去的里，《普林斯顿评论》一直将斯克兰顿大学列入美国最佳大学的行列。同时，大学还被其评选为2015年20大最佳运营大学之一。
护理,职业疗法,工商管理,电气工程,化学科学,经济学,会计学,教育,人类学,电子商务,社会学,工商管理学,国际贸易
斯坦福大学位于美国加州旧金山湾区南部的帕拉阿图市，临近世界著名高科技园区硅谷，苹果、谷歌和惠普等企业的总部就在学校不远处。
为学生们提供学士学位、硕士学位以及博士学位，专业设置广泛，开设的主要专业包括：美洲研究、人类学、亚洲语言、生物科学、化学、古典文学、交流学、比较文学、戏剧、地球科学、亚洲研究、工程、经济学、英语、历史、国际关系、数学、音乐、哲学、心理学、宗教研究、象征系统学、计算机科学、化学工程、土木工程、电气工程、机械工程学、工程物理学、环境工程、生物工程、计算机系统工程 、产品设计、城市研究、建筑设计、数学及计算机科学、航空航天、能源资源工程、管理学与工程、材料科学与工程、生物力学工程、地质工程学与水文学等等
所有的斯坦福一年级生均需留校住宿，他们亦获得未来四年的宿位保证。
当中有89%的本科生获分配校园内的宿位。
根据斯坦福房屋分配办公室提供的资料，校方为这些住宿学生提供了80种的住宿形式，包括宿舍、合作社、联排式住宅、兄弟和姊妹会等。
