Philosophy

Students undertake tasks that require perseverance, fitness, craftsmanship, imagination, self-discipline, and significant achievement. A teacher’s primary task is to help students overcome their fears and discover they can do more than they think they can.

Teaching fosters curiosity about the world by creating learning situations that provide something important to think about, time to experiment, and time to make sense of what is observed.

Learning is both a personal process of discovery and a social activity. Our school encourages both children and adults to become increasingly responsible for directing their own personal
and collective learning.

Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust. Learning groups are small, with a caring adult looking after the progress and acting as an advocate for each child.

All students need to have success if they are to build the confidence and capacity to take risks and meet increasingly difficult challenges. BUT it is also important for students to learn from their failures, to persevere when things are hard.

Individual and group development are integrated so that the value of friendship, trust, and group action is clear. Students are encouraged to compete, not against each other, but with their own personal best and with rigorous standards of excellence.

Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and respect for others. Students investigate and value their different histories and talents as well as those of other communities and cultures.

A direct and respectful relationship with the natural world refreshes the human spirit and teaches the important ideas of recurring cycles and cause and effect. Students learn to become stewards of the earth and of
future generations.

Students and teachers experience time alone to explore their own thoughts, make their own connections, and create their own ideas.

We are crew, not passengers. Students and teachers are strengthened by acts of consequential service to others. One of our primary functions is to prepare students with the attitudes and skills to learn from and be of service.

I can grapple with and overcome challenges by believing in myself. I can help others to dive in, get stuck, and push through.

I can challenge myself to explore and express new ideas. I can appreciate the unique thoughts and work of others.

I can value myself, others, and the environment through actions of listening, caring and sharing. I can build mutual trust where all voices are heard and honored.

I can be mindful, prepared and ready for learning. I can engage in all activities and take ownership of my actions.

Students are scientists, urban planners, historians, and activists, investigating community problems and collaborating with peers to develop creative solutions.

Students at all levels are pushed and supported to do more
than they think they can. Excellence is expected in the quality of their work and thinking.

Students apply their skills and knowledge to real-world issues and problems and make positive change in their communities.  They see the relevance of their learning and are motivated by understanding that learning has purpose.

Through formal structures of presentation, exhibition, critique, and data analysis, students and teachers build a shared vision of pathways to achievement.

School leaders, teachers, students, and families share rigorous expectations for quality work, achievement, and behavior.  Trust, respect, responsibility, and joy in learning permeate the school culture.