Teachers are partners, guides and nurturers.

As teachers, we are partners and guides in the children's learning process. Our goal is to listen, observe, question, and provide opportunities to further the exploration of children's interests. Investigations, explorations, and projects emerge from the interests and wonderings of the children.

Children are capable of constructing their own learning.

Curriculum emerges and is developed by observing what students wonder about and show interest in during their play.

Children are collaborators and learn their place in the world through social interactions.

We foster social collaboration, encouraging children to work in groups and develop knowledge by communicating with their peers.

Children are natural communicators and are encouraged to express themselves.

We support the many ways children can express, discover and learn in their play including through words, music, movement, art, building, science and more.

The children's environment is an important third teacher.

We believe children learn best in inviting, creative, nurturing indoor and outdoor spaces. The classroom environment acts as a vital partner along side parents & teachers.

Documentation is a valuable communication tool.

We document the children's learning by building a portfolio of their projects, drawings, photos, quotes and teacher reflections. These portfolios are easily accessible for the children and parents to look at in the classroom. Documentation allows us to share with parents what their children are learning, it gives us, as teachers, the opportunity to evaluate & assess our owr work & collaborate with our teaching team, and it demonstrates to children that their work is valued and important.

Parents are partners in education.

Parents are their child's primary teacher and it is important for us to welcome and build a strong partnership with parents in order to create a successful learning community for children.