What Makes Our Staff Unique?
Our teachers are exceptional educators with varied backgrounds, and when combined, create an extremely dynamic team. They approach the educational process with a questioning and innovative mind as they play the role of a researcher. Teachers seek ways to enrich the child’s experience, which will allow the child’s inner wisdom to express itself. Self-discovery, learning and understanding become a natural bi-product of exploration and experimentation.

Their educational backgrounds range from some earning a State Teacher Certification to others rich with experience and specialized training in our educational approach. What they all have in common is to be gifted with the ability to touch the minds, hearts and spirit of each child. With the cornerstones of our educational commitment built on the four core values of honesty, respect, compassion and self-responsibility, these core principles are carried into the daily classroom practices as we work with the children. This positive role modeling is crucial in our teaching techniques.

Click the plus signs below to view our FOCUS and The "LOOPING CLASSROOM":

Our primary focus is to establish consistency in each classroom with one or two primary teachers that will spend approximately one year working with children in their specific age group. Our classes usually run from September to May or August, and each program will usually experience a new transition each fall with a new group of children moving up into their appropriate age group. Summers are optional as to whether a child remains in their class until fall or possibly move up to the next age group. If they had an earlier birthday and are ready for a new challenge during the summer, we can opt to move them up a little early to support their growth and development!

Our Center has adopted “The Looping Classroom” concept, which is an educational practice tested in many programs across the US. This practice allows a primary teacher to “follow” her class through successive programs for as many as four (4) years of their development. Potentially, a teacher could “follow” a child from toddler-hood all the way to Pre-K with this concept. We have had at least four teachers who have moved with their class through at least 2-3 different classes. This offers the bond created between the child and teacher to continue, creating an added sense of security and belonging to an extended family. It also gives the teacher an advantage of knowing each child very well during each change in program. Teachers are given the opportunity to exercise this concept each fall. If a teacher elects to move with her class, the other primary teacher would always remain in the classroom for the new class coming in, to provide stability for each program.

Our educators are not isolated in one classroom, but they share ideas, cross train each other and are involved in the curriculum development in the whole center. As children move through successive programs, there is a strong sense of continuity, unified goals in classroom expectations, and a comforting sense of community. Parents can be assured the goals and values for an emotionally cohesive community are carried out consistently.