| Guiding Principles of our Fundamental Values and Beliefs |
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Our Vision Our Mission
The Four Pillars
1. Educational Program 1.1.1. The Montessori approach to learning is the educational framework for our educational program. 1.1.3. Gibbons Park Montessori is designed to prepare students both for further education and for life 1.1.4. Our school teaches children to be at home in the world of nature and to live in an earth friendly manner 1.1.5. Gibbons Park Montessori is a family-friendly school 1.1.6. We are committed to character and values 1.1.7. We are committed to diversity. 1.1.8. Gibbons Park Montessori is a close-knit community of students, educators, parents, and friends of the school
1.2. The Montessori approach to learning is the educational framework of our educational program. 1.2.1. We use the Montessori approach, along with compatible curriculum and 1.2.2. The nature of the child and the learning process 1.2.2.1. We affirm that education begins at birth and continues throughout life. While our emphasis is on our children, we are a center of support for all of us to continue learning and developing toward becoming whole, balanced, and healthy individuals. 1.2.2.2. We believe that intelligence is not rare among human beings, nor is it fixed at birth. 1.2.2.3. We believe that the vast majority of people have the intelligence and natural ability required to learn everything they need to lead full, happy, and productive lives. 1.2.2.4. We believe that wisdom can be cultivated. 1.2.2.5. We believe that true wisdom is the ability to listen to your heart and know how best to put your intelligence to work for you. In order to achieve this goal, self-esteem, human dignity, and emotional well being, as well as the ability to communicate and cooperate effectively with others, must be valued at least as highly as academic and material success. 1.2.3. We approach learning, seeking to understand each person's uniqueness and guide her individually and at her own pace, through the range of learning skills so she fully realizes her potential. 1.2.4. We celebrate the natural diversity of human beings, be it in learning style, interests, or definition of what makes a happy and successful life. 1.2.5. We affirm the ideal of the renaissance person. Our ultimate goal is to produce renaissance men and women who have not only learned how to learn, but also have an innate love of learning, a wide range of interests, and an openness to new ideas and possibilities. 1.2.6. We nurture Self-esteem: We affirm that self-esteem is the crucial ingredient for the full expression of a person's potential. We strive to base every interaction between community members, from how we discipline to respecting personal learning styles and stages of development, on this principle. This is the very fabric of our community and our educational methods. 1.2.7. We encourage students to not be afraid of failure: We consciously encourage our students to not be afraid of taking risks, but rather to learn from their experience –both success and failure as non-threatening feedback on their progress and personal growth 1.2.8. We nurture intellectual, emotional, spiritual and physical growth: The 1.2.8.1. Intellectual: The intellect is an important tool in the shaping of our world. Through the development of our thinking abilities we refine our emotional responses, we clarify our picture of the universe, and we develop the discipline to maintain vibrant health. 1.2.8.2. Emotional: Our emotions are complex and powerful and it is very important that we learn to feel them fully and without fear, identify them correctly (in ourselves and others), respect them, and accept them. It is equally important, however, that we learn to harness their power and not let them control our lives unchecked. 1.2.8.3. Physical: We seek to help our students discover, understand and adopt the lifestyle habits most appropriate and beneficial for our bodies and minds. Among these are fresh air, pure water, exercise, sunlight, and proper diet. 1.2.8.4. Spiritual: While we feel it is each person's task to develop his or her own understanding of the nature of the universe and the individual's place in it, we proceed on the premise that our world is a beautiful, positive, loving place, a setting that provides the potential for each person to lead a full, free, joyful, and healthy life. While we do not teach religion, nor advocate any particular belief system, we encourage students to explore questions raised by religious teachers and develop the spiritual side of their lives (the ability to find peace within and hear the small still inner voice that we all possess). 1.2.9. Developmental Approach to Education: Our educational approach is centered around the stages of human development. 1.2.9.1. Developmental stages: Our faculty is actively involved in a continuous study of human development. This study includes keeping abreast of current theories on development, regular student observation, and a constant evaluation of the curriculum to ensure that it is appropriate for the developmental stages of our students. 1.2.9.2. Individualization: We strive for individualized pacing and adaptation of the classroom program (when possible) to meet varied styles of learning. 1.2.9.3. Flexibility Our educational program is designed for flexibility in its 1.2.9.4. Academic expectations in an individualized approach: In designing this individualized program we follow an established curricular framework that includes the school's expectations for basic academic achievement at each level of the school, leading toward graduation and guidance toward appropriate placement for each child in the next level of his or her education. 1.2.10. Active learning: We promote active rather than passive learning by: 1.2.10.1. encouraging spontaneous activity in education by encouraging students to pursue studies in all areas of their personal interests; 1.2.10.2. using hands-on, "experiential" learning whenever possible rather than lecture and drill, whether through concrete manipulative learning materials, experimental discovery, seminar discussions, independent library research, field investigation, or computer simulations; and 1.2.10.3. bringing the student to a sense of accomplishment, closure and recognition of having reached a pre-established goal for learning. 1.2.11. The Passage to Abstraction: To facilitate this process, we consistently work from a very concrete level of experience to the abstract. To aid students in learning, we begin by giving them the "big picture" (a sense of gestalt), and work from this toward an increasing level of detail. This concept has created a spiraling curriculum in which skills and concepts are presented and reintroduced at increasing levels of complexity and abstraction over the years. 1.2.12. External structure: As necessary we provide community members with sufficient external structure and support in a committed effort to ensure that their developmental needs are met. We do this in a manner that reflects our expectations and philosophy. 1.2.12.1. We interpret the general principle of Montessori education, "follow the child" to refer to the importance of allowing people to pursue areas of spontaneous interest whenever possible. However if a child needs more direction at certain times or is not internally motivated in a given area, we feel it is our responsibility to acknowledge the personal preference but to still require that the necessary work be completed. 1.2.13. Freedom within order: We strive for a balance between freedom, order and responsibility. 1.2.14. Diverse Learning Styles: We seek to provide an open environment to share our values in a truly diverse community. 1.2.15. Our primary focus will always be the well being and best interests of our students. 1.2.16. We nurture curiosity, creativity, and imagination: 1.2.16.1. As educators we consciously work to encourage people to think creatively in their writing, problem solving and research. 1.2.16.2. Our program places great emphasis on the Fine Arts, both in the classroom environment and through the contributions of any specialists in the visual and performing arts. 1.2.16.3. As is appropriate for each age group, we encourage students to become aware of the major social, political, economic, environmental and ethical issues of our day, and, having carefully considered all sides, to take a responsible stand for themselves and to explore ways of making a positive personal contribution to society. 1.2.16.4. We are constantly modeling and encouraging communication between all members of our community. We would like all community members to be versed in skills of active listening, negotiation, fair fighting (verbally), empathy for another person's position, and the ability to stand up for oneself and say no without guilt if someone is encroaching on their rights. 1.3. We are an international school 1.3.1. We embrace a global perspective as a philosophy for building a diverse 1.3.2. We recognize that contemporary society must embrace pluralist beliefs to meet the challenges and opportunities presented by an ever-growing world population that is integrating well beyond traditionally established cultural borders. We celebrate diversity in our community and acknowledge the unique contributions of all individuals, who enrich and inspire our personal growth. 1.3.3. We seek to develop a global perspective and international understanding, weaving international education through our curriculum at every age level: 1.3.3.1. through the study of modern foreign languages 1.3.3.2. through the study of physical, cultural, and economic geography 1.3.3.3. through correspondence and international travel (as is age appropriate) 1.3.3.4. through encouraging families to share their cultural traditions, travel 1.3.3.5. by utilizing our international families as a tremendous teaching resource 1.3.3.6. through an on-going experiential program of international cultural education 1.4. Gibbons Park Montessori prepares students for Further education 1.4.1. We want our students to be well equipped in the basic academic disciplines, to fulfill their creative potential, and to gain satisfaction in their physical, emotional, social, and intellectual development. 1.4.2. Academic standards: In all cases we set our expectations high, not asking individuals to do more than that of which they are capable, but consistently stressing at all levels the importance of careful work and pride in accomplishment. The reward is not in a quantity of work achieved but the satisfaction of work done well for its own sake. We carefully build a supportive environment for the unhurried mind to move steadily toward the pursuit of excellence. 1.4.3. Competition: We believe that it is neither necessary nor appropriate to inspire unrestrained academic pressure and scholastic competition among students. We cultivate the ability to accept success with grace, and failure or loss with dignity, and resolve to build on the experience. We ensure the right to choose whether or not to participate in competitive activities, and we stress the principles of good sportsmanship. 1.4.4. Success: We design our educational program to maximize each person's academic and personal success. We strive to encourage people to build on their strengths and personal learning styles and learn from their mistakes. 1.4.4.1. Academic success: We encourage skills that support independent and successful learning, critical thinking, cooperative projects, reflective reading, problem solving, library research, use of technology, techniques for effective study, test-taking strategies, and techniques for focusing attention. 1.4.4.2. Personal success: We consider it equally important that our community members be successful human beings who can establish healthy relationships and achieve happiness in their personal lives. We teach our students to pay attention to and respect feelings, both their own and those of others. We help them to learn to solve conflicts effectively and fairly, and to express their feelings in a healthy manner. Group dynamics and communication skills are also stressed. 1.4.4.3. Physical Education, Health, Yoga and Athletics: We want our students to understand, appreciate, and adopt a healthy lifestyle that includes exercise, proper diet, intelligent choices regarding personal health, and stress reduction. 1.4.4.4.4. Peace Education: Human relations and conflict resolution skills, nonviolence, leadership training and cooperative teamwork skills, and communication skills are all important elements in nurturing our students. Peace Education will be as vital an element of our curriculum as mathematics and science. 1.4.4.4.5. Creative thinking and problem solving skills 1.5. Gibbons Park Montessori prepares students for life 1.5.1. We teach universal values 1.5.1.1. Empowerment: We make a concerted effort to empower people at our school, helping them to learn how to make responsible choices for themselves, to recognize that they are assuming increasing control over their lives as they mature, and to discover how to make a difference in the world around them by positive efforts and contributions to others. 1.5.1.2. Our goals for students are for them to be open-minded and compassionate, to gain a sense of themselves and others, and to understand and appreciate the diversity of the human spirit. 1.5.1.3. To facilitate the development of independence and a sense of engagement with the community we strongly encourage participation in day-to-day classroom management, care of the environment and decision making. We seek to help each student to feel a commitment both to the local and the global community of humankind. We want each student to understand that the good of the individual and that of the community are interdependent. 1.5.1.4. We want students to love learning and to value knowledge, creativity, and humor. Finally, we hope they will be responsible, critical, and caring members of a pluralistic society and recognize that they have the power and resources to effect change as well as the self-esteem and confidence to pursue their goals. 1.5.1.5. We respect the fundamental human needs, rights, and dignity of each person, no matter how young, as a full and independent person who is engaged in the ongoing process of development. During this process, while honouring the right to self determination, we model and encourage certain values: kindness, honesty, warmth and openness, respect for each person's uniqueness, tolerance, cooperation, good sportsmanship, and nonviolence. 1.5.1.6. Celebration of Diversity As educators, parents and citizens of the world with the mutual goal of world peace, we consider it our responsibility to model and encourage acceptance and celebration of cultural, racial, religious beliefs, appearance, socio-economic position, and other differences among people , both to our children and to each other. 1.5.2. Discipline 1.5.2.1. Ultimately we wish for every community member to be willing to accept full responsibility for their behavior, their attitudes, their experiences, and in short for their lives. The enormous reward that comes with accepting this responsibility is the freedom to choose and create the type of person they wish to be, and the life they wish to lead. 1.5.2.2. In keeping with the true meaning of the word discipline, which is to teach, we prefer to model and encourage appropriate, kind, and considerate ways to behave in various situations. 1.5.2.3. School should be safe. We endeavor to provide a school environment that will promote and protect the physical and emotional well being of our students and staff. 1.5.2.4. Rather than focus on rules and the consequences for students of breaking them, we prefer to proactively teach students appropriate, kind, and considerate ways to behave in given situations. We use positive reinforcement whenever possible to praise their progress, acknowledge their contributions, and strengthen character. As necessary, we cue and remind students of appropriate behaviors before they forget, and, when behavior is inappropriate and a gentle reminder isn’t enough, we intervene and respectfully, but firmly, stop the behavior. 1.5.2.5. We will never permit the use of corporal punishment. 1.5.2.6. We encourage and model ways to negotiate in conflict situations so that whenever possible everyone can win and at the very least everyone feels heard and that her feelings and needs are respected. 1.5.2.7. As necessary we cue and remind people of appropriate behaviors before they forget. 1.5.2.8. When behavior is inappropriate and a gentle reminder isn't enough, we intervene and respectfully but firmly stop the behavior. 1.5.2.10 Our ultimate goal is to encourage self- discipline and self-motivation as the reasons for behaviour rather than fear or motivation from without. 1.5.2.11 We do not label a child as "bad," but instead try to recognize the mistaken goals of the misbehaviour that usually involve an attempt at searching for a place in the family or community, even if it is an undesirable place. We then look to find appropriate ways to encourage the individual. 1.5.2.12 While we are normally successful with a very wide range of students, we can never be right for every child. One of our greatest challenges is to be objective, compassionate, yet realistic in considering the needs of each child as a unique individual. When we fail despite our best efforts to work with the child to help him/her meet appropriate behavioural expectations within the school’s fundamental ground rules, we sadly and reluctantly counsel the family to seek out another school setting in which the child can experience success. 1.6 Community Service 1.6.2 We seek to show and teach our students that the freedom and education they receive here come with the responsibility to help others both in the community, and those less fortunate but no less deserving. To show them that the responsibility to change our world for the better lies with all of us, and that service needs to be an accepted part of everyone's life if we are to achieve this goal. Opportunities to perform community service in the community at large include: a year long food drive with the elementary children delivering food weekly to the food bank, the adoption of needy families by the classes at holiday time, sharing of clothes and toys with underprivileged children, and opportunities to volunteer at nursing homes, soup kitchens and hospital nurseries. 1.7 Practical Life Skills 1.7.1. Eye-hand coordination and the use of simple tools. 1.7.2. Grace and courtesy: appropriate ways to handle situations kindly. 1.7.3. Practical economics: the value and use of money, including how to earn and manage spending money. 1.7.4. Technology: the safe use of technology, such as more complex tools, telephones, computers, classroom audio-visual equipment, and household appliances. 1.7.4.1. Computers: We use the computer as a fundamental tool for learning, not only as an element of contemporary practical life, but also as an aid in the development of logical planning and problem solving. 1.7.5. Transportation: As appropriate at each age level in our school, the safe use of alternate means of transportation other than a parent's car, such as hiking and bicycling, public transportation, and (if we ever extend to the secondary level) driver's education. 1.7.6. Communication: the appropriate use of the technology of personal and mass communication, from writing letters to using the telephone, using the word processor, preparing the newsletter, speaking before an audience and designing audiovisual presentations. 1.7.7. Care of ones Environment: how to clean and set tables, do dishes, cook, sew, iron, infant and child care and laundry. 1.7.8. Health and Safety: the development of sound habits of safety, nutrition and hygiene, along with the acquisition of first-aid skills and as developmentally appropriate, CPR. 1.8. The world of nature 1.8.1 Strengthening our connection with nature and the environment is an integral part of Gibbons Park Montessori School. 1.8.2. We seek to instill in our students, parents, and staff not only a reverence for the earth, its waters, and all living things, but also a sense of stewardship for the environment based on a conviction of our individual responsibility for the beauty of the land and the health of our ecosystems. 1.8.3. We believe that being at home in the world of nature is basic to being a whole and healthy human being. 1.8.4. We consciously work to foster in each person a strong sense of belonging to the web of life. We accomplish this goal through: 1.8.4.1 Programs in outdoor education, and field biology at every age level in the school, using the natural setting of our campus and the wide variety of natural resources around us as a classroom out of doors. 1.8.4.2 Programs in gardening and small animal care 1.8.5 We stress composting in every classroom, recycling and environmentally friendly packaging for lunches and all foods and products used in our community. 1.9 Peace Education: 1.9.2 We will encourage all members of the school family to model and live a kind and peaceful life as demonstrated by our actions and words. 1.9.3 We will use cultural studies and lessons to bring the global community into our classrooms and give our students a sense of empathy and desire to aid others in the world. 1.9.4 We will give our students the tools to make kind and ethical choices and the understanding that they do indeed have a choice. 2.1. We are committed to being a family-friendly school 2.1.1. In establishing policies and procedures, we attempt to remain sensitive to the needs, desires, and factors that might add unnecessary stress and pressures onto our families. 2.1.2. Also, in establishing policies and procedures, along with setting the calendar of school events, we will attempt to avoid conflicting with the religious traditions and holy days of our families. We recognize that this at times may be virtually impossible considering our diversity, but at the very least every effort will be made to create a balanced and respectful approach to this issue. 2.1.3. From time to time, we will survey our families or hold special community meetings to explore how the school could be more family friendly. 2.2 Faculty 2.2.1 We will work together to build a positive staff community with monthly meetings during which we will share ideas and support each other. 2.2.2 We will develop a support network for staff so that they can discuss any issues in order to ensure that they are leaving their personal issues at the door. 2..3 We carefully identify the duties and responsibilities of each position in the school. 2.4 We carefully identify the skills and knowledge, experience, educational philosophy, core values, and interpersonal skills needed to be successful in each position at our school. 2.5 We take great care in our hiring process to find new members of our faculty and staff who bring the right mix of skills, knowledge, experience, values, and personality to succeed at our school. 2.6 We will clearly communicate to all members of the faculty and staff our expectations, personnel policies, and benefits and professional development opportunities that may be applicable to their positions. 2.7 In evaluating the school’s programs and performance of each member of the faculty we will be as objective and positive as possible, encouraging individual initiative, self evaluation, and continuous professional growth. 2.8 We consciously follow fair and equal employment practices in hiring, assigning, promoting, and compensating both teaching and non-teaching staff members. We endeavor to employ persons solely on the basis of the factors necessary in the performance of the job and the operation of our school without discrimination on the basis of religious affiliation, race, national origin, gender, and any other factor on which discrimination is prohibited by the laws of the jurisdiction within which our school is located. 2.9 No official of our school will seek to induce a teacher who is under contract at another school to break that contract. [There is nothing deemed improper if a member of the teaching or administrative staff of one school independently approaches another school about possible employment.] 2.8.1 Our school will not offer employment to a member of the faculty or staff of another school without communicating with the Head of the school at which he or she is presently employed or committed for the upcoming school year to request a frank evaluation of a candidate’s qualifications. This information will be considered absolutely confidential. 2.8.2 Our school will take all reasonable and lawful precautions to maintain the confidentiality of records and information concerning teachers and other staff members who are applying for employment at another school, in accordance with the rights of the individual. 2.8.3 Any materials brought to School by a member of our faculty and staff, purchased with his or her own funds, shall remain his or her property. 2.8.4 It is mutually understood that any teacher-made educational materials produced by a member of the faculty and staff during the term of this Agreement using school materials and supplies shall be considered the property of the school. However, faculty and staff members may use school materials to make a duplicate set of these materials for his or her own professional library. 2.8.5 Should a faculty member develop any new curricula, teaching techniques, teaching aids, or any other educational materials during the course of his or her employment with the School, he or she grants to the School a perpetual license to utilize said materials or ideas in its educational programs with both children and teacher training. 2.8.6 Any teaching aids, materials, or curricula developed by the School, as well as any mailing lists of the School’s students and families, represent the proprietary property of the School. No member of the faculty will be authorized to sell, transfer, assign, or disseminate said materials to a third person or a competitor of the School without first obtaining the Owner's written approval. 3. Facilities 3.1 We will deliberately seek to create a campus of timeless beauty that communicates to our students that the buildings and grounds are expressions of our love and commitment to their education and success. 3.2 Whatever the size of our enrollment, or the age levels encompassed in our programs, our buildings and grounds will support the implementation of our educational program and institutional mission as ideally as possible. 3.3 Buildings will not be constructed for the sake of having space. Each will be carefully considered in terms of need, ideal space and configuration, and integration into the pattern language developed for our master plan. 3.4 As a Montessori school, a very high priority for us will be to have a campus large enough to include areas set aside for natural habitat, as well as areas set aside for extensive programs in horticultural education. 3.5 The school will do everything in its power to keep the buildings and grounds free from toxic substances and environmental irritants. Only Pesticides and cleaning products that are non-toxic, environmentally friendly and which do not induce allergic reactions in students or staff members will be used. 3.6 The school will consciously follow safety procedures designed to protect students and staff: 3.6.1 All power tools, fuels, paint removers, and other hazardous substances will be kept under lock and key 3.6.2 No lawnmowers or other potentially hazardous machinery will be used anywhere in the vicinity where children are present. 4 Finances 4.1 Our school honors its financial commitments to parents, staff, vendors, and others. 4.2 We will operate on a balanced budget. 4.3 Tuition will be set on the basis of what it costs to do the job right. 4.4 We are committed to making this experience truly inclusive by pursuing funding sources and endowments to offer scholarships for families who are unable to fund their child's education themselves. We will set aside a portion of our tuition income every year to support the school’s financial aid program. 4.6 We will endeavor to operate without depending on income from continuous fund raising projects. We will have no more than two fundraisers per year. 4.7 We expect all of our families, as members of our community, to honor their financial obligations to the school in a timely and responsible manner 5 Recruitment and admissions 5.1 Admissions Our primary goal in the recruitment and admissions process is to help each family determine whether our school is the perfect match with their values and goals, and the school setting that will work best for their individual child. 5.1.1 When we admit a new student, we are not simply bringing him or her into the school community. We are bringing the child, his parents, siblings, and extended family into the mix. 5.1.2 In making admissions decisions, we will weigh many factors, placing the greatest emphasis on whether the parents are deeply committed to sending their children to our school, hopefully for the long run and hopefully for the right reasons, and whether their values and goals for their children’s education are a close match with those of our school. 5.1.3 In making admissions decisions, we will normally give strong preference to families who we believe are committed to keeping their children in the school through the elementary years. 5.1.4 A Montessori student can never be replaced. Our secondary goal in the process of admissions and recruitment is to find families for who the school will be a perfect match. We are seeking families who share common values and goals with the school, and who, after careful consideration and exploration, have concluded that our school is something that they want very much for their children, for the right reasons. 5.1.5 Hopefully the children who we admit in the early years will graduate from our elementary program. Ideally it will be so much a part of each family’s life that eventually the children of our graduates will attend our school as well. We want to be a family tradition. 5.1.6 In the admissions process, we consciously treat parents with respect as partners in exploring whether or not we would be the perfect match for their child. 5.1.7 We will not try to convince prospective parents that our school is right for them and for their child. Instead we will tell the truth, help them to grasp the true nature of the school and what it has to offer, and allow them to weigh all the factors out as they consider whether our school is indeed the right match for them and their child. 5.1.8 We will welcome prospective parents with open arms and make it as easy as we can for them to learn what our school is really all about: 5.1.8.1 We will hold open houses at least once a semester and gladly schedule individual tours after school hours if for some reason the normal open house time is inconvenient. 5.1.8.2 We will normally make a list of the names and home phone numbers of 5.1.8.3 We will arrange frequent and convenient times when prospective parents can observe in our classrooms. 5.1.8.4 We will spend as much time with prospective parents as possible in order to answer their questions, address their concerns, and assist them in determining whether it feels to them as if our school would be a good match for their child. 5.1.8.5 We will consider applications for admission on a case by case open admission basis. We will do our best once an application has been received to arrange for the student’s visits and evaluations, gather all of the information needed to evaluate the application, and schedule all meetings and interviews in the most timely manner possible. We will endeavor to make and communicate all admissions decisions to the families as quickly as possible. 5.2 Non-discrimination Our school does not discriminate in matters of admission on the basis of race, religion, or ethnic background. We consciously teach children to celebrate the rich cultural diversity of the global community. We regard a mix of backgrounds and abilities as a positive and important element in our community. 5.3 Truth in Advertising As a member of the International Montessori Council, we pledge to represent our school truthfully and accurately to the general public and internally to our parent community. 5.4 Negative Public Relations We further pledge ourselves to respect the diversity of the community of Montessori schools. We will not engage in negative public relations nor make any negative statements about another Montessori school. 5.5 We will promptly consult with parents should it ever become clear that a student is not benefiting from the school’s program, or if the school is not the best program to meet his/her needs. 5.6 Our school recognizes each family’s right to visit and consider other schools and to hold preliminary discussions regarding admission without feeling compelled to notify the school, which their children presently attend. 5.7 While we welcome inquiries and interest in our school, we will never knowingly attempt to enroll a student who is presently enrolled in or committed to attend another Montessori program. 5.8 Before filing an application for admission, we ask that families advise their children’s present schools and authorize in writing the release to us of their children’s academic records and student recommendations upon our request. 6 Building Community 6.1 We are a close-knit community of students, educators, parents, and friends of the school 6.2 Community is the invisible web that structures our pluralist beliefs. Culturally, historically and individually, our communities represent the best of our shared experiences. Our School presents an opportunity to expand the web of inclusion in our local community. 6.3 We recognize that a Montessori school is more than a place of learning; it is a community of children and adults that have a significant impact on our students’ capacity to learn, grow, create, develop, assimilate values, and relate peacefully and respectfully to other people and to the natural world. 6.4 We treat all students, families, teachers, and staff members with kindness, warmth, and respect. 6.5 We consciously work to build a constructive partnership between the family and school in support of each child’s educational development. 6.6 Within reasonable guidelines established to ensure the integrity of our educational program and the privacy of other students’ records, parents are welcome to visit the school to observe their child in class or to review his/her academic progress. 6.7 We believe that every member of our community has a fundamental right to be treated with respect, regardless of age. 6.8 We place a primary emphasis on building relationships with families as early as possible in order to help parents recognize the uniqueness of their child. We also work together to enhance the parents' ability to parent. 6.9 We will have parent education classes developed by the administration and teachers. 6.10 We believe in the principle that those matters which affect individual community members directly impact all others in our community, We consider input from all of our community members in our decision making processes in order to take into account the needs of our total community. We are committed to the creation of programs that stress personal development for all members of the community. 6.11 Parenting Center: We encourage parents to participate in programs that can help them to refine their parenting strategies, to facilitate the development of independence, responsibility, self-confidence and self- respect in their sons and daughters and in themselves. We recognize parenting as an extremely difficult, rewarding and valuable job for which we have had little preparation and for which in the modern world we get little support. We are committed to find ways to provide that support for families from birth through adulthood by the creation of a parenting center to include parenting classes and ongoing support groups, a parenting library, and car pooling. 6.12 The Ambassador Parent Program: We understand the special needs of new participants in the community and the necessity of a program to match new families with ones experienced in the community to provide support and information. 6.13 Support for Community Businesses: We will encourage and facilitate methods for members of our community to access the services of other community members. 6.14 Adult Development Programs: We encourage the establishment a program of adult classes and seminars on a variety of topics guided by community interest, in keeping with our commitment to a lifelong process of learning and personal growth. 6.15 Commitment to the Community: We expect all members of our community, students, parents, teachers and support staff to be committed, contributing members of the community, and to show support for the rules, regulations and principles established by the community, and we are prepared to support them in this effort as in some cases it may involve a paradigm shift. 6.16 Class and Community Meetings: We believe in holding monthly class and 6.17 We believe in the importance of partnerships with outside Montessori communities and organizations. We will encourage our teachers to visit and share ideas with others from different schools and organizations in order to facilitate a relationship. We will welcome others from outside schools to visit our school and share observations. 6.18 We recognize the importance of working with other Montessorians and we will welcome outside Montessorians to be a part of our professional development activities (where appropriate) in the interest of creating professional and personal respect and bonds. 7 Administration 7.1 Our administration is focused on providing educational leadership, more than business administration. 7.2 The primary role of the Adminstrators of our school is to articulate the core values and vision, provide academic leadership, take leadership in the admissions and recruitment process, build community and reduce attrition among students and families, recruit and coach faculty members and staff, oversee the financial health of the school, serve as the school’s primary spokesman to the larger community, and lead the process of internal 7.3 The Administrators will ensure that excellence and consistency with our values and vision permeate the school seamlessly from class to class, from level to level, and from one year to the next. 7.4 Naturally the Administrators will support their faculty and attempt to provide similar support and counsel to the school’s families. However, the ultimate factor on which difficult decisions must be balanced is what is best for each individual child and what is consistent with the core values of the school. 7.5 When conflicts arise within the school, whether they involve parents, staff members, students, or administrators, every attempt will be made to find the best and highest resolution of the issues under dispute that is most consistent with the school’s fundamental values and is most oriented to a win-win model. 7.6 The administration of the school will ensure a smooth and timely flow of 7.7 The administration will follow a collegial model in working with faculty members and staff, inviting their input and participation whenever appropriate in important questions facing the school. 8 Governance 8.1 The Administration shall consider the overall best interests of the school over their own interests or over the interests of any constituent group within the school community. 8.1.1 The Administrators will establish and from time to time reexamine, and if necessary refine, the institutional identity, mission, and core values and beliefs about education that define the nature of the school. 8.1.2 The mission, institutional identity, and core values and beliefs will be set down in writing in a working document called the "Blueprint." 8.1.3 Before making any decision to change any program or procedure the Administration will first consult the Blueprint to identify the underlying values and beliefs that would support whatever decision is made on the issue. 8.1.4 If the Blueprint does not address the issue, or if the Adminstration concludes that the Blueprint needs to be amended to more completely address the school’s underlying values and beliefs, it will amend the Blueprint before deciding on the change. 9 Fundraising 9.1 Every gift given to our school will be a gift of love, generously offered in support of our work 9.2 We will not nickel and dime our families to death with petty fundraisers. We will limit fundraising activities to major programs, such as the Annual Holiday Silent Auction and Spring Benefit. 9.3 While donations of funds, tangible goods, services, or real property are deeply appreciated, the school can never accept any gift that would require it to violate any of its core beliefs outlined in this document. 9.3.1 While individuals wishing to donate funds to the school are welcome to designate the use to which they may be used, it is up the Administrators to establish policy about who will decide on behalf of the school if they can be accepted in light of the conditions established. 9.3.2 Only the Administrators can accept a gift of real property or tangible goods on behalf of the school that would potentially require the expenditure of funds to repair or maintain. 9.4 The Administrators will lead and promote the school’s fundraising efforts. 10 Supporting Activities 10.1 Gibbons Park Montessori will provide quality before and afterschool programs with a carefully planned program of activities and themes each month. 10.2 Hot lunch can be purchased and proceeds will go towards the school enhancement and expansion fund. 11 Supporting Programs 11.1 Gibbons Park Montessori school offers a summer camp program which is run by fully qualified staff members of the school. No untrained or “seasonal” employees will be hired under normal circumstances. 11.2 Summer programs will consist of carefully planned programs which will inspire and excite children and will remain true to our core beliefs and values. |
