Guiding Principles
Compassionate Community
It is crucial for students to re-engage with roots of service to self, to others and to their communities. It is amazing to watch children's initiative grow when they feel as if they are a crucial part of the group, when they are trusted with responsibility, and provided the opportunity to develop ownership over shared spaces. When children feel as if they are a meaningful and contributing part of the group, they develop natural inclinations towards stepping in to help and lead. This creates beautiful collective and collaborative spaces where children learn life skills that will hold meaning for their entire lives. I believe that it is important for the learning space to be a restorative and trauma-informed space for the teacher and for students. There is a balance of calm and energy that provides regulation for everyone. All voices can be shared and heard as they all matter. These authentic skills will provide a systemic positive impact in many lives, families, and communities for years to come! Utilizing these practices in the learning space lay the foundation for the next two guiding principles to happen quite naturally.
Creative Curiosity
We will provide a learning environment where children can not wait to arrive at school because they are so excited to learn, create, and play. We want children to have the opportunity to develop true curiosity about life and be provided with the ability to explore their interests in depth. We want curriculum exploration to be meaningful, interconnected, and hold depth. We do not want children to feel rushed to finish a book, project, or assignment because of inflexible curricular pacing expectations and requirements. True learning and engagement happens in the in between, the wait time, the side conversations, and in the creative processes on connected learning opportunities. Immersive learning is where the magic happens and in my experience, children bring so much magic to the learning space just by being themselves. Children need to be provided with a space where they can use their imaginations and create with little guidance. They need to be provided with opportunities to fail so that they can also learn how it feels to try again, push through the disappointing emotions, and experience success due to dedication. This allows space for children to develop the problem solving parts of their brains , self regulation techniques, and communication skills. These are skills that they will need to utilize all of their lives. When a child is given this space, it is such a beautiful thing to see how their inspiration and energy is then shared with the whole group. This is when learning comes alive!
Confident Connections
It is important for children to have the opportunity to engage in a learning environment where they can continue to identify, develop, and utilize their individual strengths. We want children to feel empowered in their understanding of their own needs and to feel confident in advocating for themselves. We want to provide the opportunity for children to gain a sense of self, identity, and security in who they are individually. We disagree with the outdated use and expectation of "norms" that are still commonly used in our public education setting. We believe that each human is uniquely themselves and that their individuality is something that should be celebrated! We will have a learning environment where one another's differences and preferences are not only respected, but also celebrated! We also want to support children in demonstrating and holding deep respect for others. It is important to discuss challenging topics that elicit a variety of emotional responses because they are opportunities for learning and connection. For example, we should have conversations about a friend who said something mean during free play, a pet that passed away, and being worried about someone who is hurt because children need to learn to talk through and process these difficult topics and emotions. These practices allow for a natural space for children to learn the power of collective concern and compassion.
Non DISCRIMINATION POLICY
North Bridge Microschool does not discriminate in its admission process, curriculum instruction, extra curricular activities, and community involvement based on:
-race, color, national and ethnic origin
-religious preferences or beliefs
-gender, gender expression, or sexual orientation
-disability/ability status
North Bridge Microschool advocates for and engages in supportive efforts for equal access to this unique type of learning environment for ALL children! While deeply understanding that equal access is not defined as “same access” for all children and families. North Bridge Microschool acknowledges the societal and systemic barriers that continue to exist in our world and will continue to be dedicated to the work of neutralizing/eradicating these norms in our society.