We focus on the WHOLE CHILD, valuing not just academic success, but also SOCIAL AND EMOTIONAL GROWTH. We are also committed to INCORPORATING TECHNOLOGY and field trips that bring the classroom LEARNING TO LIFE into the real world.
Individual Learning Plans (ILPs) personalize goals and instruction for each child. We believe that learning should be interest-driven, peer-supported and focused on powerful outcomes.
At the end of the year, facilitators and learners give their own Presentations of Learning based on their reflections of their achievements and growth toward those particular goals.
Academic achievement is only one component of a learner’s education at iLEAD. We also support the learner’s development of emotional intelligence, life skills and community engagement.
We offer a dynamic classroom approach in which learners actively explore real-world challenges to acquire deeper knowledge. Research shows that learners’ retention of content and attitude toward and interest in learning increase when PBL is done well.
Multi-age education is an approach to teaching and learning that truly allows the academic and social-emotional needs of every learner to be met. In multi-age environments, learners are able to work on skills and concepts that are appropriate based on where they fall in the learning continuum, regardless of their age.
In the meantime, social interaction among older and younger learners promotes leadership and positive social-emotional behaviors. Older learners may model problem-solving and communication skills for their younger peers and vice versa.
Lastly, multi-age education allows each learner to spend at least two consecutive years with the same facilitator. This process results in seamless transitions from one year to the next. Because half the class has returned for the second year, classroom culture, procedures and expectations are already understood early on. Click for more information.
In classrooms where deeper learning is the focus, you find learners who are motivated and challenged—who look forward to their next assignment. They apply what they have learned in one subject area to newly encountered situations in another. They can see how their classwork relates to real life. They are gaining indispensable knowledge, skills and beliefs, including:
When learners are developing knowledge, skills and academic mind-sets simultaneously, they learn more efficiently. They acquire and retain more academic knowledge when they are engaged, believe their studies are important and are able to apply what they are learning in complex and meaningful ways.
Mastery of academic content is critical to a learner’s future success in college, careers and life, so it is the foundation of—and never overlooked in—deeper learning classrooms.
Read more in-depth definitions of this set of knowledge, skills and beliefs.
Our focus on developing empathy allows for respect and invites an engaging, positive, rich environment. We believe people are natural-born learners. We provide opportunities for discovery and wonder to nurture a lifelong love of learning.
Success is demonstrated through leadership, self-direction, problem-solving skills, creativity, collaboration, innovation and service.
We embrace stepping out of our comfort zone.
We value joy, fun, choice and voice, and we celebrate that our differences contribute to our common humanity.
We work as a team to create a culture that shifts from a top-down model to a multi-point model, where leaders emerge throughout the class, school and environment.
We guide learners to master content, rather than specific skills, through dynamic projects.