Over the past twenty-five years the philosophy of our schools
has evolved into a set of clearly stated, and closely practiced
beliefs. The core belief centers on relationships, how each part
of our schools creates, and supports every other part: child,
teacher, parent, staff, environment, and community. Through
constant study and reflection our schools have become a
demonstration of this philosophy of relationships. We continually
refine the quality of our relationships through the practice of
documentation. Documentation affirms the children and makes
visible our image of the child as a competent, creative and
articulate member of the school community
.

Our positive image of the child motivates us to make this
competence visible to others. We document the children's
work using transcripts, photographs, and video to create a
community of learners. Children revisit these documents to
reflect on their assumptions, strategies, and goals. Teachers
study these documents to improve their conversations with
children. Parents review these documents to gather an
intellectual understanding of their child's work and to become
an educational partner of the school. Through such records
the general public learns the good work of the school and
advocates for its support. By degrees our image of the child
as strong and intelligent becomes known to all, including the
children themselves.

We understand that high quality learning requires high quality
space. We constantly record, and study the relationship
between space and learning, from the calming peace of a
quiet space to the relationship between space and learning,
from the calming peace of a quiet space to the positive energy
of a play space. We believe that the environment can be
designed to communicate a message of welcome, of support,
and of belonging. Each item in the classroom from furnishings
to photographs is placed there to support this image of the
environment as a teacher that engenders a disposition for
the child to slow down, to reflect, and to enjoy.

As a set of international schools, we value and support
meaningful relationships among the diverse cultures of
our families. We understand that diversity creates a reason
to reflect, to question, and to grow in skills, awareness,
and humanity. We value the relation between listening and
acting, between aesthetics and utility, and between parents
and programme. Particularly in the context of this diversity we
maintain our image that each child is strong and competent,
an image that also applies to the teacher, parent, community
and environment, each part creating and supporting the other.

 

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