Philosophy

The educational design of TIS specifies a learning community that exists at the intersection of three interactive and interdependent components of the school: the curriculum, the educational philosophy and instructional design, and the values.

• The curriculum is derived from and consistent with both the educational philosophy and values of the school.
  
  
• The values by which the school community functions are
  studied as a part of the curriculum and provide the foundation
  for the educational philosophy.
  
  
• Every aspect of the learning community must be consistent
  with the values, amenable to study
  as a part of the negotiated curriculum, and based on the
  beliefs about learning that form the educational design.

The educational philosophy of the school is grounded in two fundamental beliefs:

• learning is a life-long developmental process
  
  
• knowledge is constructed in the context of culture,
  experience, and community

TIS believes that all individuals are capable learners. Each individual
brings a unique constellation of talent, interest, experience, and
cultural heritage to the learning situation. Learning takes place
in an environment where such differences as well as human
commonalities are valued and respected. Teachers and learners
strive together to attain the knowledge, skills and attitudes that
enable them to participate powerfully in their families and their
communities, both local and global.

• Research-based practices and instructional methods to
  enhance student learning
• Flexible instruction and curriculum design to meet a
  diversity of educational needs
• Authentic assessment practices that inform teaching
  and learning
• Small class size and school size.
• Real-world connections and applications to learning.
• Multi-age, cross curriculum co-learning experiences.
• Strategies and programs to actively engage parents,
  older adults, and community members in voluntary
  leadership, learning and mentoring opportunities.