Voyagers' Vision Statement

  • Voyagers’ Community School Mission

    Our mission is to foster the natural joy of learning within people while empowering members of the school community to develop personal responsibility and the confidence to create the lives they want for themselves as global citizens.

    Voyagers’ Community School Vision

    Voyagers’ Community School is a place…

    • Where a child can grow and learn as a whole person.
    • Where children can develop thinking and working attitudes that empower them to take over their own growth.
    • That honors and encourages children’s vision, tenacity, initiative, imagination, generosity, and exploration.
    • That is defined by the bounding level of excitement, enthusiasm, creativity, ingenuity, inquisitiveness and individual and community satisfaction.
    • That invokes vibrancy and trust among children and adults alike.
    • Where children can find their voice and participate in a democratic community.
    • Where learning is defined by no one and by everyone.

    Voyagers’ Learning Philosophy

    Our Philosophy of Education falls under five subheadings. The thought reflected within these headings express who we are, why we exist, and what we hope to accomplish in and outside of our school.

    • The culture as a teacher – Culture is a way of being in existence with others. The culture at Voyagers’ is reflected in the atmosphere that exists within our boundaries and among our members. Together we recognize and encourage intellectual and social prowess.
    • The teacher as a learner; the learner as a teacher – The acquisition of knowledge is not limited by individual imagination but is bolstered by the power and richness of thinking and sharing. Knowledge grows from relationships of trust, fairness, and regard for others. Through intellectual exchange, we teach each other and learn with each other.
    • The administrator, teacher, student and parent as colleagues – The sense of responsibility and passion that rises in our students when they are involved in community work contributes to their evolution as good, civic-minded individuals who give and support others in society.
    • The community as teacher and communicator – At Voyagers’ there is never a stagnant mind, an expected way of doing things or a prescribed right and wrong. There are always questions to ask and answers to be found. Learning is driven by the need to know and the thrill that emerges in sharing and debating ideas. Together in dialogue, we enrich each other’s lives.
    • The work of learning – In our school there is joy, passion, kindness, liveliness, acceptance, and inclusion as we learn. All members work to participate with intellectual, social and political awareness. Knowledge is power and all children deserve the best possible opportunity to learn and feel confident and smart.

    Cycle of Learning

    Voyagers Vision StatementVoyagers’ Community School curriculum is shaped by “The Reggio Approach,” a child-centered educational method developed after World War II in Reggio Emilia, Italy. This approach recognizes that each child is strong, confident and capable. We bring these tenets alive in the classrooms through a deep understanding of educational theory and cutting-edge pedagogical practices.

    We provide children with meaningful experiences for play and exploration, which is their work, while nourishing their potential as individuals. In our space children learn in a continuum; they move from easier to more difficult material and from simple to more complex strategies at their own pace, rather than being promoted once a year or waiting until the next school year to move forward in the curriculum.

    Children take part in the entire cycle of learning: interest, investigation, questions, inquiry, research, dialogue, connections, reflections, expression, and back to interest.

    Philosophy

    The core values reflected in our Philosophy of Education fall under five subheadings

    • The culture as a teacher
    • The teacher as a learner; the learner as teacher
    • The administrator, teacher, student and parent as colleagues
    • The community as teacher and communicator
    • The work of learning

    The thought reflected within each of these headings collectively express who we are, why we exist, and what we hope to accomplish in and outside of our school.

    The culture as teacher

    Culture is a way of being in existence with others. The culture at Voyagers’ is reflected in the atmosphere that exists within our boundaries and among our members. Together we recognize and encourage intellectual and social prowess. We are people who are intensely aware of the possibilities in life and who are driven to stretch beyond what is expected and obvious. Students evolve as individuals, as members of a broader community and as global citizens. Each Voyagers’ student grows to deeply understand his or her self.

    The teacher as a learner; the learner as a teacher

    The acquisition of knowledge is not limited by individual imagination but is bolstered by the power and richness of thinking and sharing. Knowledge grows from relationships of trust, fairness, and regard for others. This allows for critique, debate, failure, wonder, and success. Through intellectual exchange, we teach each other and learn with each other.

    The administrator, teacher, student and parent as colleagues

    Voyagers community schoolThe sense of responsibility and passion that rises in our students when they are involved in community work contributes to their evolution as good, civic-minded individuals who give and support others in society. Together our administrators, teachers, and parents compose a strong, vibrant, and active community that works and play together. We stretch beyond the walls of our school and into surrounding neighborhoods. This serves as a guide and an inspiration for our students.

    The community as teacher and communicator

    At Voyagers’ there is never a stagnant mind, an expected way of doing things or a prescribed right and wrong. There are always questions to ask and answers to be found. There is always a willingness to impart knowledge and an acceptance of the knowledge imparted by others. Learning is driven by the need to know and the thrill that emerges in sharing and debating ideas. Together in dialogue, we enrich each other’s lives.

    The work of learning

    In our school, there is joy, passion, kindness, liveliness, acceptance, and inclusion as we learn. All members work to participate with intellectual, social and political awareness. We feel empowered and inspired to reach deep into our own being to find wholeness and personal truth. Knowledge is power and all children deserve the best possible opportunity to learn and feel confident and smart.

    Our students are learning for life!