The Project School’s educational philosophy is centered on the concepts of developing positive Habits of Heart, Mind, and Voice and the teacher-designed Problem-, Place-, Project-Based (P3) Curricular Framework. TPS Founders have applied the work of world-renowned education scholars and practitioners, highly acclaimed research institutes, and research-based curricula and curricular frameworks to develop a school model that provides a rich, child-centered learning experience.
The Project School utilizes teaching teams, multi-age classrooms, and discipline-based literacy
workshops to scaffold the skills students need to engage in authentic, integrated P3 Projects
. P3 Projects are centered on the Compelling and Generative Topics and Questions (CGTQ)
that surface at a community Curricular Summit. The summit brings people together from multiple community perspectives to discuss topics and questions that identify and address authentic community issues and provide students with real-life and service-learning opportunities. The Project School uses the Critical Literacy Framework
as an essential component of its P3 Curricular Framework to teach students to examine their world through a socially responsible lens.
Using the concepts of the Responsive Classroom
as a keystone, Project School students develop positive Habits of the Heart. Through all aspects of curriculum, including the P3 Curricular Framework
, students of The Project School engage in critical, creative and reflective thinking, developing their intellectual character and thus developing positive Habits of the Mind. Using performance-based assessments and the concept of authentic student voice, Project School students develop positive Habits of the Voice.
At TPS, all of our classrooms (except for our play-based Kindergarten class) are multi-age. Our classrooms are paired together in the following grades:
Kindergarten (play based single grade)
A multi-age classroom is created by intentionally grouping children of different ages. The goal is for all children to reap many benefits from multi-age classrooms, including:
- Children progress and grow without age restrictions
- Children acknowledge and accept differences in people
- Children benefit from remaining with the same group and teacher for more than one year
- Every child has a time for leadership
- Teachers have increased sensitivity to diversity
- Children can have continuous progress when they can pick up from where they left off the previous school year
- Curriculum is determined based on what is appropriate for individual children
- Interests, age, maturity, and so forth provide children opportunities for natural groupings
- Children can fully develop areas of strength, and at the same time, receive support for the areas of need
- Children are placed in a natural structure. Where do adults spend time with people only their own age?
Click on any of the menu items to the left, in order to read about the specifics of our curriculum.