Core Tenet Survey, 2025

Tenet 1: We hold an unwavering commitment to equity, and to establishing an ecosystem for belonging.

1a: We create learning environments where each child knows they are seen, supported, and known with tools and activities that reflect, support and respect a range of diverse identities and experiences.

1b: We follow age-appropriate curricula using anchor books that foster conversations through which children can recognize and celebrate differences while developing empathy and striving for equity.

1c: As staff, we have regular opportunities for training, dialogue, and self-assessment to address unconscious biases, promote equitable decision-making and maintain an unbiased ecosystem for learning.

Tenet 2: We value connection over compliance and establish a climate of listening & connection.

2a: We are a sanctuary for each child: safe, nurturing and responsive, we afford each child the opportunity and encouragement to take risks.

2b: We teach the skills of active listening and why the skill of listening has value. We do not use silencing strategies (e.g., “Be Quiet”, “Shhhh”, “Catch a Bubble”, “Quiet Mice”) because mandated compliance inhibits children from finding their voice and does not allow them the opportunity to appreciate the voices of others. As an alternative to silencing children, we teach active listening through the use of chimes and call-and-response for whole group listening.

2c: We use respectful words and a kind tone of voice to create a sense of security, rather than commanding language that can be interpreted by children as harsh or dismissive.

2d: We prioritize encouragement over praise, as it nurtures resilience, fosters a growth mindset and cultivates self-motivation, competence and personal responsibility.

Tenet 3: We provide predictability, which yields a sense of security.

3a: To set expectations and create a sense of community:

o We teach the use of visual schedules to establish clear routines.

o We create classroom agreements.

o We have consistent morning and afternoon meetings.

o We establish clear and predictable transitions.

o We engage in class problem-solving meetings.

3b: We know the value of adult engagement in the “unstructured” free play of children (e.g., playground and centers). During this time, adults serve as conversational partners and facilitate social interactions and social problem solving.

4a: We act as conversational partners with children in every moment and every aspect of the school day.

4b: We want children to discover who they are, rather than dictate to them who and how they should be.

4c: We embrace diverse voices, identities, experiences and perspectives. We value and all learn from the stories of each family, staff member and community.

Tenet 5: We show up for each other.

We are relationship-focused and take time to build relationships with our colleagues, our students, and our families.

5a: We value relationships with families.

o We honor families as an integral part of the educational team. We listen and engage in conversations with each other to build a collective path to best meet a child’s needs.

o We model for our children a positive home to school relationship. We never use parent communication to threaten, coerce or control children.

5b: We value relationships with colleagues.

o We collaborate cross-departmentally to ensure best practices in early childhood education. We utilize the multidisciplinary resources we have within our school to approach children from a strengths-based model.

5c: We value relationships between children.

o We know that preschool-age children are learning to navigate social interactions, and we are facilitators in this process – helping each develop and apply empathy.