We believe that making decisions should focus first on the education and welfare of our students.
We believe that cultivating strong relationships, mutual respect, and trust throughout the educational community where parents are viewed as partners and active stake holders in the educational process establishes a foundation for developing collaborative citizens.
We believe that creating a welcoming and supportive environment that allows and encourages independent exploration and risk-taking creates good citizens who have respect, integrity and work ethic.
We believe that providing a safe and nurturing learning environment is necessary for celebrating diversity, creating a shared sense of community, and focusing on the importance of the whole child.
We believe that promoting a safe and supportive educational environment where all members of the learning community are valued encourages positive risk-taking and develops critical thinking skills.
We believe that providing an environment that encourages teachers and administrators to develop and implement creative and innovative teaching practices through collaboration with varied stake holders advances student learning opportunities.
We believe that fostering/creating an intrinsic learning/teaching culture leads to academic rigor and challenges students at all levels.
We believe that fostering a love for learning occurs through high expectations, and relevant and active learning opportunities.
We believe that designing curriculum that represents universality and flexibility will promote the development of students who achieve high expectations and who become collaborative, engaged citizens.
We believe that using technology in a responsible way aids education, and provides the opportunity for students to learn problem-solving and communication with a purpose.
We believe that meetings all students' needs through appropriately challenging them, and providing purpose through relevant and rigorous opportunities both in and outside of school will allow each student to reach his/her own personal potential.
