Montrose School Mission Statement

Montrose School strives to foster a stimulating and challenging multi-age environment where students, teachers, and parents work together to create optimal academic, social and emotional growth that will motivate students to life-long learning and achievement in our ever-changing world.

To achieve this objective, the school is guided by the following:

Multi-age Philosophy

Multi-age educational practices are grounded in a philosophy that holds that every child can learn and has the right to do so at their own pace, that learning is a continuum rather than a series of steps, that diversity is not only a reality but is something to be embraced, and that a classroom is a family of learners.

All classrooms in Grades 1-6 will be intentionally grouped across two grade levels and will form a single learning community where diversity is valued. There will be three classrooms of Grades 1/2, three classrooms of Grades 3/4, three classrooms of 5/6.
Students remaining with the same teacher for two years allows teachers to get to know students over time with less time spent each year getting to know the individual strength of students. Concerns associated with a yearly transition from one grade to another are diminished as the teacher has a nucleus of children familiar with the details of the class organization that keep it going while newcomers absorb it. This means less adjustments from year to year. Having the same teacher for more than one year allows for a continuum of learning and contributes to creating a family unit.
As the student-teacher-parent relationship develops over a longer period of time, students will receive greater support for their success in school.
Learning will take place in an atmosphere of collaboration rather than competition.
An enhanced sense of community and cooperation exists when children with different experiences, ages and abilities learn together. Older children gain confidence and self esteem by helping others. Younger students benefit from collaborating with older children.
Students will be exposed to expanded curriculum.
Children will see themselves as part of a continuum, recognizing their own growth. .
The program is not geared to the work of a single year but can be adjusted over two years.
Students will experience a variety of social and educational roles with increased opportunities to lead and to follow, to collaborate and to make stable peer relationships.
All classroom teachers will have an opportunity to work collaboratively on a team.
All classroom teachers will manage two grades of curriculum over a guaranteed span of two years.

Best Teaching Practices

Best teaching practices as described in provincial curricula will be implemented to promote a positive learning environment that is child-centered, activity-based, thematic and integrated.

Child – Centered Learning

Using the Department of Education curriculum and learning outcomes as a framework, children and teachers make meaningful choices about the direction and scope of their learning and pursue topics of interest.
Best teaching practices that are based on research of how students learn and which are emphasized in all current curricula is expected to be implemented in all classrooms.
Programs are based on individual progress rather than age groups.
Opportunities to learn are provided that accommodate different learning styles, multiple intelligences, rates, experiences, and interests.
Independent and interdependent thinking skills are developed.
A desire for lifelong learning is fostered.
The role of the teacher as a facilitator of learning rather than the source of knowledge is emphasized.

Activity – Based Learning

Programming reflects an understanding that children learn through active involvement – children learn by doing.

Cooperative and interactive learning activities (learning is a social endeavor) is encouraged.
Children are provided with opportunities to apply their learning to real situations and issues.

Thematic and Integrated Learning

Various curricula is integrated throughout broad themes to allow children to make connections.
Thematic study allows students to explore the many facets of a topic within a broad theme.

Parental Involvement

One of the most significant determinants of a child’s educational success is the ongoing positive partnership between home and school.

Parents participate as partners in their child’s education – “It takes a whole village to educate a child.”
Parents act as role models for lifelong learning by participating in school social, academic, and family activities with children.
Parental involvement enhances all aspects of programming.
Parents work with children, teachers, and other parents to support and contribute to classroom and school programs.